Learning and Collaboration Technologies. Novel Learning Ecosystems

Name: Learning and Collaboration Technologies. Novel Learning Ecosystems | 4th International Conference, LCT 2017, Held as Part of HCI International 2017, Vancouver, BC, Canada, July 9-14, 2017, Proceedings, Part I
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4th International Conference, LCT 2017, Held as Part of HCI International 2017, Vancouver, BC, Canada, July 9-14, 2017, Proceedings, Part I

Panayiotis Zaphiris Andri Ioannou(Editor)

Springer (Publisher)

Published on 28. June 2017

XXII, 505 pages

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Content

Intro
Foreword
HCI International 2017 Thematic Areas and Affiliated Conferences
Contents -- Part I
Contents -- Part II
Multimodal and Natural Interaction for Learning
Immersive Visualization Technologies to Facilitate Multidisciplinary Design Education
Abstract
1 Introduction
2 Educational Needs and Multidisciplinary Programs
3 Emerging Visualization Technologies
4 Approach
5 Discussion
References
Peacemaking Affordances of Shareable Interfaces: A Provocative Essay on Using Technology for Social ...
Abstract
1 Introduction
2 Background Work
2.1 Peace and Technology
2.2 Interactive Tabletops
2.3 Tabletops for Peace
3 Discussion
Acknowledgements
References
Acoustic Filter
Abstract
1 Introduction
2 Background
2.1 Multi-channel Audio
2.2 Object-Based Audio
2.3 Ambisonics
3 Methodology
3.1 The Case Study Places
4 Audio Filter Design and Analysis: Basic Parameters
5 Filter Design
6 Conclusion
Acknowledgments
References
Gesture Deviation in Interactive Communication - A Cross Cultural Study of Indian Case Examples
Abstract
1 Introduction
2 Related Work on Gesture Based Studies
3 Methodology
4 Planning the Experiment and Methodology Used for the Cross-Cultural Study of Gestures Amongst Indi ...
4.1 Selection of Content for the Study
4.2 Selection of Subjects
4.3 Selection of the Medium for Documentation
4.4 Design and Studio Setup
4.5 Identification of Gestures from Secondary Literature
4.6 Method for Analysis of Video Recordings
4.7 Data on Total Gesture Types Taken for Observation and Study
5 Results and Observations
5.1 Deictic Gestures (D)
5.2 Iconic Gestures
5.3 Semaphoric Gestures (S)
5.4 Pantomimic Gestures
6 Conclusion
7 Implication for Interaction Design
References
Brain Tagging: A BCI and HCI Tagging System to Evaluate the Learning Contents
Abstract
1 Introduction
2 A Review of Affective Metadata
2.1 Active Tagging: Knowledge Exchange and Experience Sharing
2.2 Passive Tagging: The EEG Signal Analysis
3 Brain Tagging: The System Design
3.1 Active HCI Tagging
3.2 Passive BCI Tagging
3.3 The Integrated Interface
3.4 The Timeline Chart
4 Conclusion
Acknowledgements
References
Analytical Steps for the Validation of a Natural User Interface
Abstract
1 Introduction
2 Real-World Applications
3 Experimental Validation
4 Conclusion
References
Monitoring Cognitive Workload in Online Videos Learning Through an EEG-Based Brain-Computer Interface
Abstract
1 Introduction
2 Related Work
2.1 Cognitive Workload
2.2 Brain-Computer Interface on Workload Recognition
3 EEG-Based Brain-Computer Interface to Assess Cognitive Workload
3.1 System Structure
3.2 Apparatus
3.3 EEG Data Recording and Denoising
3.4 Transformation and Feature Extraction
3.5 Classification
4 Experiment and Discussion
5 Conclusion and Future Work
Acknowledgements
References
Learning and Teaching Ecosystems
Lessons Learned from Evaluating an Authoring Tool for Learning Objects
1 Introduction
2 Related Works
3 Evaluation Process
3.1 Case Study
3.2 Usability Test
4 Results and Findings
4.1 Case Study
4.2 Usability Test
5 Final Considerations
References
ECoLab: A Cooperative System to Improve Training Processes
Abstract
1 Introduction
2 ECoLab Model
2.1 Methodological Model
2.2 Continuous Refinement Model
3 Case of Study
3.1 Description
3.2 Case of Study Results
4 Conclusions
References
A Metamodel Proposal for Developing Learning Ecosystems
Abstract
1 Introduction
2 Methodology
3 High-Level Requirements
4 Ecosystems Metamodel
5 Modeling the Ecosystem for Scientific Knowledge Management in a PhD Program
6 Conclusions
Acknowledgement
References
Needs Analysis as a Cornerstone in Formation of ICT Competence in Language Teachers Through Specially Tailored In-service Training Course
