دانلود کتاب Learning and Collaboration Technologies: 10th International Conference, LCT 2023 Held as Part of the 25th HCI International Conference, HCII 2023 Copenhagen, Denmark, July 23–28, 2023 Proceedings, Part I

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Foreword
HCI International 2023 Thematic Areas and Affiliated Conferences
List of Conference Proceedings Volumes Appearing Before the Conference
Preface
10th International Conference on Learning and Collaboration Technologies (LCT 2023)
HCI International 2024 Conference
Contents – Part I
Contents – Part II
Designing Learning Experiences
Security and Privacy in Academic Data Management at Schools: SPADATAS Project
1 Introduction
2 Project Description
3 The Consortium
4 Methodology
5 Teacher Training
6 Conclusions
References
The Rallye Platform: Mobile Location-Based Serious Games for Digital Cultural Heritage
1 Introduction
2 The Rallye Platform
2.1 Mobile Web Application
2.2 Staff Tool
3 Deployments/Test Cases
3.1 Légionnaires Rallye
3.2 Minett Stories Rallye
4 Evaluation
4.1 Quantitative Results
4.2 Qualitative Results
5 Conclusion
References
An e-Learning Application for Children Suffering from Autism
1 Introduction
2 Related Work
3 System Design and Implementation
4 Usability Testing and Verification
5 Discussions
6 Conclusion
References
Two-Phases AI Model for a Smart Learning System
1 Introduction
2 Background
2.1 CALM
2.2 Selection Engine
2.3 Instructional Strategies
3 Activity Selection Phases
3.1 Phase 1: Estimation of Student Performance
3.2 Phase 2: Application of Instructional Strategies
4 Conclusions
References
Learning System for Relational Algebra
1 Introduction
2 Related Work
3 Relational Model
3.1 Relational Algebra
4 Design
4.1 The GUI Design
5 Test and Results
6 Conclusions
References
Design and Simulation of an IoT Intelligent University Campus for Academic Aim
1 Introduction
2 Synopsis of the Seminar
3 Briefly Explanation of the Tool Used for Simulation
4 Network Infrastructure
4.1 Campus Configuration Requirements
4.2 Best Solutions Created by Students
5 Perception and Acceptance
5.1 What Professors Appreciated During the Seminar
5.2 Seminar’ Questionnaire
5.3 Survey Analysis
6 Conclusions
References
Behavioral Coding for Predicting Perceptions of Interactions in Dyads
1 Introduction
2 Approach
2.1 Data Analysis Approach
3 Results
3.1 Difference by Communication Condition: Affirmation
3.2 Difference by Communication Condition: Head Nods
3.3 Difference by Communication Conditions: Socializing
3.4 Difference by Communication Conditions: Questions (Task)
3.5 Difference by Communication Conditions: Jargon
3.6 Difference by Communication Conditions: Leaning Forward
3.7 Relationship Between Behavioral Indicators and Constructs
4 Discussion and Conclusion
References
Towards Accessible, Sustainable and Healthy Mobility: The City of Barcelona as Case Study
1 Introduction
2 Methodology
2.1 Methodologies to Achieve Objectives: SO1
2.2 Methodologies to Achieve Objectives: SO2
2.3 Methodologies to Achieve Objectives: SO2 and SO3
2.4 Methodologies to Achieve Objectives: SO4 and SO5
2.5 Methodologies to Achieve Objectives: SO6
3 Results
3.1 Work Plan and Schedule
References
Augmenting Online Classes with an Attention Tracking Tool May Improve Student Engagement
1 Introduction
2 Related Works
3 Design Considerations
4 Data Collection
5 Gaze Estimation Result and Error Analysis
5.1 Emerged Gaze Patterns
5.2 Error Analysis of the Gaze-Tracking Module
6 Considerations and Challenges to Measure Attention Score from Gaze Patterns
7 Students Perspective of the Monitoring Tool
