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HCI International 2023 – Late Breaking Papers [[electronic resource] ] : 25th International Conference on Human-Computer Interaction, HCII 2023, Copenhagen, Denmark, July 23–28, 2023, Proceedings, Part VII / / edited by Panayiotis Zaphiris, Andri Ioannou, Robert A. Sottilare, Jessica Schwarz, Fiona Fui-Hoon Nah, Keng Siau, June Wei, Gavriel Salvendy
HCI International 2023 – Late Breaking Papers [[electronic resource] ] : 25th International Conference on Human-Computer Interaction, HCII 2023, Copenhagen, Denmark, July 23–28, 2023, Proceedings, Part VII / / edited by Panayiotis Zaphiris, Andri Ioannou, Robert A. Sottilare, Jessica Schwarz, Fiona Fui-Hoon Nah, Keng Siau, June Wei, Gavriel Salvendy
Autore Zaphiris Panayiotis
Edizione [1st ed. 2023.]
Pubbl/distr/stampa Cham : , : Springer Nature Switzerland : , : Imprint : Springer, , 2023
Descrizione fisica 1 online resource (597 pages)
Disciplina 005.437
004.019
Altri autori (Persone) IoannouAndri
SottilareRobert A
SchwarzJessica
Fui-Hoon NahFiona
SiauKeng
WeiJune
SalvendyGavriel
Collana Lecture Notes in Computer Science
Soggetto topico User interfaces (Computer systems)
Human-computer interaction
User Interfaces and Human Computer Interaction
ISBN 3-031-48060-0
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto HCI Design and User Experience -- Cognitive Engineering and Augmented Cognition -- Cultural Issues in Design -- Technologies for the Aging Population -- Accessibility and Design for All -- Designing for Health and Wellbeing -- Information Design, Visualization, Decision-making and Collaboration -- Social Media, Creative Industries and Cultural Digital Experiences -- Digital Human Modeling, Ergonomics and Safety -- HCI in Automated Vehicles and Intelligent Transportation -- Sustainable Green Smart Cities and Smart Industry -- eXtended Reality Interactions -- Gaming and Gamification Experiences -- Interacting with Artificial Intelligence -- Security, Privacy, Trust and Ethics -- Learning Technologies and Learning Experiences -- eCommerce, Digital Marketing and eFinance. .
Record Nr. UNISA-996565868503316
Zaphiris Panayiotis  
Cham : , : Springer Nature Switzerland : , : Imprint : Springer, , 2023
Materiale a stampa
Lo trovi qui: Univ. di Salerno
Opac: Controlla la disponibilità qui
HCI International 2023 – Late Breaking Papers : 25th International Conference on Human-Computer Interaction, HCII 2023, Copenhagen, Denmark, July 23–28, 2023, Proceedings, Part VII / / edited by Panayiotis Zaphiris, Andri Ioannou, Robert A. Sottilare, Jessica Schwarz, Fiona Fui-Hoon Nah, Keng Siau, June Wei, Gavriel Salvendy
HCI International 2023 – Late Breaking Papers : 25th International Conference on Human-Computer Interaction, HCII 2023, Copenhagen, Denmark, July 23–28, 2023, Proceedings, Part VII / / edited by Panayiotis Zaphiris, Andri Ioannou, Robert A. Sottilare, Jessica Schwarz, Fiona Fui-Hoon Nah, Keng Siau, June Wei, Gavriel Salvendy
Autore Zaphiris Panayiotis
Edizione [1st ed. 2023.]
Pubbl/distr/stampa Cham : , : Springer Nature Switzerland : , : Imprint : Springer, , 2023
Descrizione fisica 1 online resource (597 pages)
Disciplina 005.437
004.019
Altri autori (Persone) IoannouAndri
SottilareRobert A
SchwarzJessica
Fui-Hoon NahFiona
SiauKeng
WeiJune
SalvendyGavriel
Collana Lecture Notes in Computer Science
Soggetto topico User interfaces (Computer systems)
Human-computer interaction
User Interfaces and Human Computer Interaction
ISBN 3-031-48060-0
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto HCI Design and User Experience -- Cognitive Engineering and Augmented Cognition -- Cultural Issues in Design -- Technologies for the Aging Population -- Accessibility and Design for All -- Designing for Health and Wellbeing -- Information Design, Visualization, Decision-making and Collaboration -- Social Media, Creative Industries and Cultural Digital Experiences -- Digital Human Modeling, Ergonomics and Safety -- HCI in Automated Vehicles and Intelligent Transportation -- Sustainable Green Smart Cities and Smart Industry -- eXtended Reality Interactions -- Gaming and Gamification Experiences -- Interacting with Artificial Intelligence -- Security, Privacy, Trust and Ethics -- Learning Technologies and Learning Experiences -- eCommerce, Digital Marketing and eFinance. .
Record Nr. UNINA-9910765495903321
Zaphiris Panayiotis  
Cham : , : Springer Nature Switzerland : , : Imprint : Springer, , 2023
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Learning and Collaboration Technologies : 11th International Conference, LCT 2024, Held As Part of the 26th HCI International Conference, HCII 2024, Washington, DC, USA, June 29-July 4, 2024, Proceedings, Part III
Learning and Collaboration Technologies : 11th International Conference, LCT 2024, Held As Part of the 26th HCI International Conference, HCII 2024, Washington, DC, USA, June 29-July 4, 2024, Proceedings, Part III
Autore Zaphiris Panayiotis
Edizione [1st ed.]
Pubbl/distr/stampa Cham : , : Springer International Publishing AG, , 2024
Descrizione fisica 1 online resource (370 pages)
Altri autori (Persone) IoannouAndri
Collana Lecture Notes in Computer Science Series
ISBN 9783031616914
9783031616907
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Intro -- Foreword -- HCI International 2024 Thematic Areas and Affiliated Conferences -- List of Conference Proceedings Volumes Appearing Before the Conference -- Preface -- 11th International Conference on Learning and Collaboration Technologies (LCT 2024) -- HCI International 2025 Conference -- Contents - Part III -- VR and AR in Learning and Education -- Learning 3D Matrix Algebra Using Virtual and Physical Manipulatives: Qualitative Analysis of the Efficacy of the AR-Classroom -- 1 Introduction -- 2 AR-Classroom -- 2.1 Previous Research on AR-Classroom -- 2.2 Phenomenological Research -- 2.3 Learning Experiment Using AR-Classroom -- 3 Methods -- 3.1 Procedures -- 4 Results -- 4.1 Difficulty Using Traditional Methods -- 4.2 Reliance on Resources -- 4.3 Pattern Recognition -- 4.4 Developing Understanding of 3D Matrix Algebra -- 5 Discussion -- 5.1 Limitations and Future Research -- 6 Conclusion -- References -- Exploring the Impact of Virtual Presence in Digital Meetings: A Comparative Study -- 1 Introduction -- 2 Theoretical Framework -- 2.1 Problem Statement -- 2.2 Related Work and Research Questions -- 2.3 The Uncanny Valley -- 2.4 Knowledge Generation -- 3 Method -- 3.1 Case Study -- 3.2 Structure of the Case Study -- 4 Results -- 4.1 Data Analysis -- 4.2 Qualitative Questions -- 5 Discussion -- 6 Scientific Placement -- 7 Conclusion -- References -- A Biometric-Based Adaptive Simulator for Driving Education -- 1 Introduction -- 2 Literature Review -- 2.1 Distraction Detection -- 2.2 Drowsiness Detection -- 3 Proposed Framework -- 4 Framework Development and Findings -- 5 Conclusions -- References -- Learning 3D Matrix Algebra Using Virtual and Physical Manipulatives: Statistical Analysis of Quantitative Data Evaluating the Efficacy of the AR-Classroom -- 1 Introduction -- 1.1 Learning Using Augmented Reality.
1.2 Foundational Research on the BRICKxAR/T -- 1.3 AR-Classroom Capabilities -- 1.4 Previous Research on the AR-Classroom -- 1.5 Learning Efficacy Experiment on the AR-Classroom -- 2 Method -- 2.1 Participants -- 2.2 Design -- 2.3 Procedures -- 2.4 Pre-test Materials -- 2.5 AR-Classroom Interaction Materials -- 2.6 Active Control Materials -- 2.7 Post-test Materials -- 3 Results -- 3.1 Pre-test -- 3.2 Post-test -- 3.3 Changes in from Pre-test to Post-test -- 4 Discussion -- References -- An Inquiry into Virtual Reality Strategies for Improving Inclusive Urban Design Concerning People with Intellectual Disabilities -- 1 Introduction -- 2 Methodology -- 2.1 Formulation of Research Questions -- 2.2 Data Search in Specialized Databases -- 2.3 Results -- 2.4 Data Analysis -- 3 Discussion -- 3.1 Comparison of Results with Existing Scientific Articles -- 3.2 Limitations of the Study -- 3.3 Suggestions for Future Research -- 4 Conclusion -- References -- English Language Learning in Primary School Children Using Immersive Virtual Reality -- 1 Introduction -- 2 Materials and Methods -- 3 Results -- 4 Discussion -- 5 Conclusion -- References -- Bridging Disciplinary Boundaries: Integrating XR in Communication Sciences Master's Programs -- 1 Introduction -- 2 Background -- 2.1 Challenges Associated with XR -- 2.2 XR for Education -- 3 Methodology -- 3.1 Objective and Related Approach -- 3.2 Description of the Three Cases -- 3.3 Methods for Data Collection -- 3.4 Case 1 -- 3.5 Case 2 -- 3.6 Case 3 -- 4 Findings -- 4.1 Case 1 -- 4.2 Case 2 -- 4.3 Case 3 -- 5 Discussion -- 5.1 Analyzing Challenges in XR Education -- 5.2 How-Tos of XR Integration -- 5.3 Future Work -- 6 Conclusion -- References -- Exploring UX: Instructional Designs for Groups in Mozilla Hubs -- 1 Introduction -- 2 Related Work -- 2.1 Relevance of User Experience in Educational Platforms.
