Learning and Collaboration Technologies

Name: 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
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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

Panayiotis Zaphiris Andri Ioannou(Editor)

Springer (Publisher)

Published on 31. May 2024

XXI, 355 pages

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978-3-031-61691-4 (ISBN)

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Content

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?
5.3 RQ3: What Are the Key Components that Constitute an Effective Automated Essay Scoring System, and How Can They Inform the Development and Assessment of Reliable Grading and Feedback Tools?
6 Ethical Considerations and Limitations
6.1 Ethical Considerations
6.2 Limitations
7 Conclusion and Future Works
References
Exploring the Use of Generative AI in Education: Broadening the Scope
1 Introduction
2 Materials and Methods
2.1 Objective
2.2 Search Strategy and Sources
2.3 Selection Criteria
2.4 Data Extraction
2.5 Analysis Process
3 Results
3.1 Educational Level
3.2 Type of Study
3.3 Outcomes and Benefits
3.4 Main Subject
3.5 List of Reviewed Publications
3.6 Novelties and Other Remarks
4 Answers to the Research Questions
4.1 How Does Generative AI Affect Teaching and Learning in Schools and Universities?
4.2 How Does the Community Perceive the Usage of Generative AI in Education Until Now?
5 Discussion
6 Conclusion
7 Recommendation for Future Work
References
Evolution of the Adoption of Generative AI Among Spanish Engineering Students
1 Introduction
2 Generative AI Overview: Education and Student Adoption
2.1 What is Generative AI?
2.2 Generative AI in Education
2.3 Student's Acceptance to Innovative Technologies
3 Experiment Design
3.1 Methodology
3.2 First Survey (S1)
3.3 Second Survey (S2)
4 Results and Discussion
4.1 Demographic and Contextual Profile of Participants
4.2 Evolution of Knowledge and Use of Generative AI
4.3 Knowledge and Use of Generative AI by Gender in S1
4.4 Knowledge and Use of Generative AI by Gender in S2
4.5 Applications of ChatGPT for Studies
5 Conclusions
Appendix 1
Appendix 2
References
Anticipating Tutoring Demands Based on Students' Difficulties in Online Learning
1 Introduction
2 Related Works
3 Method
3.1 Study Context
3.2 Data Collection and Analysis
3.3 Definition of the NLP Model
4 Results
4.1 "Active Search" by Students
4.2 Classification of Difficulties
5 Final Considerations
References
Towards an Architecture for Educational Chatbots
1 Introduction
2 Related Work
3 Preliminaries
3.1 ADD 3.0 Method
3.2 Check the Entries
4 Proposed Architecture for Chatbots
4.1 Set the Iteration Goal
4.2 Select Elements to Refine
4.3 Choose Design Concepts to Satisfy Guidelines
4.4 Create Instances of Architectural Elements, Assign Responsibilities, and Define Interfaces
4.5 Record Views and Design Decisions
4.6 Analyze the Design and Review the Iteration Goal and the Design Purpose Achievement
5 Conclusion and Future Work
References
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Learning and Collaboration Technologies

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