Learning and Collaboration Technologies. Novel Technological Environments

Name: Learning and Collaboration Technologies. Novel Technological Environments | 9th International Conference, LCT 2022, Held as Part of the 24th HCI International Conference, HCII 2022, Virtual Event, June 26 - July 1, 2022, Proceedings, Part II
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9th International Conference, LCT 2022, Held as Part of the 24th HCI International Conference, HCII 2022, Virtual Event, June 26 - July 1, 2022, Proceedings, Part II

Panayiotis Zaphiris Andri Ioannou(Herausgeber*in)

Springer (Verlag)

Erschienen am 16. Juni 2022

XXVI, 329 Seiten

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978-3-031-05675-8 (ISBN)

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Inhalt

Intro
Foreword
HCI International 2022 Thematic Areas and Affiliated Conferences
List of Conference Proceedings Volumes Appearing Before the Conference
Preface
9th International Conference on Learning and Collaboration Technologies (LCT 2022)
HCI International 2023
Contents - Part II
Contents - Part I
eXtended Reality in Learning and Education
Design Thinking for the Construction of Technological Solutions in a Science Course in a Virtual Environment
1 Introduction
1.1 Problematic Reality
1.2 Literature Review
2 Method
3 Study Stages
4 Results
4.1 Normality Tests
5 Conclusions
References
Assessement of Assisted Navigation in NUI Virtual Architectural Environments
1 Introduction
2 Methodology
2.1 Test Subjects
2.2 Session Procedure
2.3 Measurement
3 Results
4 Conclusions
References
Evaluation of Mixed Reality Technologies in Remote Teaching
1 Introduction
1.1 Potentials of Mixed Reality in Mining Engineering Education
1.2 The MiReBooks Project
1.3 Aim of the Present Study
2 Methodological Approach for Evaluating Mixed Reality in Remote Teaching
2.1 Study Design and Procedure
2.2 Description of the Remote Lectures
2.3 Technical Setup
2.4 Questionnaires
3 Results
3.1 Perceived Usability and User Experience
3.2 Suitability of MR for (Remote) Teaching
4 Discussion and Outlook
4.1 Limitations of the Study
4.2 Opportunities and Challenges of using MR in (Remote) Teaching
5 Conclusion and Outlook
References
Design of a Virtual Reality based Pedagogical Framework
1 Introduction
2 Methods
2.1 Framework
3 Results
4 Conclusion
References
HCI Issues, Design and Development for a First Responders VR Training System on Dangerous Goods Transportation Incidents
1 Introduction
2 Problem Statement
3 Requirements Analysis with Stakeholders
3.1 Technical Advisory Group
3.2 Context of Use
3.3 Training Objectives
3.4 Scenario Configuration
4 HCI Issues
4.1 User Boundaries
4.2 Available Input Devices
4.3 Locomotion
4.4 Gaze
4.5 Menu Selection
4.6 Wind Simulation
4.7 Dialogue Interaction
4.8 Heat and Smell Simulation
4.9 Inventory Management
5 System Design
6 Evaluation Plan
7 Summary and Conclusions
References
An Approach of Holographic Technology for the Practical Distance Education
1 Introduction
2 Precedents
2.1 Robotrack
2.2 Immersive Tracking Environment
2.3 Preliminary Study of Human-Computer Interaction
3 Methodology
3.1 Subjects and Schedule
3.2 Instructional Equipments
3.3 Workshop Process
4 Conclusions
References
The Use of Augmented Reality to Motivate Scientific Learning for Preschool Children by Fostering Curiosity
1 Introduction
2 Background to the Study
2.1 Preschool Science and Children's Curiosity
2.2 Augmented Reality in Early Education
3 Co-design Activity
3.1 Co-design Methodology
3.2 Participants
3.3 The Design Process
3.4 Design Finding
4 Prototyping and Testing
4.1 Product Definition and the 3D-Printed Model
4.2 User Flow
4.3 Usability Test
5 Discussion and Conclusion
References
The Distance Learning Framework for Design-Related Didactic Based on Cognitive Immersive Experience
1 Online Tools to Support Immersive Learning for Design