2.2 Previous Interactive Instructional Designs in Mozilla Hubs -- 3 Implementation -- 3.1 Platform -- 3.2 General Preparation of Classes -- 3.3 Instructional Designs -- 4 Survey -- 4.1 Measurements -- 4.2 Sample Description -- 4.3 Research Ethics -- 5 Results -- 5.1 UEQ -- 5.2 Motivation -- 5.3 Qualitative Feedback -- 6 Discussion -- 7 Conclusion -- References -- Training Development in Dance: Enhancing Precision Through Motion Capture and a Virtual Environment for Injury Prevention -- 1 Introduction -- 1.1 Background and Motivation -- 1.2 Objective of the Study -- 2 Theoretical Background -- 2.1 Ballett Training -- 2.2 Motion Capture Technology in Sports and Immersive Training -- 3 Method -- 3.1 Participants in the Pre-test -- 3.2 Experimental Design and Measurement Instruments -- 3.3 Procedure -- 3.4 Results and Discussion -- 4 Conclusion -- References -- Augmented Reality in Language Learning: Practical Implications for Researchers and Practitioners -- 1 Introduction -- 2 Literature Review -- 2.1 AR and its Application in Language Learning and Teaching -- 2.2 Benefits and Challenges of Using AR in Instructed Language Learning -- 2.3 The Challenges of Applying AR to Instructed Language Learning -- 3 Methodology -- 4 Educational Applications of AR -- 5 Language Components and Competencies that May Be Enhanced with AR-Mediated Instructional Materials -- 5.1 Language Components -- 5.2 Language Competencies -- 6 Discussion - Conclusion -- References -- Augmented Reality Labs: Immersive Learning in Chemistry -- 1 Introduction -- 2 Methods -- 2.1 Designing and Connecting to the Database -- 2.2 Conforming to Design Principles -- 2.3 Case Study: Implementing Chemistry Labs -- 3 Results -- 4 Conclusions -- References.
Bridging Theory into Practice: An Investigation of the Opportunities and Challenges to the Implementation of Metaverse-Based Teaching in Higher Education Institutions -- 1 Introduction -- 2 Background of the Study -- 3 Theoretical Linkages in the Implementation of Metaverse-Based Teaching in Higher Education Institutions -- 3.1 Technology Acceptance Model (TAM) -- 3.2 Unified Theory of Acceptance and Use of Technology (UTAUT) -- 4 Methodology -- 5 Key Opportunities and Challenges of Metaverse Technologies -- 6 Conclusion and Future Research Directions -- References -- Amplifying Language Learning Effects with Olfactory-Enhanced Virtual Reality: An Empirical Study -- 1 Introduction -- 2 Literature Review -- 3 Research Hypotheses -- 4 Methodology and Experimental Design -- 5 Results, Findings and Discussion -- 6 Conclusion -- 7 Limitation and Future Works -- References -- AI in Learning and Education -- The Impact of ChatGPT on Students' Learning Programming Languages -- 1 Introduction -- 2 Literature Review -- 2.1 Large Language Models in Education: Benefits and Concerns -- 2.2 Large Language Models Literacy During Software Development -- 2.3 Students Experience with Large Language Models During Software Development -- 3 Research Model and Hypothesis Development -- 4 Research Method -- 5 Research Results -- 6 Discussion and Conclusion -- References -- Quantum Course Prophet: Quantum Machine Learning for Predicting Course Failures: A Case Study on Numerical Methods -- 1 Introduction -- 2 Nuts and Bolts of Quantum Course Prophet -- 3 Dimensionality Reduction Method -- 4 Classification Method -- 5 Validation Method and Experimental Setting -- 6 Results -- 7 Discussion -- 8 Conclusions -- References -- Do Engineering Students Know How to Use Generative Artificial Intelligence? A Case Study -- 1 Introduction -- 2 Theoretical Context.
2.1 Definitions of AI and Generative AI -- 2.2 AI and Generative AI in Education -- 3 The Case Study -- 3.1 Description of the Activity -- 3.2 Description of the Involved Subjects -- 3.3 Materials and Methods -- 4 Results -- 5 Discussion -- 6 Conclusions -- 7 Disclosure of Interests. -- References -- Enhancing Language Learning Through Human-Computer Interaction and Generative AI: LATILL Platform -- 1 Introduction -- 2 Previous Works -- 3 Methodology -- 3.1 Study Design and Data Collection -- 3.2 Participants -- 3.3 Instrument -- 4 Results -- 4.1 Challenges in GFL/GSL -- 4.2 Feedback from the LATILL Platform -- 5 Impact in the Functional Prototype -- 6 Conclusions -- References -- Exploring Explainability and Transparency in Automated Essay Scoring Systems: A User-Centered Evaluation -- 1 Introduction -- 2 Related Work -- 2.1 Usability for AI-Driven Systems -- 2.2 AI in the Classroom -- 2.3 Explainable AI -- 2.4 Algorithm Transparency -- 2.5 Packback Deep Dives -- 3 Methods -- 3.1 Approach -- 3.2 Participants and Courses -- 3.3 Objectives -- 3.4 Data Analysis and Evaluation -- 4 Results -- 4.1 Clarity of Feedback and Explanations -- 4.2 Effectiveness and Actionability of Feedback -- 4.3 Perceptions and Misconceptions of the System -- 4.4 Evolving Trust in AI Judgements -- 4.5 User Concerns and Fairness Perceptions -- 4.6 System Efficiency and Feedback Quality -- 4.7 User Interface Accessibility and Design -- 4.8 System Advancement Design Priorities -- 4.9 System Usability Score -- 5 Discussion -- 5.1 RQ1: How Do AI Explainability and Algorithm Transparency Techniques Affect the Overall Usability and User Experience of an AI-Based Essay Feedback System?.
5.2 RQ2: How Do Graders Perceive the Integration of an AI-Based Essay Feedback System into Their Grading Process, and What Are the Factors Influencing Their Acceptance or Resistance of Automated Feedback?.
Record Nr. UNINA-9910865247303321
Zaphiris Panayiotis  
Cham : , : Springer International Publishing AG, , 2024
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Learning and Collaboration Technologies : 11th International Conference, LCT 2024, Held As Part of the 26th HCI International Conference, HCII 2024, Washington, DC, USA, June 29-July 4, 2024, Proceedings, Part I
Learning and Collaboration Technologies : 11th International Conference, LCT 2024, Held As Part of the 26th HCI International Conference, HCII 2024, Washington, DC, USA, June 29-July 4, 2024, Proceedings, Part I
Autore Zaphiris Panayiotis
Edizione [1st ed.]
Pubbl/distr/stampa Cham : , : Springer, , 2024
Descrizione fisica 1 online resource (322 pages)
Altri autori (Persone) IoannouAndri
Collana Lecture Notes in Computer Science Series
ISBN 9783031616723
9783031616716
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Intro -- Foreword -- HCI International 2024 Thematic Areas and Affiliated Conferences -- List of Conference Proceedings Volumes Appearing Before the Conference -- Preface -- 11th International Conference on Learning and Collaboration Technologies (LCT 2024) -- HCI International 2025 Conference -- Contents - Part I -- Contents - Part II -- Contents - Part III -- Designing Learning and Teaching Experiences -- Digital Nudging in Online-Learning Environments: Enhancing Self-regulation and Decision Through Usability-Centric Design -- 1 Introduction -- 2 Theoretical Background -- 2.1 Nudging in Education -- 2.2 Influence of Usability and Design on Nudging -- 3 Objective -- 4 Method -- 4.1 Design-Oriented Development of the Nudges -- 4.2 Usability Tests -- 4.3 Post Interviews -- 5 Results -- 5.1 Presentation of the Developed Nudges -- 5.2 Results of the Usability Test -- 5.3 Results of the Post-interviews -- 6 Discussion -- 7 Conclusion and Future Work -- References -- Pedagogical Foundations of a Short Term Intensive Online Course for Businessmen on Development of Negotiating Skills in English -- 1 Introduction -- 2 Creating a Short-Term Intensive Course for Businessmen on Development of Negotiating Skills in English -- 2.1 Pedagogical Goals and Means for Their Implementation -- 2.2 Choosing Online Instruments for Creating the Online Course -- 2.3 The Course Syllabus -- 3 Research Questions -- 4 Procedure -- 4.1 The Organization of the Intensive Course Implementation -- 4.2 The Selection of Participants for the First Course Run Through the Pre-Course Survey -- 4.3 The Characteristics of the Participants of the First Course Run -- 4.4 Data Collection in the First Run of the Course -- 4.5 Teaching in the First Run of the Course Implementation -- 4.6 The Second and Third Runs of the Course Implementation -- 5 Results and Discussion.
5.1 The Use of Online Instruments by Students from the Experimental Group During Independent Work -- 5.2 Assessment of Oral Speech Improvement -- 5.3 End-Course Questionnaire -- 5.4 The Analysis of the Second and Third Runs of the Intensive Course -- 6 Conclusions and Further Work -- References -- Interface Design for Educational Chatbot to Increase Engagement for Online Learning: A Conceptual Design -- 1 Introduction -- 1.1 Chatbots as a Way to Increase Engagement -- 1.2 Interface Design as a Problem Space -- 2 Literature Review -- 3 Methods -- 4 Conceptual Findings -- 5 Design Discussion and Conclusion -- References -- Tools to Support the Design of Network-Structured Courses Assisted by AI -- 1 Introduction -- 2 Learning Platform Concepts -- 2.1 Personalized and Adaptive Learning Platform -- 2.2 Learner's Autonomy -- 2.3 Adaptive Learning Concept -- 3 Design Revision Tools -- 3.1 Shortest Paths -- 3.2 Number of Activities -- 4 Conclusions -- References -- The Co-design Process of an Instructor Dashboard for Remote Labs in Higher Education -- 1 Introduction -- 2 Background -- 2.1 Collaborative Learning in Remote Labs -- 2.2 Supporting Orchestration of Collaborative Learning with Learning Analytics -- 3 RIALHE Project -- 4 Co-design of the Instructor Dashboard -- 5 Results and Discussion -- 6 Future Plans -- References -- Using Self-determination Theory to Design User Interfaces for Instructor Dashboards -- 1 Introduction -- 2 Background and Previous Work -- 2.1 Dashboards -- 2.2 Self-determination Theory -- 3 Method -- 3.1 Design Heuristics Rooted in the SDT -- 3.2 Design of the Instructor Dashboard UI -- 3.3 Evaluation of the Instructor Dashboard UI -- 4 Results -- 5 Discussion -- 6 Conclusions and Future Work -- References -- Digital Pedagogies for Higher Education: The Design of an Online Training Programme for Academic Staff -- 1 Introduction.
