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
• Pubblicazione: Cham : , : Springer International Publishing AG, , 2024; ©2024
• Edizione: 1st ed.
• Descrizione fisica: 1 online resource (370 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 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?.
• Titolo autorizzato: Learning and Collaboration Technologies
• ISBN: 9783031616914; 9783031616907
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910865247303321
• Lo trovi qui: Univ. Federico II
• Serie: Lecture Notes in Computer Science Series