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 / / edited by Panayiotis Zaphiris, Andri Ioannou

• Autore: Zaphiris Panayiotis
• Pubblicazione: Cham : , : Springer Nature Switzerland : , : Imprint : Springer, , 2024
• Edizione: 1st ed. 2024.
• Descrizione fisica: 1 online resource (300 pages)
• Disciplina: 5,437; 4,019
• Soggetto topico: User interfaces (Computer systems); Human-computer interaction; User Interfaces and Human Computer Interaction
• 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 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.
• Sommario/riassunto: This three-volume set LNCS 14722-14724 constitutes the refereed proceedings of the 11th International Conference on Learning and Collaboration Technologies, LCT 2024, held as part of the 26th International Conference on Human-Computer Interaction, HCI International 2024, which took place in Washington DC, USA, during June 29 – July 4, 2024. The total of 1271 papers and 309 posters included in the HCII 2023 proceedings was carefully reviewed and selected from 5108 submissions. The LCT 2024 conference addresses theoretical foundations, design, and implementation, as well as effectiveness and impact issues related to interactive technologies for learning and collaboration, including design methodologies, developments and tools, theoretical models, learning design or learning experience (LX) design, as well as technology adoption and use in formal, non-formal and informal educational contexts.
• Titolo autorizzato: Learning and Collaboration Technologies
• ISBN: 9783031616853; 9783031616846
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910865240203321
• Lo trovi qui: Univ. Federico II
• Serie: Lecture Notes in Computer Science, . 1611-3349 ; ; 14723