1.1 Background -- 1.2 Pedagogical Competences -- 1.3 Digital Competence in Higher Education -- 1.4 Transdisciplinarity -- 2 The Training Programme -- 2.1 Methodology -- 2.2 Problem Identification -- 2.3 Context and Target Audience -- 2.4 Programme Design -- 2.5 Aims and Learning Outcomes -- 2.6 Content -- 2.7 Mode of Implementation -- 3 Discussion -- 4 Limitations -- References -- User-Centered Design of Adaptive Support in a Continuing Education Online Course: Findings from a Design-Based Research Process -- 1 Introduction -- 2 Theoretical Background -- 2.1 Self-regulated Learning in Continuing Online Education -- 2.2 Adaptive SRL Support -- 3 Methodological Approach -- 4 Context -- 5 Cycle 1: Informed Exploration -- 5.1 Participants -- 5.2 Dataset -- 5.3 Data Analysis -- 5.4 Results -- 5.5 Conclusion from Cycle 1 -- 6 Cycle 2: Enactment -- 6.1 Step 1: Initial Intervention Design -- 6.2 Step 2: Prototype Articulation -- 6.3 Step 3: Development of a Revised Design -- 6.4 Conclusion from Cycle 2 -- 7 Cycle 3: Evaluation -- 7.1 Participants -- 7.2 Procedure -- 7.3 Dataset and Data Analysis -- 7.4 Results -- 7.5 Conclusion from Cycle 3 -- 8 Overall Discussion and Conclusion -- References -- How to Design Features for Promoting Social and Emotional Interactions During Computer Supported Collaborative Learning -- 1 Introduction -- 2 Theoretical Background -- 2.1 CSCL and the Socio-Emotional Side of Learning -- 2.2 Existing CSCL Tools for the Socio-Emotional Side of Learning -- 2.3 Research Questions -- 3 Methods, Participants and Instruments -- 3.1 Methods -- 3.2 Participants -- 3.3 Instruments -- 4 Results -- 5 Discussion -- 6 Limitations -- 7 Conclusion -- 8 Future Research -- References -- Innovative Design of Interactive Shadow Puppets for Children Based on STEAM Education Concept -- 1 Introduction -- 2 Literature Review.
2.1 Digital and Intelligent Upgrade of STEAM Education Concept -- 2.2 Modern Innovation of Shadow Puppet Art -- 2.3 STEAM Education Concept and Shadow Puppet Innovation -- 3 Methodology -- 3.1 Research Objects and Methods -- 3.2 Research Process and Experiments -- 4 Experimental Results and Analysis -- 4.1 Material Testing -- 4.2 Joint Testing -- 4.3 Exercise Testing -- 4.4 Display Carrier Testing -- 5 Design Practice -- 5.1 Design Concept -- 5.2 Product Details -- 6 Conclusion -- References -- Investigating Learning Experiences -- Uses of Robotics to Improve the Instrumental Skills of Students with Autism Spectrum Disorder Through the Development of New Inclusive Contexts (Divintech) -- 1 Introduction -- 2 Project Description -- 3 Justification and Main Contributions. Initial Hypothesis -- 4 Objectives, Methodology, and Work-Plan -- 5 Impact -- 6 Conclusions -- References -- In the Footsteps of Learning: A Comparison of Robotic and Human Instructor Movement in the Classroom -- 1 Introduction -- 2 Background -- 2.1 Classroom Arrangement -- 2.2 Proxemics and Spatial Pedagogy -- 2.3 Embodied Pegagogy -- 2.4 Telepresence Robots as Teachers -- 3 Methodology -- 4 Results -- 4.1 Instructor Movement -- 4.2 Instructor Resting Positions -- 5 Discussion -- 5.1 Instructor Movement -- 5.2 Instructor Resting Positions -- 6 Conclusion -- 7 Future Work -- References -- Discovering Improvement Opportunities and Challenges for Pharmaceutical Companies Adopting Digital Training Technologies: A Case Study -- 1 Introduction -- 1.1 Objectives -- 2 Background and Related Work -- 2.1 Case Context -- 2.2 Evaluating Training -- 2.3 Evaluating Digital Training Technologies -- 3 Methodology -- 3.1 Study Participants -- 3.2 Data Collection -- 3.3 Data Analysis -- 3.4 Ethical Issues and Trustworthiness of Data -- 4 Results -- 4.1 The Rich Picture -- 4.2 PACT Analysis.
4.3 Interview Findings and Observations -- 5 Discussion -- 5.1 Context and Users -- 5.2 Isolating Training Technology or Method as a Parameter -- 5.3 The Lack of a Baseline -- 5.4 Evaluating Impact -- 6 Conclusion and Future Work -- 6.1 Conclusion -- 6.2 Future Work -- 6.3 Limitations -- References -- Blended Learning Based on H5P Interactive Exercises: Insights from a Case Study -- 1 Introduction -- 2 Background -- 2.1 Blended Learning (BL) -- 2.2 Flipped Learning (FL) -- 3 Case Study -- 3.1 Context -- 3.2 Flipping Content with H5P -- 3.3 User Testing -- 3.4 Data Collection Methods -- 3.5 Participants -- 3.6 Conducting User Tests -- 4 Results -- 4.1 User Experience -- 4.2 Academic Performance -- 4.3 Attitudes -- 5 Discussion -- 5.1 Cross-Analyzing Data -- 5.2 Strengths and Limitations -- 6 Recommendations -- 7 Conclusions -- References -- Evaluating the Efficacy of Automated Video Editing in Educational Content Production: A Time Efficiency and Learner Perspective Study -- 1 Introduction -- 2 Learning with Videos, Good Learning Videos and Their Automated Editing -- 3 Methodology -- 3.1 Evaluation of the Workflow -- 3.2 Evaluation of Video Quality -- 4 Results Concerning Video Production -- 5 Results for Preserving Quality -- 5.1 Survey Participation and Participants -- 5.2 Differences in Assessment of the Learning Videos Variants -- 5.3 Insights from Open Questions -- 6 Discussion -- 7 Conclusion -- References -- A Qualitative Case Study of Perceptions and Attitudes Towards Remote Internships and a Model for Their Implementation -- 1 Introduction -- 2 Method -- 2.1 Objective -- 2.2 Methodology -- 2.3 Participants -- 2.4 Instrument -- 3 Results -- 3.1 Semantic Analysis Results -- 3.2 Content Analysis Results -- 4 Conclusion -- References -- Integrating Individual and Collective Skills: A Rubric-Based Model for Teamwork Competence Assessment.
1 Introduction.
Record Nr. UNINA-9910865244603321
Zaphiris Panayiotis  
Cham : , : Springer, , 2024
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Learning and Collaboration Technologies : 11th International Conference, LCT 2024, Held As Part of the 26th HCI International Conference, HCII 2024, Washington, DC, USA, June 29-July 4, 2024, Proceedings, Part II
Learning and Collaboration Technologies : 11th International Conference, LCT 2024, Held As Part of the 26th HCI International Conference, HCII 2024, Washington, DC, USA, June 29-July 4, 2024, Proceedings, Part II
Autore Zaphiris Panayiotis
Edizione [1st ed.]
Pubbl/distr/stampa Cham : , : Springer International Publishing AG, , 2024
Descrizione fisica 1 online resource (300 pages)
Altri autori (Persone) IoannouAndri
Collana Lecture Notes in Computer Science Series
ISBN 9783031616853
9783031616846
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Intro -- Foreword -- HCI International 2024 Thematic Areas and Affiliated Conferences -- List of Conference Proceedings Volumes Appearing Before the Conference -- Preface -- 11th International Conference on Learning and Collaboration Technologies (LCT 2024) -- HCI International 2025 Conference -- Contents - Part II -- Serious Games and Gamification -- Domus: An Educational Multiplayer Game for Touch Tables Using a Tangible User Interface -- 1 Introduction -- 2 Related Work -- 3 Domus -- 3.1 Interface and Interaction -- 4 User Study -- 4.1 Participants -- 4.2 Apparatus -- 4.3 Procedure -- 5 Results and Discussion -- 5.1 Learning Outcomes Questionnaire -- 5.2 SUS Questionnaire -- 5.3 Free-Form Comments -- 5.4 Insights and Implications -- 6 Conclusions and Future Work -- References -- The Use of Gamification in Mathematics Education: Enhancing Geometry Comprehension with High School Students -- 1 Introduction -- 1.1 Justificación -- 2 Methodology -- 2.1 Justification -- 3 Results and Discussion -- 4 Conclusions -- References -- A Gamified Learning Experience for Teaching European Values in English Lessons -- 1 Introduction -- 2 Project Description -- 3 Design of the eLearning Course -- 4 Gamification Strategy -- 4.1 Gamification Elements -- 4.2 Branching Scenarios -- 4.3 Game-Based Resources -- 5 Expected Implementation and Impact -- 6 Discussion and Conclusions -- References -- Spatial Cognition Through Gestural Interfaces: Embodied Play and Learning with Minecraft -- 1 Introduction -- 2 Methods -- 2.1 Technical Details -- 2.2 User Study -- 2.3 Spatial Task -- 3 Findings -- 4 Discussion -- 5 Conclusion -- References -- How Hexad Player Types Affect Student Behaviour in Three Versions of a Peer-Quizzing Game -- 1 Introduction -- 2 Background and Related Work -- 2.1 Player Typologies -- 2.2 Using Player Typologies to Tailor Educational Games.
3 Methodology -- 3.1 Research Tool: A Peer-Quizzing Educational Game -- 3.2 Study Design -- 4 Results -- 4.1 Comparison Between Activities in the Three Groups -- 4.2 Hexad Player Types in the Three Groups -- 4.3 Hexad Player Types and Engagement in Game Activities -- 5 Discussion -- 6 Conclusion -- References -- Exploring the Impact of Purposeful Board Games in Higher Education -- 1 Introduction -- 2 State of the Art -- 3 Research Setting -- 4 Evaluation and Lessons Learned -- 4.1 Purposeful Board- and Card Games -- 4.2 Surveys and Reports -- 4.3 Game Distribution and Game Event Organisation -- 4.4 Preparation and Reflection -- 5 Conclusion and Future Research -- References -- Implementation and Usability Evaluation of an Online Videogame for Learning Musical Harmony -- 1 Introduction -- 2 Related Work -- 2.1 Distance Learning -- 2.2 Educational Videogames -- 2.3 Educational Music Games -- 2.4 Musical Harmony Educational Tools -- 2.5 Usability on Mobile Devices -- 2.6 Asynchronous Games -- 3 Game Design -- 4 Solution Design -- 5 Game Controls -- 6 Evaluation Methodology -- 7 Evaluation Sample -- 8 Instruments -- 9 Results -- 10 Conclusions of the Evaluation -- 11 Discussion -- References -- Analysis of Gamification Elements in E-Learning -- 1 Introduction -- 2 Background and Related Work -- 2.1 On E-Learning -- 2.2 On Gamification -- 3 Methodology -- 3.1 Convenience Sampling Through an Online Survey -- 3.2 ARCS Model -- 3.3 User Experience Questionnaire -- 4 Results -- 4.1 Descriptive Statistics -- 4.2 Results on RQ 1 -- 4.3 Results on RQ 2 -- 4.4 Case Study: Moodle vs. Duolingo -- 5 Discussion -- 6 Conclusion -- References -- Contextualizing Plans: Aligning Students Goals and Plans During Game-Based Inquiry Science Learning -- 1 Introduction -- 2 Scientific Reasoning During Self-regulated Learning -- 2.1 Scientific Reasoning.