1.1 Literature Review: Transformation of Education from No-Distance to Long-Distance
1.2 Distance Learning
1.3 Tools to Support Distance Learning: Categories and Typologies
2 Analysis of Technical Tools: From Jane Hart's EDU100
2.1 Learning Platforms for Didactic
2.2 Learning Platforms for Doing
2.3 Learning Platforms for Discovery (Informal Learning)
2.4 Learning Platforms for Discourse
3 Transformation of Immersion: Formal Learning, Informal Learning and Social Learning Courseware
3.1 Selected Learning Tools
3.2 Web-Conferencing Tools: Zoom, Microsoft Teams and Webex Teams
3.3 Classroom Engagement Tools: Slack, Socrative and Padlet
4 Discussion: Frame Immersive Learning by Distance Learning Tools
5 Project: Design Tool to Frame Immersive Learning
References
Developing a VR Tool to Support Repeat Pattern Design Learning
1 Introduction
2 Background
3 Experiment
3.1 The VR Tool
3.2 Teaching Space and Schedule
4 Findings and Discussion
4.1 Impact on Learning
4.2 Considerations on Scale and Spatial Awareness
4.3 Perceptions on the VR Tool
4.4 Development Challenges and Opportunities
5 Conclusion
References
Learning Spatial Transformations and their Math Representations through Embodied Learning in Augmented Reality
1 Introduction
2 Literature Review
2.1 Related Work
3 Methodology
3.1 Prototype 1
3.2 Prototype 2
4 Conclusion and Future Work
References
Chatbots, Robots and Virtual Teachers
Towards Deep Learning-Powered Chatbot for Translation Learning
1 Introduction
2 Related Work
2.1 Chatbots in Language Learning
2.2 Translation Learning
2.3 Challenges
3 Proposed Framework
3.1 Domain Understanding
3.2 Data Understanding
3.3 Data Preparation
3.4 Modeling
3.5 Preliminary Result
4 Conclusion and Future Work
References
An Educational, Semi-autonomous Telepresence Robot Called Sally
1 Introduction
2 State-of-the-Art
3 Learning Methodologies
3.1 Workshop 1: What is a Robot?
3.2 Workshop 2: Sensing, Acting and Reasoning
3.3 Workshop 3: Interaction and Ethics in Robotics
3.4 Workshop 4: Autonomous Navigation
3.5 Additional Skills
3.6 Application in Other Workshops
4 Sally Implementation
5 Conclusions and Future Work
References
The Impact of Avatar Teachers on Student Learning and Engagement in a Virtual Learning Environment for Online STEM Courses
1 Introduction
2 Literature Review
2.1 Similarity Attraction Theory
2.2 Virtual Learning
2.3 Animated Avatars in Education
3 Research Methodology
3.1 Participants
3.2 Procedures
3.3 Data Analysis
4 Findings
4.1 Online Learning
4.2 Teacher Physical and Professional Characteristics
4.3 Virtual Learning with Avatar Teachers
4.4 Virtual Learning with a Human Teacher
4.5 Choosing Your Teacher
5 Discussion and Conclusion
References
My English Teachers Are Not Human but I Like Them: Research on Virtual Teacher Self-study Learning System in K12
1 Introduction
2 Related Work
2.1 English Learning System
2.2 Social Agency Theory
2.3 Teaching Agent
3 User Study
3.1 Participants
3.2 Experiment Design
3.3 Dependent Measures
3.4 Learning Materials
3.5 Procedure
4 Results
4.1 Learning Outcome
4.2 Subjective Questionnaire Measurement
5 Discussion
6 Limitations and Future Work
7 Conclusion
References
Eduino: A Telegram Learning-Based Platform and Chatbot in Higher Education
1 Introduction
1.1 Research Question
2 Related Work
2.1 Chatbot History
2.2 HCI-Human-Computer Interaction and Interaction Design
2.3 Chatbot in Education
3 Methodology and Chatbot Development
3.1 Design Science Research
3.2 Agile Development
3.3 Nielsen's Heuristics and System Usability Scale (SUS)
3.4 Telegram Bot API
3.5 Chatbot Configuration
3.6 Creating Course Content
4 Results
4.1 The First Iteration
4.2 The Second Iteration
4.3 The Third Iteration
4.4 Final Design
4.5 Heuristic and Usability Testing
5 Discussion
5.1 RQ1: Can Chatbots Improve Higher Education Content Accessibility Through the Usage of Mobile Devices? and How do the Students Perceive That?