Abstract
1 Introduction
2 Methods
3 Findings
3.1 BIO Data
3.2 Basic Skills of Using ICT and Using ICT for Foreign Language Teaching
3.3 Professional Development in the Field of ICT
3.4 Attitude Towards Using ICT for FLT
3.5 Analysis
3.6 Second Questionnaire Analysis
4 Outcomes
5 Conclusions
Acknowledgements
References
Design Considerations for Competency Functionality Within a Learning Ecosystem
Abstract
1 Introduction - Competency Management
2 Canadian Competency Frameworks
2.1 Medical Competency Frameworks
2.2 Professional Competency Frameworks
2.3 Competency-Based Education and Prior Learning Assessment
2.4 Implementation Challenges
3 Competency Implementation Within LPSS
4 User Feedback on LPSS Competency Functionality
4.1 Online Survey
4.2 User Feedback on Competency Functionality
4.3 Feedback on the LPSS System and the User Interface
4.4 Usability Evaluation
5 Design Considerations for Future LPSS Development
6 Conclusions
References
Integrated Learning Environment for Blended Oriented Course
Abstract
1 Introduction
1.1 The Issues of Higher Education
1.2 Background on Pedagogical Approaches for Efficient Learning
1.3 Proposal for a Digital Support for Guided Self-learning, Called ONAAG
2 Training Context
2.1 Motivation and Description of the Audience
2.2 Opportunities to Create ONAAG Project
2.3 Impacts of ONAAG Project
3 Standard Scenario of the Blended-Oriented Hybrid Course
3.1 Scenario with ONAAG Spine
3.2 ONAAG-1, to Prepare Lessons, Consolidate the Prerequisites and Evolve
3.3 ONAAG-2, to Implement Knowledge in New Contexts and Develop Expertise
4 Results After 3-Years of Experimentation with ONAAG
4.1 Some Figures About ONAAG
4.2 Better Learning Outcomes
4.3 Learners' Satisfaction and Learning Attitudes
4.4 Some Specificities Between the Two Parts of ONAAG
4.5 Impacts of Previous Training and Professional Routes
4.6 Trainer's Satisfaction
4.7 Technical Requirements and Final Results in 2016
5 ONAAG's Project Development
5.1 A Project that Respects the Agile Approach
5.2 A Project Leading to Innovation and CoP
5.3 Projects Impact on the Parties: The Trainer's Responsibility
5.4 Future Prospects
6 Conclusion
Acknowledgement
References
The Development of a Mediation Artifact for Representing Teaching Practices: A Study Connecting the ...
Abstract
1 Introduction
2 Mediation Artifacts for Representing Practices
3 The Research Path
3.1 Study Meetings
3.2 The Design Process of the Mediation Artifact
3.3 Testing the Mediation Artifact
4 Discussion
5 Final Comments
Acknowledgments
References
On the Potential of Using Virtual Reality for Teacher Education
Abstract
1 Introduction
2 Virtual Reality: Defining the Terms
3 Using Virtual Reality in Education: State-of-the Art
4 Preliminary Experimental Evaluation
5 Developing an Integrated VR-Based Teacher Training Tool
6 Conclusions
Acknowledgements
References
e-Learning, Social Media and MOOCs
Exploring the Impact of Social Learning Networks in M-Learning: A Case Study in a University Enviro ...
Abstract
1 Introduction
2 Related Work
3 Settings of the Study
3.1 Sample and Study Instrument
3.2 Sampling Technique and Survey Structure
4 Analysis and Discussion
5 Conclusions
References
Improving Concepts of E-Learning by Using ERP Systems for an Interactive Knowledge Diffusion
Abstract
1 Motivation
2 Enterprise Resource Planning Systems
3 Knowledge Transfer in Enterprise Simulations
4 Research Design
5 Results
5.1 Experimental Setup
5.2 Meta-analysis
5.3 Motivations and Expectation
5.4 Effects on Teamwork, Cooperation and Communication
5.5 Effects on Practical Relevance, Knowledge Diffusion and Experiences
5.6 Effects on Process Understanding and Skills Improvement
6 Conclusion and Future Research
References
Using Phenomenography to Understand Cultural Values in Facebook
Abstract
1 Background
2 Short History and Culture in Cyprus
3 Facebook and ICT Usage in Cyprus
4 Cultural Differences in Social Networks
5 The Current Study
6 Method
6.1 Interview Process
6.2 Interview Participants
6.3 Online Survey
6.4 Online Survey Participants
7 Categories of Description
7.1 Facebook Usage and Activities
7.2 Self-disclosure, Trust and Privacy
7.3 Friendship Ties
7.4 Friend Request Invitation
7.5 Self-promotion
7.6 Online Survey and Discussion
8 Conclusion
References