2.2 Self-regulated Learning -- 2.3 Goals and Plans -- 3 CRYSTAL ISLAND -- 3.1 Planning Tool in CRYSTAL ISLAND -- 4 Current Study -- 5 Method -- 5.1 Participants -- 5.2 Experimental Procedures -- 5.3 Analytical Mapping Approach -- 6 Preliminary Results -- 7 Discussion -- 7.1 Limitations -- 7.2 Future Directions -- 8 Conclusion -- References -- Novel Learning Ecosystems -- Mobile Sensor Interfaces for Learning Science -- 1 Introduction -- 2 Related Work -- 2.1 Factors Influencing the Curricular Integration of Technologies -- 2.2 Mobile Devices and Sensors in Science Education -- 2.3 Construction of Scientific Models Using Sensor Technology -- 3 Method -- 3.1 Research Strategies -- 3.2 Examples of Experimental Activities with Mobile Sensors -- 4 Results -- 4.1 Model for Integrating Mobile Sensors in Science Classes -- 4.2 Suggestions for Mediating the Use of Sensors Before Classes -- 4.3 Survey Results -- 5 Discussion and Conclusions -- 5.1 Limitations of the Study -- 5.2 Future Work -- References -- Optimizing Training Paths Using Bellman Equations to Improve E-Learning with Q-Learning -- 1 Introduction -- 2 E-Learning -- 3 Adaptive Learning Design -- 4 Le Q-Learning -- 4.1 Q-Function -- 5 Equation de Bellman -- 5.1 4-Bellman's Equations for Q-Learning -- 6 Conclusion -- References -- A Real-Time Learning Progress Indicator Updater for Non-reactive Instances in Learning Management System Courses - A User Requirement Based on Evaluation -- 1 Introduction -- 1.1 Some Features of Moodle LMS -- 1.2 Learning Platform for the Acquisition of Digital Competences for Professional Nurses -- 2 Evaluation Method Used in the Iterative Development Process -- 3 Methodology -- 3.1 Pre-test -- 3.2 First Test-Phase -- 3.3 Analyses of the Progress Indicators -- 3.4 Development of the Moodle Plugin Live Course Progress UI Updates -- 3.5 Second Test-Phase -- 4 Results.
5 Discussion -- 6 Conclusion and Outlook -- References -- Towards SDGR-Compliant Cross-Border Education Services -- 1 Introduction -- 2 Use Cases and Once-Only Technical System -- 2.1 Use Cases -- 2.2 Interaction Patterns -- 2.3 Canonical Evidence -- 2.4 Infrastructure -- 3 Cross-Border Application for Study Grants -- 4 User Experience -- 4.1 Students -- 4.2 University Administration -- 5 Lessons Learnt -- 5.1 Analysis and Design -- 5.2 Customization, Integration, and Testing -- 6 Conclusion -- References -- Teachers' Perspective on the Implementation of GDPR in Schools - A Design-Oriented Case Study -- 1 Introduction -- 2 Data Protection in the Schools -- 2.1 An Ecological Perspective on GDPR in the Schools -- 2.2 Activity Theory and GDPR -- 3 Method -- 4 Managing GDPR Within the School Ecology: Analysis and Discussion -- 4.1 Education in GDPR -- 4.2 Data About Students -- 4.3 Intersecting Ecologies -- 5 Discussion -- 6 Conclusion -- References -- A Communication Support System for Japanese Language Learners Using Code-Mixing -- 1 Introduction -- 2 Related Work -- 3 Code-Mixing Machine Translation -- 4 Code-Mixing Method -- 4.1 Dictionary-Based Code-Mixing -- 4.2 Machine Translation (MT) Based Code-Mixing -- 4.3 Implementation -- 4.4 Preliminary Experiment -- 5 Design Proposal -- 5.1 System Architecture -- 5.2 User Interface Design -- 6 Discussion and Future Direction -- 6.1 Influence of Chinese-Origin Character -- 6.2 Hiragana Usage -- 7 Conclusion -- References -- A Study on Sensors in Higher Education -- 1 Introduction -- 2 Literature Review -- 3 Methodology -- 4 Analysis and Findings -- 5 Conclusion -- References -- Hybrid Spaces in Higher Education: A Comprehensive Guide to Pedagogical, Space and Technology Design -- 1 Introduction -- 2 Background and Context -- 2.1 MCT -- 2.2 SALTO -- 2.3 The Portal -- 2.4 Expanding the PST Framework.
3 Educators -- 3.1 Flexibility -- 3.2 Trust and the Human Element/Factor -- 3.3 Motivation and Engagement -- 3.4 Ownership -- 4 Students -- 4.1 Motivation and Ownership -- 4.2 Collaboration -- 4.3 Arena for Student Active Learning and Social Activities -- 5 Conclusion and Final Remarks -- 5.1 Pedagogy -- 5.2 Space -- 5.3 Technology -- References -- Promotion of Emotional Learning in Technical and Social Domains: A Systematic Review -- 1 Introduction -- 2 Methods -- 3 Findings -- 4 Results -- 4.1 Research Question 1: Which Possibilities Exist to Support Emotional Learning in a Learning Environment? -- 4.2 Research Question 2: How to Obtain and Observe Emotional States of Students in Higher Education? -- 5 Discussion -- 6 Conclusion -- References -- Improving Student Team Formation in Design Classrooms Using a Novel Approach -- 1 Introduction -- 2 Methodology -- 2.1 Survey -- 2.2 Data Analysis, Visualization, and Synthesis -- 2.3 Advantages and Disadvantages of Considered Team Formation Criteria -- 2.4 Sharing Visualizations and Team Finalization Through Discussion -- 3 Significance and Discussion -- 3.1 Significance -- 3.2 Discussion -- References -- A Proposal for an Interactive Assistant to Support Exploratory Data Analysis in Educational Settings -- 1 Introduction -- 2 Background -- 3 Methodology -- 3.1 User Stories -- 3.2 Data Preprocessing Strategies -- 4 Prototype -- 5 Discussion and Conclusions -- References -- Author Index.
Record Nr. UNINA-9910865240203321
Zaphiris Panayiotis  
Cham : , : Springer International Publishing AG, , 2024
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Learning and collaboration technologies . Part II : games and virtual environments for learning : 8th International Conference, LCT 2021, Held As Part of the 23rd HCI International Conference, HCII 2021, Virtual Event, July 24-29, 2021, proceedings / / Panayiotis Zaphiris and Andri Ioannou
Learning and collaboration technologies . Part II : games and virtual environments for learning : 8th International Conference, LCT 2021, Held As Part of the 23rd HCI International Conference, HCII 2021, Virtual Event, July 24-29, 2021, proceedings / / Panayiotis Zaphiris and Andri Ioannou
Autore Zaphiris Panayiotis
Pubbl/distr/stampa Cham, Switzerland : , : Springer, , [2021]
Descrizione fisica 1 online resource (359 pages)
Disciplina 004.019
Collana Lecture Notes in Computer Science
Soggetto topico Human-computer interaction
User-centered system design - Research
ISBN 3-030-77943-2
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Intro -- Foreword -- HCI International 2021 Thematic Areas and Affiliated Conferences -- Contents - Part II -- Contents - Part I -- Games and Gamification in Learning -- Quiz Tools in Algorithms Courses: Applying Educational Gamification Design Principles and Encouraging Students' Interaction -- 1 Introduction -- 2 Gamification in Education -- 3 Analysis of Gamified Tools -- 4 Exploring Kahoot! -- 4.1 Profile of Participants -- 4.2 Gamified Tool Application -- 4.3 Result Analysis -- 5 Related Work -- 6 Discussion -- 7 Conclusion -- References -- FLCARA: Frog Life Cycle Augmented Reality Game-Based Learning Application -- 1 Introduction -- 2 Literature Review -- 3 Motivation -- 4 The Application -- 5 Bloom's Digital Taxonomy -- 6 Methodology -- 6.1 Participants -- 6.2 Procedure -- 7 Results -- 7.1 Results from the Questionnaire -- 7.2 Heuristic Evaluation -- 7.3 Participants Subjective Feedback -- 8 Conclusion and Future Work -- References -- "Let There Be Light": Evaluating a Serious Game Using Image Schemas for Teaching Preschool Children Scientific Concept and Developing Their Creativity -- 1 Introduction -- 2 Background -- 3 Related Studies -- 3.1 Image Schema -- 3.2 Learning Through Play -- 4 Method -- 4.1 Procedure -- 4.2 Results -- 5 Game Design -- 6 Evaluation -- 6.1 Participants -- 6.2 Procedure -- 6.3 Measurements -- 6.4 Findings -- 6.5 Interview Results -- 7 Conclusion -- References -- Transforming Classic Learning Games with the Use of AR: The Case of the Word Hangman Game -- 1 Introduction -- 1.1 Game Based Learning -- 1.2 Augmented Reality in Education -- 2 Background Work -- 2.1 Alternative Educational Tools for Literature and Language Education -- 2.2 AR in Literature and Language Education -- 2.3 Hand Interaction with AR -- 3 Field Study Methodology -- 4 Our AR Hangman Game -- 4.1 Constructing the Game.
