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 / / 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 (370 pages)
• Disciplina: 005.437; 004.019
• 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 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?.
• 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: 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, . 1611-3349 ; ; 14724