Exploring the Determinants Affecting the Adoption of Social Web Applications Used in Massive Online ...
Abstract
1 Introduction
1.1 Massive Online Open Courses
1.2 Social Web Applications as a Backbone of Massive Open Online Courses
2 Background to the Research
3 Methodology
4 Results
5 Conclusions
References
E-safety in Web 2.0 Learning Environments: A Research Synthesis and Implications for Researchers and ...
Abstract
1 Introduction
2 Methodology
2.1 Development of E-safety Corpus
2.2 Refinement of E-safety Corpus
2.3 Synthesis
3 Findings
3.1 Students' and Teachers' Attitudes and Experiences Towards E-safety in OSNs
3.2 E-safety Actions, Practices and Policies in OSNs
3.3 Evaluation of Schools' E-safety Regulations in OSNs
3.4 Internet Safety Education
3.5 Implications for Researchers and Practitioners
3.6 Security and Privacy Enhancing Web-Based Tools Review
4 Conclusion
5 Limitations
Acknowledgments
References
Pedagogical Voice in an E-Learning System: Content Expert Versus Content Novice
Abstract
1 Background
1.1 Theoretical Basis
2 Methods
2.1 The Reasoning Mind Edifice Platform
2.2 Experimental Design
2.3 Participants
3 Results
4 Discussion
5 Conclusion
Acknowledgements
References
Adaptive and Cooperative Model of Knowledge Management in MOOCs
Abstract
1 Introduction
2 Conceptual Model of ahMOOC
2.1 Methodological Model
2.2 Technological Model
3 Context of the Experience
4 Results
4.1 Completion Rate
4.2 Opinion Poll
5 Discussion
6 Conclusions
Acknowledgements
References
The Quality of MOOCs: How to Improve the Design of Open Education and Online Courses for Learners?
Abstract
1 Introduction
2 Open Education: What Is the Current Situation?
3 Quality in Open Education
4 Drop-Out Rates and Quality Indicators in MOOCs
5 Is Open Education the Next Revolution?
6 Conclusions and Future Work
Acknowledgments
References
E-Learning Supported Martial-Arts-Training
Abstract
1 Introduction
2 Stances
2.1 Preliminary Stances
2.2 The Universal Approach Sequences Sans Partner
2.3 The Universal Approach Sequences with Partner
3 Motion-Tracking Validated E-Learning
4 Conclusion
Acknowledgements
References
Beyond the Classroom
Security Beyond Secrecy
Abstract
1 Introduction
2 Problem Statement
2.1 Death of Secrecy
2.2 Distributed Information Architectures Blind Hierarchical Organizations
2.3 The Sovereignty of Complexity
2.4 Socio-Technical Systems Force Non-technical Variables into Design
2.5 Information Democratization Collapses Scale, Alters Security Paradigms
2.6 Data is "Dual-Use" Technology
2.7 People are "Data Producers"
2.8 Big Data Insights Invert (and Re-invent?) Critical Analysis
2.9 "Synthetic Intelligence" Is a Counterforce to AI
2.10 The Internet Is a Privately-Owned/Operated Commercial Space
2.11 Data is not Information
2.12 Power Laws in Bureaucracies Make Security-by-Secrecy Un-Economic
2.13 Attacks, Accidents, Acts of Nature Threaten Information Systems
3 Strategies and Solutions
3.1 Death of Secrecy
3.2 Distributed Information Architectures Blind Hierarchical Organizations
3.3 The Sovereignty of Complexity
3.4 Socio-Technical Systems Force Nontechnical Variables in System Design
3.5 Information Democratization Collapses Scale, Alters Security Paradigms
3.6 Data Is "Dual-Use" Technology
3.7 People Are "Data Producers"
3.8 Big Data Insights Invert (and Re-invent!) Causation
3.9 "Synthetic Intelligence" Is a Counterforce to AI
3.10 The Internet Is a Privately-Owned/Operated Commercial Space
3.11 Data Is not Information
3.12 Power Laws in Bureaucracies Make Security-by- Secrecy Un-Economic
3.13 AAA Risks Threaten Information Systems
4 Conclusions
References
Learning Together with CSCL Tools in the Classroom
Abstract
1 Introduction
2 The Metafora Environment for Promoting L2L2
3 Description of the Collaso Tool
4 Discussion
References
Outdoor Studying System Using Bluetooth Low Energy Beacon-To Feel Cultural Sites
Abstract
1 Introduction
2 Related Work
2.1 Sightseeing Application
2.2 BLE Beacons
2.3 Our Previous Work on School Trips
3 Our Application Using BLE Beacons
3.1 Purpose of the Project
3.2 New Application Design
3.3 Design of Our Application
4 Experiments and Results
4.1 Quiz Function for Students
4.2 Navigation and Shop Information for Tourists (Web Questionnaires)
4.3 Regional Differences in the Evaluation About Tourism in Nikko
5 Conclusion