4.2 Playing the Game: The Case of the Word Hangman -- 5 Discussion - Research Outcomes - Results -- 5.1 Field Study Results' Analysis -- 5.2 Conclusions -- 6 Future Work -- References -- Educational Video Game Design for Teaching and Learning Musical Harmony -- 1 Introduction -- 2 Theoretical Framework -- 3 Methodology -- 4 Prototype -- 4.1 End-User and Context -- 4.2 Type of Game -- 4.3 Visual Design -- 5 Measured Usability Attributes -- 6 Methods and Usability Instruments -- 6.1 Icon Usability -- 6.2 End-User Questionnaire -- 6.3 Prototype Evaluation -- 6.4 Heuristic Evaluation Questionnaire -- 6.5 Focus Group -- 7 Analysis of the Results -- 8 Redesign -- 9 Conclusions -- 10 Future Work -- References -- A Video Game-Like Approach to Supporting Novices in Learning Programming -- 1 Introduction -- 2 Related Work -- 3 Proposed Approach -- 3.1 Staging Mechanism -- 3.2 Assistant Chatbot -- 4 Implementation -- 5 Experiment -- 5.1 Participants -- 5.2 Procedure -- 5.3 Results -- 6 Discussion -- 7 Conclusions and Future Work -- References -- Completeness and Collaboration in the Early Design Phase of Learning Games: Do Ideation Cards Provide Scaffolding? -- 1 Introduction -- 2 Related Work -- 2.1 Collaboration and Completeness in the Design Process -- 2.2 Use of Innovative Approaches to Aid the Design Process -- 2.3 Use of Card-Based Tools in Various Domains -- 3 Material and Methods -- 3.1 Research Questions and Research Approach -- 3.2 LEAGUÊ Ideation Toolkit -- 3.3 Research Context, Participants, and Procedure -- 3.4 Data Collection and Analysis -- 4 Results -- 4.1 Research Question 1: Completeness (GBL Dimensions Covered) -- 4.2 Research Question 2: Collaboration (Main Contributing Factors) -- 5 Discussion -- 5.1 Limitations of the Study -- 6 Conclusion -- References.
Mobile Game-Based Learning in Distance Education: A Mixed Analysis of Learners' Emotions and Gaming Features -- 1 Introduction -- 2 Theoretical Background -- 2.1 Learning Related Emotions and Distance Education -- 2.2 Game Based Learning Features and Emotional Design -- 3 Material and Methods -- 3.1 Mobile Game-Based Learning App -- 3.2 Instrument and Measures -- 3.3 Participants and Procedure -- 3.4 Data Analysis -- 4 Results and Discussion -- 4.1 Gaming Performance -- 4.2 Descriptive Statistics -- 4.3 Sentiment Analysis -- 4.4 Mobile Game-Based Learning Features and Emotional Effects -- 5 Conclusions -- References -- Tangible Solutions for Learning Basic Math Skills: Exploring Concepts of Emotions and Enaction -- 1 Introduction -- 2 Background and Related Work -- 2.1 Enactive Systems and Emotions Connected to Learning -- 2.2 Tangible Technologies for Math Learning -- 2.3 Enactive Systems for Math Learning -- 3 The Emotion Math for Kids Prototype -- 3.1 Prototype Design Decisions -- 3.2 Design and Implementation of the Hardware Components -- 3.3 Design and Implementation of the Software Components -- 3.4 System Interfaces and Features -- 4 User Evaluation -- 4.1 Study Description -- 4.2 Assessment Results -- 5 Conclusion -- References -- Chatbots in Learning -- University Student Surveys Using Chatbots: Artificial Intelligence Conversational Agents -- 1 Introduction -- 2 Background -- 3 Research Methodology -- 4 Results and Analysis -- 4.1 Evaluation of the Conversational Agent -- 5 Conclusions -- References -- An Overview of the Use of Chatbots in Medical and Healthcare Education -- 1 Introduction -- 2 Method -- 2.1 Search Strategy -- 2.2 Study Selection Criteria -- 2.3 Screening Strategy and Article Review -- 2.4 Data Extraction and Synthesis -- 3 Results -- 3.1 Virtual Patients -- 3.2 Patients Education -- 3.3 Course Assistance in HEIs.
4 Discussion and Conclusion -- References -- Studying How to Apply Chatbots Technology in Higher-Education: First Results and Future Strategies -- 1 Introduction -- 2 State of the Art -- 3 EDUBOTS Project -- 4 Students Surveys -- 4.1 Initial Survey -- 4.2 Extended Survey -- 4.3 Extended Survey Results -- 5 Methodological Approaches to Introduce Chatbots in Higher Education -- 5.1 Scenario 1: Passive Group Chat -- 5.2 Scenario 2: Active Group Chat -- 5.3 Scenario 3: Correcting Exercises -- 6 Conclusions and Future Work -- References -- `Are You OK?' Students' Trust in a Chatbot Providing Support Opportunities -- 1 Introduction -- 1.1 Help-Seeking Behavior -- 1.2 Human-Computer Trust and Chatbots -- 1.3 Aims of the Study -- 2 Methodology -- 2.1 Context -- 2.2 Participants -- 2.3 Intervention -- 2.4 Measures -- 2.5 Analyses -- 3 Results -- 3.1 Students' Responses to the Chatbot -- 3.2 User Satisfaction and Trust -- 3.3 Connections Between Variables -- 4 Discussion -- 4.1 Responses to the Chatbot Reveal Latent Needs for Support -- 4.2 Trust with Chatbots in Different Scenarios -- 4.3 Limitations -- 4.4 Implications -- 5 Conclusions -- References -- Usability and User Experience of a Chat Application with Integrated Educational Chatbot Functionalities -- 1 Introduction -- 2 Background to the Research -- 2.1 Related Work -- 2.2 Application in This Study -- 3 Research Methodology -- 3.1 Research Questions -- 3.2 Research Instruments -- 4 Study Results -- 4.1 Participants -- 4.2 Usability of the Application Differ -- 4.3 User Experience of the Application Differ -- 5 Concluding Remarks -- References -- Envisioned Pedagogical Uses of Chatbots in Higher Education and Perceived Benefits and Challenges -- 1 Introduction -- 1.1 Chatbots in Education -- 1.2 Users' Expectations for the Use of Chatbots in Higher Education -- 2 Research Questions of the Study.
3 Methodology -- 3.1 Participants -- 3.2 Data Collection -- 3.3 Data Analysis -- 4 Results -- 4.1 Envisioned Pedagogical Uses of Chatbots in Higher Education (RQ1) -- 4.2 Benefits and Challenges of the Proposed Pedagogical Uses (RQ2) -- 5 Discussion -- 5.1 Envisioned Pedagogical Uses of Chatbots in Higher Education (RQ1) -- 5.2 Benefits and Challenges of the Proposed Pedagogical Uses (RQ2) -- 6 Implications and Limitations -- References -- AR, VR and Robots in Learning -- Towards a New Chemistry Learning Platform with Virtual Reality and Haptics -- 1 Introduction -- 2 Methods -- 2.1 Application -- 2.2 Video Demo -- 2.3 Questionnaire -- 3 Results -- 4 Conclusion -- References -- Effect of Height in Telepresence Robots on the Users' Spatial Awareness -- 1 Introduction and Background -- 2 Research Question and Hypotheses -- 3 Approach -- 4 Methods -- 5 Results and Analysis -- 6 Threats to Validity -- 7 Conclusion and Outlook -- References -- Driving Success: Virtual Team Building Through Telepresence Robots -- 1 Introduction and Background -- 2 Research Questions and Hypothesis -- 3 Approach -- 4 Methods -- 5 Results and Analysis -- 6 Discussion -- References -- Design of Children's Entertainment and Education Products Based on AR Technology -- 1 Background -- 2 Current Situation of Currently Available Children's Educational Products and Trends -- 3 User Study -- 4 Game Design -- 4.1 Tangible Interaction -- 4.2 Touchscreen Interaction -- 4.3 Feedback Mechanism -- 5 The Key to Design Implementation -- 5.1 Principle Experiment of the Recognition Technology -- 5.2 Design of the Supporting Product -- 5.3 Operation Process of the Game -- 5.4 Usability Testing -- 6 Conclusion -- References -- Heritage Augmented Reality Applications for Enhanced User Experience -- 1 Introduction -- 2 Method -- 2.1 Workshop -- 2.2 User Experience Evaluation -- 3 Results.
4 Discussion.
Record Nr. UNISA-996464531303316
Zaphiris Panayiotis  
Cham, Switzerland : , : Springer, , [2021]
Materiale a stampa
Lo trovi qui: Univ. di Salerno
Opac: Controlla la disponibilità qui
Learning and collaboration technologies . Part II : games and virtual environments for learning : 8th International Conference, LCT 2021, Held As Part of the 23rd HCI International Conference, HCII 2021, Virtual Event, July 24-29, 2021, proceedings / / Panayiotis Zaphiris and Andri Ioannou
Learning and collaboration technologies . Part II : games and virtual environments for learning : 8th International Conference, LCT 2021, Held As Part of the 23rd HCI International Conference, HCII 2021, Virtual Event, July 24-29, 2021, proceedings / / Panayiotis Zaphiris and Andri Ioannou
Autore Zaphiris Panayiotis
Pubbl/distr/stampa Cham, Switzerland : , : Springer, , [2021]
Descrizione fisica 1 online resource (359 pages)
Disciplina 004.019
Collana Lecture Notes in Computer Science
Soggetto topico Human-computer interaction
User-centered system design - Research
ISBN 3-030-77943-2
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Intro -- Foreword -- HCI International 2021 Thematic Areas and Affiliated Conferences -- Contents - Part II -- Contents - Part I -- Games and Gamification in Learning -- Quiz Tools in Algorithms Courses: Applying Educational Gamification Design Principles and Encouraging Students' Interaction -- 1 Introduction -- 2 Gamification in Education -- 3 Analysis of Gamified Tools -- 4 Exploring Kahoot! -- 4.1 Profile of Participants -- 4.2 Gamified Tool Application -- 4.3 Result Analysis -- 5 Related Work -- 6 Discussion -- 7 Conclusion -- References -- FLCARA: Frog Life Cycle Augmented Reality Game-Based Learning Application -- 1 Introduction -- 2 Literature Review -- 3 Motivation -- 4 The Application -- 5 Bloom's Digital Taxonomy -- 6 Methodology -- 6.1 Participants -- 6.2 Procedure -- 7 Results -- 7.1 Results from the Questionnaire -- 7.2 Heuristic Evaluation -- 7.3 Participants Subjective Feedback -- 8 Conclusion and Future Work -- References -- "Let There Be Light": Evaluating a Serious Game Using Image Schemas for Teaching Preschool Children Scientific Concept and Developing Their Creativity -- 1 Introduction -- 2 Background -- 3 Related Studies -- 3.1 Image Schema -- 3.2 Learning Through Play -- 4 Method -- 4.1 Procedure -- 4.2 Results -- 5 Game Design -- 6 Evaluation -- 6.1 Participants -- 6.2 Procedure -- 6.3 Measurements -- 6.4 Findings -- 6.5 Interview Results -- 7 Conclusion -- References -- Transforming Classic Learning Games with the Use of AR: The Case of the Word Hangman Game -- 1 Introduction -- 1.1 Game Based Learning -- 1.2 Augmented Reality in Education -- 2 Background Work -- 2.1 Alternative Educational Tools for Literature and Language Education -- 2.2 AR in Literature and Language Education -- 2.3 Hand Interaction with AR -- 3 Field Study Methodology -- 4 Our AR Hangman Game -- 4.1 Constructing the Game.
