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
• Pubblicazione: Cham : , : Springer, , 2024; ©2024
• Edizione: 1st ed.
• Descrizione fisica: 1 online resource (322 pages)
• Altri autori: IoannouAndri
• 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.
• Titolo autorizzato: Learning and Collaboration Technologies
• ISBN: 9783031616723; 9783031616716
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910865244603321
• Lo trovi qui: Univ. Federico II
• Serie: Lecture Notes in Computer Science Series