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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