4.2 Playing the Game: The Case of the Word Hangman -- 5 Discussion - Research Outcomes - Results -- 5.1 Field Study Results' Analysis -- 5.2 Conclusions -- 6 Future Work -- References -- Educational Video Game Design for Teaching and Learning Musical Harmony -- 1 Introduction -- 2 Theoretical Framework -- 3 Methodology -- 4 Prototype -- 4.1 End-User and Context -- 4.2 Type of Game -- 4.3 Visual Design -- 5 Measured Usability Attributes -- 6 Methods and Usability Instruments -- 6.1 Icon Usability -- 6.2 End-User Questionnaire -- 6.3 Prototype Evaluation -- 6.4 Heuristic Evaluation Questionnaire -- 6.5 Focus Group -- 7 Analysis of the Results -- 8 Redesign -- 9 Conclusions -- 10 Future Work -- References -- A Video Game-Like Approach to Supporting Novices in Learning Programming -- 1 Introduction -- 2 Related Work -- 3 Proposed Approach -- 3.1 Staging Mechanism -- 3.2 Assistant Chatbot -- 4 Implementation -- 5 Experiment -- 5.1 Participants -- 5.2 Procedure -- 5.3 Results -- 6 Discussion -- 7 Conclusions and Future Work -- References -- Completeness and Collaboration in the Early Design Phase of Learning Games: Do Ideation Cards Provide Scaffolding? -- 1 Introduction -- 2 Related Work -- 2.1 Collaboration and Completeness in the Design Process -- 2.2 Use of Innovative Approaches to Aid the Design Process -- 2.3 Use of Card-Based Tools in Various Domains -- 3 Material and Methods -- 3.1 Research Questions and Research Approach -- 3.2 LEAGUÊ Ideation Toolkit -- 3.3 Research Context, Participants, and Procedure -- 3.4 Data Collection and Analysis -- 4 Results -- 4.1 Research Question 1: Completeness (GBL Dimensions Covered) -- 4.2 Research Question 2: Collaboration (Main Contributing Factors) -- 5 Discussion -- 5.1 Limitations of the Study -- 6 Conclusion -- References.
Mobile Game-Based Learning in Distance Education: A Mixed Analysis of Learners' Emotions and Gaming Features -- 1 Introduction -- 2 Theoretical Background -- 2.1 Learning Related Emotions and Distance Education -- 2.2 Game Based Learning Features and Emotional Design -- 3 Material and Methods -- 3.1 Mobile Game-Based Learning App -- 3.2 Instrument and Measures -- 3.3 Participants and Procedure -- 3.4 Data Analysis -- 4 Results and Discussion -- 4.1 Gaming Performance -- 4.2 Descriptive Statistics -- 4.3 Sentiment Analysis -- 4.4 Mobile Game-Based Learning Features and Emotional Effects -- 5 Conclusions -- References -- Tangible Solutions for Learning Basic Math Skills: Exploring Concepts of Emotions and Enaction -- 1 Introduction -- 2 Background and Related Work -- 2.1 Enactive Systems and Emotions Connected to Learning -- 2.2 Tangible Technologies for Math Learning -- 2.3 Enactive Systems for Math Learning -- 3 The Emotion Math for Kids Prototype -- 3.1 Prototype Design Decisions -- 3.2 Design and Implementation of the Hardware Components -- 3.3 Design and Implementation of the Software Components -- 3.4 System Interfaces and Features -- 4 User Evaluation -- 4.1 Study Description -- 4.2 Assessment Results -- 5 Conclusion -- References -- Chatbots in Learning -- University Student Surveys Using Chatbots: Artificial Intelligence Conversational Agents -- 1 Introduction -- 2 Background -- 3 Research Methodology -- 4 Results and Analysis -- 4.1 Evaluation of the Conversational Agent -- 5 Conclusions -- References -- An Overview of the Use of Chatbots in Medical and Healthcare Education -- 1 Introduction -- 2 Method -- 2.1 Search Strategy -- 2.2 Study Selection Criteria -- 2.3 Screening Strategy and Article Review -- 2.4 Data Extraction and Synthesis -- 3 Results -- 3.1 Virtual Patients -- 3.2 Patients Education -- 3.3 Course Assistance in HEIs.
4 Discussion and Conclusion -- References -- Studying How to Apply Chatbots Technology in Higher-Education: First Results and Future Strategies -- 1 Introduction -- 2 State of the Art -- 3 EDUBOTS Project -- 4 Students Surveys -- 4.1 Initial Survey -- 4.2 Extended Survey -- 4.3 Extended Survey Results -- 5 Methodological Approaches to Introduce Chatbots in Higher Education -- 5.1 Scenario 1: Passive Group Chat -- 5.2 Scenario 2: Active Group Chat -- 5.3 Scenario 3: Correcting Exercises -- 6 Conclusions and Future Work -- References -- `Are You OK?' Students' Trust in a Chatbot Providing Support Opportunities -- 1 Introduction -- 1.1 Help-Seeking Behavior -- 1.2 Human-Computer Trust and Chatbots -- 1.3 Aims of the Study -- 2 Methodology -- 2.1 Context -- 2.2 Participants -- 2.3 Intervention -- 2.4 Measures -- 2.5 Analyses -- 3 Results -- 3.1 Students' Responses to the Chatbot -- 3.2 User Satisfaction and Trust -- 3.3 Connections Between Variables -- 4 Discussion -- 4.1 Responses to the Chatbot Reveal Latent Needs for Support -- 4.2 Trust with Chatbots in Different Scenarios -- 4.3 Limitations -- 4.4 Implications -- 5 Conclusions -- References -- Usability and User Experience of a Chat Application with Integrated Educational Chatbot Functionalities -- 1 Introduction -- 2 Background to the Research -- 2.1 Related Work -- 2.2 Application in This Study -- 3 Research Methodology -- 3.1 Research Questions -- 3.2 Research Instruments -- 4 Study Results -- 4.1 Participants -- 4.2 Usability of the Application Differ -- 4.3 User Experience of the Application Differ -- 5 Concluding Remarks -- References -- Envisioned Pedagogical Uses of Chatbots in Higher Education and Perceived Benefits and Challenges -- 1 Introduction -- 1.1 Chatbots in Education -- 1.2 Users' Expectations for the Use of Chatbots in Higher Education -- 2 Research Questions of the Study.
3 Methodology -- 3.1 Participants -- 3.2 Data Collection -- 3.3 Data Analysis -- 4 Results -- 4.1 Envisioned Pedagogical Uses of Chatbots in Higher Education (RQ1) -- 4.2 Benefits and Challenges of the Proposed Pedagogical Uses (RQ2) -- 5 Discussion -- 5.1 Envisioned Pedagogical Uses of Chatbots in Higher Education (RQ1) -- 5.2 Benefits and Challenges of the Proposed Pedagogical Uses (RQ2) -- 6 Implications and Limitations -- References -- AR, VR and Robots in Learning -- Towards a New Chemistry Learning Platform with Virtual Reality and Haptics -- 1 Introduction -- 2 Methods -- 2.1 Application -- 2.2 Video Demo -- 2.3 Questionnaire -- 3 Results -- 4 Conclusion -- References -- Effect of Height in Telepresence Robots on the Users' Spatial Awareness -- 1 Introduction and Background -- 2 Research Question and Hypotheses -- 3 Approach -- 4 Methods -- 5 Results and Analysis -- 6 Threats to Validity -- 7 Conclusion and Outlook -- References -- Driving Success: Virtual Team Building Through Telepresence Robots -- 1 Introduction and Background -- 2 Research Questions and Hypothesis -- 3 Approach -- 4 Methods -- 5 Results and Analysis -- 6 Discussion -- References -- Design of Children's Entertainment and Education Products Based on AR Technology -- 1 Background -- 2 Current Situation of Currently Available Children's Educational Products and Trends -- 3 User Study -- 4 Game Design -- 4.1 Tangible Interaction -- 4.2 Touchscreen Interaction -- 4.3 Feedback Mechanism -- 5 The Key to Design Implementation -- 5.1 Principle Experiment of the Recognition Technology -- 5.2 Design of the Supporting Product -- 5.3 Operation Process of the Game -- 5.4 Usability Testing -- 6 Conclusion -- References -- Heritage Augmented Reality Applications for Enhanced User Experience -- 1 Introduction -- 2 Method -- 2.1 Workshop -- 2.2 User Experience Evaluation -- 3 Results.
4 Discussion.
Record Nr. UNINA-9910488691103321
Zaphiris Panayiotis  
Cham, Switzerland : , : Springer, , [2021]
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Learning and Collaboration Technologies [[electronic resource] ] : 10th International Conference, LCT 2023, Held as Part of the 25th HCI International Conference, HCII 2023, Copenhagen, Denmark, July 23–28, 2023, Proceedings, Part II / / edited by Panayiotis Zaphiris, Andri Ioannou
Learning and Collaboration Technologies [[electronic resource] ] : 10th International Conference, LCT 2023, Held as Part of the 25th HCI International Conference, HCII 2023, Copenhagen, Denmark, July 23–28, 2023, Proceedings, Part II / / edited by Panayiotis Zaphiris, Andri Ioannou
Edizione [1st ed. 2023.]