5.1 Evaluation of the BLE Beacon: Applications for Sightseeing on School Trips
5.2 Inheriting the Culture of World Heritage Sites
5.3 Experiencing Cultural Sites
Acknowledgments
References
Measuring Usability of the Mobile Learning App for the Children
Abstract
1 Introduction
2 "Learn English-Sindhi" App
3 Methodology
4 Results
4.1 Demographic Data
4.2 Usability Test
4.3 Fun Toolkit
4.3.1 Smileyometer
4.3.2 Again-Again Table
4.3.3 Fun-Sorter
5 Conclusions
References
An Analysis of the Note-Taking Function of the Audience Response System
Abstract
1 Objective
2 Background
3 Method
3.1 Features of Note-Taking Function
3.2 Research Questions and Hypothesis
3.3 Use of the Note-Taking Function During Lectures
4 Discussion of Results
Acknowledgement
References
Measuring User Engagement in Mobile Classroom Response System: A Case Study
Abstract
1 Introduction
2 User Engagement
2.1 Interaction Log
2.2 Diary Study
3 Methodology
4 Result
4.1 User Types
4.2 Participation Types
4.3 Submission Types
4.4 Diary Entries
4.5 Holistic View on User Engagement Patterns
5 Conclusion
Acknowledgement
References
Higher Education Disruption Through IoT and Big Data: A Conceptual Approach
Abstract
1 Introduction
2 Background
2.1 Main Concepts
2.2 Related Technologies
3 State of the Art
4 Conceptual Approach Proposal
4.1 Rational
4.2 Conceptual Approach
5 Conclusions
References
Connectivist, Context-Aware Communication Channels - Peer Finding Algorithm for Distributed Learning Networks
1 Introduction
2 Basic Models
2.1 Content Model
2.2 Context and Context-Awareness
2.3 User Model
2.4 Communication Channel Model
2.5 Co3 Channel Model
3 Peer Finding Algorithm for Co3 Channels
3.1 Thematic Competence
3.2 Thematic Relation
3.3 Tutor Competence
3.4 Seeker Relation
3.5 Weight Parameters
4 Live Chat Prototype
5 Summary and Outlook
References
Games and Gamification for Learning
CodeAdventure: An Adventure Game for Computer Science Education
Abstract
1 Introduction
2 Background and Related Work
3 Code Adventure
3.1 Storyline
3.2 Level Design
3.3 Room Design
3.4 End-User Monitoring
3.5 Feedback
3.6 Prototype Implementation
4 Conclusions and Future Work
References
Using Mental Models to Design for Learning: Lessons from Game Development
Abstract
1 Introduction
1.1 What Is a Mental Model?
1.2 Mental Models in Games
2 How Mental Models Are Constructed
3 Implicit Construction of Mental Models in Games
3.1 Mapping
3.2 Feedback
3.3 Physical Examples
4 Explicit Construction of Mental Models in Games
4.1 Tutorials
5 Revealing Mental Models
5.1 Strategies to Reveal Mental Models
6 Applying Mental Models Game Design for Learning
7 Conclusion: Transfer to User Centered Design Practice
References
Strategic Design: Breaking Mental Models Initiates Learning in Video Games
Abstract
1 Designing to Communicate
2 Using Mental Models to Better Understand User State of Mind
3 Another Way to Utilize Mental Models: Intentionally Breaking Them
4 How Game Designers Can Successfully Apply These Theories
5 Breaking Mental Models: Case Studies of an Effective Practice
6 Conclusion
References
Gamifying the Eating Experience: An Interactive Companion for Children's Nutrition Education and Behavior
Abstract
1 Introduction
2 Related Work
3 Design Concept
4 User Interface
5 Software
6 Process of Use
7 Conclusions and Future Work
References
Gamification Methods in Higher Education
Abstract
1 Introduction
2 Diverse Definitions of Gamification in the Non-game Context of Education
3 Framework of Flow
4 Method
5 Results and Discussion
5.1 Defining Gamification
5.2 Gamification Drivers
5.3 Measuring Student Learning Outcomes with Gamification
5.4 Gamification Pedagogy
5.5 Gamification Elements
5.6 Personalizing Gamification Techniques
6 Evaluation of Gamification
7 Conclusion
Appendix
References
Subliminal Learning. What Do Games Teach Us?
1 Introduction
2 Context
2.1 Learning and Video Games
2.2 Organic Tutorials
2.3 Subliminal Learning
3 Analysis of Level Design in Video Games
3.1 Methodology
3.2 Analysis Elements of Organic Tutorials
3.3 Comparative analysis of organic tutorials
4 Design Guide for Organic Tutorials
5 Conclusions and Further Work
References
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Learning and Collaboration Technologies. Novel Learning Ecosystems

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