5.2 RQ2: How Can Chatbots as Interactive and Conversational Tools Present the Learning Content of Modern Learning Platforms?
5.3 Limitations
6 Conclusions
References
Exploring the Role of Chatbots and Messaging Applications in Higher Education: A Teacher's Perspective
1 Introduction
2 Background
3 Methodology
4 Results and Analysis
4.1 RQ1 - Are Teachers Already Using Messaging Apps in Their Classes?
4.2 RQ2 - What Kind of Chatbots Would Teachers Find Useful in Their Classes?
4.3 RQ3 - What Kind Interactions Do Teachers Prefer with Their Students?
4.4 RQ4 - What Kind of Interaction Media Features Do Teachers Value the Most?
5 Discussion
6 Conclusions
References
An Interactive Robot Lecture System Embedding Lecture Behavior Model
1 Introduction
2 Robot Lecture
2.1 Related Work
2.2 Lecture Behavior Model
3 Interactive Robot Lecture System
3.1 Framework
3.2 Scenario Control Model
3.3 Reconstructing Lecture Behavior
4 Case Study
4.1 Purpose and Experimental Design
4.2 Results and Discussion
5 Conclusion
References
Learning by Teaching Partner Robot in Collaborative Reading
1 Introduction
2 Collaborative Reading with a Robot
2.1 Collaborative Reading
2.2 Related Work
2.3 Purpose
3 Learning-by-Teaching Partner Robot
3.1 Framework
3.2 Functions
4 Case Study
4.1 Purpose and Experimental Design
4.2 Results and Discussions
5 Conclusion
References
Collaboration Technology
Applying Natural Language Processing to Teamwork - A New Dashboard for CTMTC Methodology
1 Introduction
2 Theoretical Context
3 The LA Tool
3.1 The Bot
3.2 The Connection API
3.3 The Server
4 Tool Evaluation
5 Conclusions
References
Fostering Decision-Making Processes in Health Ecosystems Through Visual Analytics and Machine Learning
1 Introduction
2 Background
3 Objectives
4 Methodology
4.1 Coordination
4.2 Systematic Literature Review
4.3 Dashboard Generator
4.4 Evaluation
4.5 Team
5 Expected Results
5.1 Scientific and Technical Impact
5.2 Socio-Economic Impact
6 Conclusions
References
Agile CTMTC: Adapting Stages for a Shorter Application of the Teamwork Method
1 Introduction
2 Agile CTMTC Model
3 Context
4 Results
4.1 Evidence of Processes
4.2 Students' Perception About the Proposed Processes
5 Conclusions
References
T-Game: A Team Formation Game for Enhancing Cross-Disciplinary Cooperation
1 Background
1.1 Problems in Cross-Disciplinary Team Formation
1.2 Research Procedure and Step
2 Literature Review
2.1 Team Formation and Co-creation
2.2 Team Formation and Empathy
2.3 Gamification Case
2.4 Summary
3 Two Games
3.1 First Version Design
3.2 Second Version Design
3.3 Review and Evaluation
4 Conclusion and Future Development
References
Virtual Team Collaboration: How the Empathy Tendency Influences User Experience?
1 Introduction
2 Related Background
2.1 User Experience of Social Presence and Immersion
2.2 Empathy
2.3 Personal Traits and User Experience
3 Methods
3.1 Participants
3.2 Tasks and Set up
3.3 Procedure
3.4 Measures
4 Results
4.1 Correlation Analysis Between Personality Traits, User Experience and Satisfaction
4.2 Regression Analysis for Relationship Between Empathy and Social Presence
5 Discussion
6 Conclusion
References
How to Apply Bloom's Taxonomy to Operator Education in the Way of Human-Machine Cooperation?
1 Introduction
2 The Two-Layer Industrial Model Predictive Control Framework
2.1 Steady-State Optimization Module
2.2 Dynamic Predictive Control Module
3 A Hierarchical Human-Machine Cooperation Model for Operator Training Based on Bloom's Taxonomy
4 Application in the Industrial Gas Industry
5 Conclusion
References
Correction to: Developing a VR Tool to Support Repeat Pattern Design Learning
Correction to: Chapter "Developing a VR Tool to Support Repeat Pattern Design Learning" in: P. Zaphiris and A. Ioannou (Eds.): Learning and Collaboration Technologies. Novel Technological Environments, LNCS 13329, https://doi.org/10.1007/978-3-031-05675-8_9
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