Pubbl/distr/stampa Cham : , : Springer Nature Switzerland : , : Imprint : Springer, , 2023
Descrizione fisica 1 online resource (620 pages)
Disciplina 370.285
Collana Lecture Notes in Computer Science
Soggetto topico User interfaces (Computer systems)
Human-computer interaction
User Interfaces and Human Computer Interaction
ISBN 3-031-34550-9
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Intro -- Foreword -- HCI International 2023 Thematic Areas and Affiliated Conferences -- List of Conference Proceedings Volumes Appearing Before the Conference -- Preface -- 10th International Conference on Learning and Collaboration Technologies (LCT 2023) -- HCI International 2024 Conference -- Contents - Part II -- Contents - Part I -- XR for Learning and Education -- Enhancing Usability in AR and Non-AR Educational Technology: An Embodied Approach to Geometric Transformations -- 1 Introduction -- 1.1 Embodied Learning -- 1.2 BRICKxAR/T -- 2 Overview of Usability Tests -- 3 Benchmark Usability Test -- 3.1 Method -- 3.2 Results -- 4 Redesign of Video Instructions -- 5 Updated Usability Tests -- 5.1 Methods -- 5.2 Results -- 6 Conclusion -- 6.1 Limitations and Future Research -- References -- Why the Educational Metaverse Is Not All About Virtual Reality Apps -- 1 Introduction -- 2 The Metaverse Realised as a Metaphor -- 3 Social Media and Social Learning -- 4 The Costs and Options for Implementing the Metaphor -- 5 Why Low Cost Bandwidth and Technology Solutions are Desirable -- 6 Case Studies for the Use of Low Cost Metaverse for Learning and Collaboration Technologies -- 6.1 Evaluation Methods -- 7 Conclusions and Further Work -- References -- An Exploratory Case Study on Student Teachers' Experiences of Using the AR App Seek by iNaturalist When Learning About Plants -- 1 Introduction -- 2 Background -- 2.1 Student Teachers' Learning About Plants -- 2.2 The Linnean Taxonomy -- 2.3 Augmented Reality -- 2.4 AR in Science Teacher Education -- 3 Method -- 3.1 The Educational Context of the Case Study -- 3.2 Description of the Biology Course Module -- 3.3 The AR App Seek by iNaturalist -- 3.4 Data Collection -- 3.5 Data Analysis -- 4 Findings and Discussion -- 4.1 The Student Teachers' Experiences of Using the Seek App.
4.2 Pedagogical Implications of Integrating Seek in a Biology Course Module -- 4.3 Summary -- References -- Introducing Dreams of Dali in a Tertiary Education ESP Course: Technological and Pedagogical Implementations -- 1 Introduction -- 2 Description -- 2.1 General Description of Dreams of Dali -- 2.2 Navigation Within the 3D Environment -- 2.3 Technological Features of Dreams of Dali -- 3 Analysis -- 3.1 Pedagogical Implementations of Dreams of Dali in the Language Course -- 4 Reflective Insights Gained from Dreams of Dali -- 4.1 Reflective Examples -- 5 Classroom Activity Using Dreams of Dali -- 6 Conclusions -- References -- Implementation of Augmented Reality Resources in the Teaching-Learning Process. Qualitative Analysis -- 1 Introduction -- 1.1 Benefits -- 1.2 Limitations for AR Implementation -- 1.3 Application of Augmented Reality in Education -- 2 Methodology -- 2.1 Participants -- 2.2 Information Collection Techniques -- 2.3 Data Analysis Plan -- 2.4 Procedure -- 3 Results -- 3.1 Learning Experience -- 3.2 Adaptation to a New Learning Methodology -- 3.3 Motivation -- 3.4 Benefits and Disadvantages -- 4 Conclusions -- References -- Teachers' Educational Design Using Adaptive VR-Environments in Multilingual Study Guidance to Promote Students' Conceptual Knowledge -- 1 Introduction -- 2 Review of Research -- 2.1 Multilingual Study Guidance -- 2.2 Using VR in Instruction -- 3 Materials and Methods -- 3.1 Study Design and Participants -- 3.2 Design for Learning: The Design Dice Framework -- 3.3 Analysis -- 4 Result -- 4.1 Design for Learning -- 4.2 Subject Content Enactment -- 4.3 Relation to Subject Teachers -- 4.4 VR Technology and Its Limitations -- 5 Discussion and Conclusion -- References -- Didactics and Technical Challenges of Virtual Learning Locations for Vocational Education and Training -- 1 Introduction.
2 Initial Situation and Objective -- 3 Analysis and Conception of the Prototype -- 3.1 VR Implementation as a Collaborative, Multidisciplinary Process -- 3.2 Pedagogical Framing as the Basis of Learning in VR Simulation -- 3.3 Selection of Use Case -- 4 Technical Design of the Prototype -- 4.1 The Measurement Device "Fluke" -- 4.2 The Electric Circuit -- 4.3 The Rule System -- 4.4 The Help System -- 5 The Field Experiment -- 6 Results of the Field Experiment -- 7 Discussion -- 8 Conclusions -- References -- WebAR-NFC to Gauge User Immersion in Education and Training -- 1 Introduction -- 2 Literature Review -- 3 Methodology -- 3.1 The Research Questions Are -- 3.2 The Hypotheses Are -- 4 System Design -- 4.1 Learning Experience -- 4.2 Gamified Blockchain Challenge -- 5 Conclusion and Future Work -- References -- Evaluation of WebRTC in the Cloud for Surgical Simulations: A Case Study on Virtual Rotator Cuff Arthroscopic Skill Trainer (ViRCAST) -- 1 Introduction -- 2 Method -- 2.1 Integrating WebRTC with a Surgical Simulation -- 2.2 Getting Data from the Specialized Hardware to the Surgical Simulation -- 2.3 Deploying WebRTC Integrated Surgical Simulation in the Cloud -- 3 Experiment and Results -- 3.1 Wireless Performance -- 3.2 Wired Performance -- 3.3 Hardware Lag Measurement -- 4 Discussion -- 5 Conclusion -- References -- Building VR Learning Material as Scaffolding for Design Students to Propose Home Appliances Shape Ideas -- 1 Research Background -- 2 Literature Review -- 2.1 Scaffolding Theory and Zone of Proximal Development -- 2.2 Spatial Ability -- 2.3 VR Design Applications and Education -- 3 Method -- 3.1 Experimental Steps -- 3.2 Course Material Production Processes -- 3.3 Course Material Testing -- 3.4 Curriculum Design and Planning -- 4 Research Results -- 4.1 VR Teaching Outcomes -- 4.2 Scaffolding Removal.
4.3 Acceptability Evaluation -- 4.4 VR Teaching Feedback -- 5 Conclusion -- 5.1 The Usefulness of VR Three-Dimensional Spaces -- 5.2 VR Teaching Effects -- 5.3 Future Recommendations -- References -- Digital Interactive Learning Ecosystems in Metaverse -- 1 Learning Ecosystem and Its Digitalization -- 1.1 Digital Learning Ecosystem and Its New Stakeholders -- 1.2 The Layout of Education in Metaverse and Its Impact on Learning Ecology -- 2 Metaverse Learning Ecology: Digital Narrative Tools and Methods -- 2.1 New Stakeholders in Digital Learning Ecosystem -- 2.2 New Biotic Factors and "Between Biotic and Abiotic Factors" -- 3 Discussion: The Development Path of Online Learning Ecology and Education in Metaverse -- 4 Conclusion -- References -- 3D Geography Course Using AR: The Case of the Map of Greece -- 1 Introduction -- 2 Background -- 2.1 Puzzle Games -- 2.2 Geography Games -- 2.3 Learning Styles -- 3 The AR Geography Game -- 3.1 Development Phase -- 3.2 The Game -- 4 Experimental Setup -- 5 Results and Discussion -- 5.1 Pre-test, Post-test Comparison -- 5.2 Game Elements Liking -- 5.3 Gameplay -- 6 Conclusion and Future Work -- References -- Educational Effect of Molecular Dynamics Simulation in a Smartphone Virtual Reality System -- 1 Introduction -- 2 Lecture Settings and Requirements -- 3 Hardware -- 4 Implementation -- 4.1 Hand Tracking -- 4.2 Molecular Dynamics Engine -- 4.3 Interaction Between Molecule and Hand Model -- 4.4 Computational Acceleration by Parameter Tuning -- 4.5 AR/VR Switching Function -- 5 On-Site Lectures -- 5.1 Contents -- 5.2 Evaluation Method -- 6 Results and Discussion -- 6.1 Lecture Using VR-MD -- 6.2 Questionnaires -- 7 Conclusion -- References -- The Effect of Changes in the Environment in a Virtual Space on Learning Effectiveness*-4pt -- 1 Introduction -- 1.1 Background -- 1.2 Purpose -- 2 Related Work.
2.1 Education Between Remote Locations -- 2.2 Effects of the Surrounding Environment -- 2.3 Psychological Impact of Color -- 3 Design and Implementation -- 3.1 System Overview -- 3.2 Comprehension Evaluation System for Video Lectures on a Virtual Environment -- 3.3 Memory Evaluation System for Word Lists on a Virtual Environment -- 4 Experiment 1 -- 5 Experiment 2 -- 5.1 Experiment 2.1 -- 5.2 Experiment 2.2 -- 6 Conclusion and Future Prospects -- 6.1 Conclusion -- 6.2 Future Prospects -- References -- Perceived Effects of Mixed Reality in Distance Learning for the Mining Education Sector -- 1 Introduction -- 2 The MiReBooks Project -- 2.1 Mixed Reality in Education -- 2.2 Developed VR-Tools -- 3 Research Design -- 3.1 Online Questionnaire -- 4 Results -- 4.1 Answers to the Closed Questions -- 4.2 Answers to the Open Questions -- 5 Discussion -- 5.1 Limitations -- 6 Conclusion and Outlook -- References -- Developing an Augmented Reality-Based Interactive Learning System with Real-Time Location and Motion Tracking -- 1 Introduction -- 2 Methods -- 2.1 System Design and Development -- 2.2 System Deployment and Experiment Setup -- 3 Results -- 3.1 Demographics on the Participants -- 3.2 Learning Performance -- 3.3 System Usability Scale (SUS) -- 3.4 Real-Time Tracking Data -- 4 Discussion -- 5 Conclusion -- References -- Study on VR Science Educational Games Based on Participatory Design and Flow Theory -- 1 Introduction -- 2 PD and Educational Games -- 2.1 PD and Related Applications -- 2.2 Science Educational Games and Related Applications -- 3 Participatory Educational Game Design Practices -- 3.1 Concept Generation -- 3.2 Concept Refining -- 3.3 Prototype Building -- 4 Educational Game Testing and Research -- 4.1 PD Method Validity Test -- 4.2 MF Test -- 5 Data Analysis and Statistics -- 5.1 Participative Test Result Analysis.
5.2 Analysis of MF Test Results.
Record Nr. UNISA-996542663703316
Cham : , : Springer Nature Switzerland : , : Imprint : Springer, , 2023
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Learning and Collaboration Technologies : 10th International Conference, LCT 2023, Held As Part of the 25th HCI International Conference, HCII 2023, Copenhagen, Denmark, July 23-28, 2023, Proceedings, Part I / / Panayiotis Zaphiris and Andri Ioannou, editors
Learning and Collaboration Technologies : 10th International Conference, LCT 2023, Held As Part of the 25th HCI International Conference, HCII 2023, Copenhagen, Denmark, July 23-28, 2023, Proceedings, Part I / / Panayiotis Zaphiris and Andri Ioannou, editors
Edizione [First edition.]
Pubbl/distr/stampa Cham, Switzerland : , : Springer, , [2023]
Descrizione fisica 1 online resource (680 pages)
Disciplina 371.334
Collana Lecture Notes in Computer Science Series
Soggetto topico Education - Data processing
Educational technology
Human-computer interaction
ISBN 3-031-34411-1
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Designing Learning Experiences -- Security and Privacy in Academic Data Management at Schools: SPADATAS Project -- The Rallye Platform: Mobile Location-based Serious Games for Digital Cultural Heritage -- An e-Learning Application for Children Suffering from Autism -- Two-phases AI Model for a Smart Learning System -- Learning System for Relational Algebra -- Design and Simulation of an IoT Intelligent University Campus for Academic Aim -- Behavioral Coding for Predicting Perceptions of Interactions in Dyads -- Towards Accessible, Sustainable and Healthy Mobility: the City of Barcelona as Case Study -- Augmenting Online Classes with an Attention Tracking Tool May Improve Student Engagement -- A Review on Modular Framework and Artificial Intelligence-based Smart Education -- Technology and Education as Drivers of the Fourth Industrial Revolution Through the Lenses of The New Science of Learning -- How do we Move Back?’ – A Case Study of Joint Problem-Solving at an Interactive Tabletop Mediated Activity -- Designing a Pedagogical Strategy for the Implementation of Educational Technology in Collaborative Learning Environments -- Discovering Best Practices for Educational Video Conferencing Systems -- Experimental Design and Validation of i-Comments for Online Learning Support -- Tailoring Persuasive, Personlised Mobile Learning Apps for University Students -- Understanding the Learning Experience -- Investigating the Critical Nature of HE Emergency Remote Learning Networks During the COVID-19 Pandemic -- Decoding Student Error in Programming: An Iterative Approach to Understanding Mental Models -- What do Students Think about Learning Supported by e-Schools Digital Educational Resources? .-A Human or a Computer Agent: The Social and Cognitive Effects of an e-Learning Instructor's Identity and Voice Cues -- The Study on Usability and User Experience of Reading Assessment Systems: A Preliminary Research -- Learning with Videos and Quiz Attempts: Explorative Insights into Behavior and Patterns of MOOC Participants -- Doctoral Education in Technology-Enhanced Learning: the Perspective of PhD Candidates and Researchers -- Analyzing Students' Perspective for Using Computer-Mediated Communication Tools for Group Collaboration in Higher Education -- Exploring Factors Affecting User Perception of Trustworthiness in Advanced Technology: Preliminary Results -- Am I like me? Avatar Self-Similarity and Satisfaction in a Professional Training Environment -- Mapping the Factors Affecting Online Education during the Pandemic in Greece: Understanding the Importance of Designing Experiences through Different Cultural and Philosophical Approaches -- Usability Study of a Pilot Database Interface for Consulting Open Educational Resources in the Context of the ENCORE Project -- Technology-supported Teaching -- Digital Skills during Emergency Remote Teaching, for VUCA Environments -- Definition of a Learning Analytics Ecosystem for the ILEDA Project Piloting -- Scenarios, Methods, and Didactics in Teaching Using Video-Conferencing Systems and Interactive Tools: Empirical Investigation on Problems and Good Practices -- Will ChatGPT get you caught? Rethinking of Plagiarism Detection -- Choosing a Modern Teaching Approach and Supporting Technology -- Lesson-Planning Groupware for Teachers: Situated Participatory Design -- Main Gaps in the Training and Assessment of Teamwork Competency in the University Context -- Prototyping the Learning Analytics Dashboards of an Adaptive Learning Platform: Faculty Perceptions versus Designers’ Intentions -- Operationalising Transparency as an Integral Value of Learning Analytics Systems – From Ethical and Data Protection to Technical Design Requirements -- Towards Personalized Instruction: Co-designing a Teacher-Centered Dashboard for Learning Engagement Analysis in Blended Learning Environments -- Supporting Creativity in Learning -- Preliminary Study on Students’ Experiences in Design-Based Interdisciplinary Learning -- Supporting Collaboration in Challenge-Based Learning by Integrating Digital Technologies: Insights from a Design-Based Research Study -- valuating the Development of Soft Skills through the Integration of Digital Making Activities in Undergraduate Computing Courses -- AgroEdu through Co-Crafting: Incorporating Minecraft into Co-Design Activities for Agricultural Education -- Design and Assessment of a Tool for Improving Creativity and Imagination in School Children -- Digital Fabrication in Arts and Crafts Education: A critical review.
Record Nr. UNINA-9910734864403321
Cham, Switzerland : , : Springer, , [2023]
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Learning and Collaboration Technologies : 10th International Conference, LCT 2023, Held As Part of the 25th HCI International Conference, HCII 2023, Copenhagen, Denmark, July 23-28, 2023, Proceedings, Part I / / Panayiotis Zaphiris and Andri Ioannou, editors
Learning and Collaboration Technologies : 10th International Conference, LCT 2023, Held As Part of the 25th HCI International Conference, HCII 2023, Copenhagen, Denmark, July 23-28, 2023, Proceedings, Part I / / Panayiotis Zaphiris and Andri Ioannou, editors
Edizione [First edition.]
Pubbl/distr/stampa Cham, Switzerland : , : Springer, , [2023]
Descrizione fisica 1 online resource (680 pages)
Disciplina 371.334
Collana Lecture Notes in Computer Science Series
Soggetto topico Education - Data processing
Educational technology
Human-computer interaction
ISBN 3-031-34411-1
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Designing Learning Experiences -- Security and Privacy in Academic Data Management at Schools: SPADATAS Project -- The Rallye Platform: Mobile Location-based Serious Games for Digital Cultural Heritage -- An e-Learning Application for Children Suffering from Autism -- Two-phases AI Model for a Smart Learning System -- Learning System for Relational Algebra -- Design and Simulation of an IoT Intelligent University Campus for Academic Aim -- Behavioral Coding for Predicting Perceptions of Interactions in Dyads -- Towards Accessible, Sustainable and Healthy Mobility: the City of Barcelona as Case Study -- Augmenting Online Classes with an Attention Tracking Tool May Improve Student Engagement -- A Review on Modular Framework and Artificial Intelligence-based Smart Education -- Technology and Education as Drivers of the Fourth Industrial Revolution Through the Lenses of The New Science of Learning -- How do we Move Back?’ – A Case Study of Joint Problem-Solving at an Interactive Tabletop Mediated Activity -- Designing a Pedagogical Strategy for the Implementation of Educational Technology in Collaborative Learning Environments -- Discovering Best Practices for Educational Video Conferencing Systems -- Experimental Design and Validation of i-Comments for Online Learning Support -- Tailoring Persuasive, Personlised Mobile Learning Apps for University Students -- Understanding the Learning Experience -- Investigating the Critical Nature of HE Emergency Remote Learning Networks During the COVID-19 Pandemic -- Decoding Student Error in Programming: An Iterative Approach to Understanding Mental Models -- What do Students Think about Learning Supported by e-Schools Digital Educational Resources? .-A Human or a Computer Agent: The Social and Cognitive Effects of an e-Learning Instructor's Identity and Voice Cues -- The Study on Usability and User Experience of Reading Assessment Systems: A Preliminary Research -- Learning with Videos and Quiz Attempts: Explorative Insights into Behavior and Patterns of MOOC Participants -- Doctoral Education in Technology-Enhanced Learning: the Perspective of PhD Candidates and Researchers -- Analyzing Students' Perspective for Using Computer-Mediated Communication Tools for Group Collaboration in Higher Education -- Exploring Factors Affecting User Perception of Trustworthiness in Advanced Technology: Preliminary Results -- Am I like me? Avatar Self-Similarity and Satisfaction in a Professional Training Environment -- Mapping the Factors Affecting Online Education during the Pandemic in Greece: Understanding the Importance of Designing Experiences through Different Cultural and Philosophical Approaches -- Usability Study of a Pilot Database Interface for Consulting Open Educational Resources in the Context of the ENCORE Project -- Technology-supported Teaching -- Digital Skills during Emergency Remote Teaching, for VUCA Environments -- Definition of a Learning Analytics Ecosystem for the ILEDA Project Piloting -- Scenarios, Methods, and Didactics in Teaching Using Video-Conferencing Systems and Interactive Tools: Empirical Investigation on Problems and Good Practices -- Will ChatGPT get you caught? Rethinking of Plagiarism Detection -- Choosing a Modern Teaching Approach and Supporting Technology -- Lesson-Planning Groupware for Teachers: Situated Participatory Design -- Main Gaps in the Training and Assessment of Teamwork Competency in the University Context -- Prototyping the Learning Analytics Dashboards of an Adaptive Learning Platform: Faculty Perceptions versus Designers’ Intentions -- Operationalising Transparency as an Integral Value of Learning Analytics Systems – From Ethical and Data Protection to Technical Design Requirements -- Towards Personalized Instruction: Co-designing a Teacher-Centered Dashboard for Learning Engagement Analysis in Blended Learning Environments -- Supporting Creativity in Learning -- Preliminary Study on Students’ Experiences in Design-Based Interdisciplinary Learning -- Supporting Collaboration in Challenge-Based Learning by Integrating Digital Technologies: Insights from a Design-Based Research Study -- valuating the Development of Soft Skills through the Integration of Digital Making Activities in Undergraduate Computing Courses -- AgroEdu through Co-Crafting: Incorporating Minecraft into Co-Design Activities for Agricultural Education -- Design and Assessment of a Tool for Improving Creativity and Imagination in School Children -- Digital Fabrication in Arts and Crafts Education: A critical review.
Record Nr. UNISA-996542669103316
Cham, Switzerland : , : Springer, , [2023]
Materiale a stampa
Lo trovi qui: Univ. di Salerno
Opac: Controlla la disponibilità qui