8 Conclusion
References
A Review on Modular Framework and Artificial Intelligence-Based Smart Education
1 Introduction
2 Literature Review
3 Methodology
4 Analysis and Findings
5 Conclusion
References
Technology and Education as Drivers of the Fourth Industrial Revolution Through the Lens of the New Science of Learning
1 Introduction
2 The New Science of Learning
3 The Fourth Industrial Revolution and the Knowledge and Digital Economy
3.1 Knowledge and the Digital Economy
4 Internationalisation and Cultural Clash
5 Learning Environments, Inclusion and Sustainable Education
6 Conclusions
References
‘How Do We Move Back?’ – A Case Study of Joint Problem-Solving at an Interactive Tabletop Mediated Activity
1 Introduction
2 Orbitia
3 Joint Problem-Solving
4 Setting and Study Design
5 Analysis
5.1 Problem-Solving Move 1: Signaling a Problem and Accounting for It
5.2 Problem-Solving Move 2: Formulating the Problem and Converging on a Solution
5.3 Problem-Solving Move 3: Seeking and Identifying the First Agent
5.4 Problem-Solving Move 4: Co-instructing the First Agent
5.5 Problem-Solving Move 5: Assessing the Solution(s)
5.6 Problem-Solving Move 6: Taking up a Solution
6 Conclusion
References
Designing a Pedagogical Strategy for the Implementation of Educational Technology in Collaborative Learning Environments
1 Introduction
2 Background
2.1 iLikeIT2
2.2 Previous Research
2.3 Theoretical Framework Pedagogical Strategy
3 Methodology
3.1 Literature Review
3.2 Expert Discussion
3.3 Instructor Training
4 Results
4.1 Quantitative Results from Instructor Training
4.2 Qualitative Results from Instructor Training
4.3 Discussion
5 Conclusion
References
Discovering Best Practices for Educational Video Conferencing Systems
1 Background
1.1 Context of the Organization and Culture at NTNU
1.2 Norwegian Governmental Strategies and Demands
1.3 Research Aim
2 Methodology
2.1 Activity 1 – Focus Groups
2.2 Activity 2 Individual Interviews
2.3 Data Analysis
3 Results
3.1 Focus Groups
3.2 Interviews
4 Conclusions
References
Experimental Design and Validation of i-Comments for Online Learning Support
1 Introduction
2 Related Work
3 Experiment Design
3.1 Definition of the Three Elements of i-Comments
3.2 Group Control and Subjects
3.3 Learning Contents
3.4 Measures
3.5 Procedure
4 Experiment Results and Discussion
4.1 Experiment Results
4.2 Discussion
5 Conclusion
References
Tailoring Persuasive, Personalised Mobile Learning Apps for University Students
1 Background
2 Literature Review
2.1 Mobile Learning (m-learning)
2.2 Persuasive Techniques
2.3 FFM
3 Study Design and Methods
3.1 Study Instrument
3.2 Data Collection
3.3 Participant Demographic Information
4 Data Analysis
4.1 Assessing the Suitability of Data
4.2 Confidence and Validity Analysis
4.3 Structural Equation Modelling
5 Results
5.1 Comparing the Persuasiveness of the Features Overall
5.2 The Structural Model
5.3 The Relationship Between Personality Traits and the Persuasive Power of Different Persuasion Techniques
6 Discussion
6.1 Designing for Users with a Specific Personality Type
6.2 Design Guidelines
7 Limitation
8 Conclusion and Future Work
References
Understanding the Learning Experience
Title Investigating the Critical Nature of HE Emergency Remote Learning Networks During the COVID-19 Pandemic
1 Introduction
2 Related Work
3 Qualitative Research Study
3.1 Materials and Method – Qualitative Study
3.2 Results – Qualitative Study
3.3 Summary – Qualitative Study
4 Quantitative Empirical Research Study
4.1 Materials and Method – Quantitative Study
4.2 Results – Quantitative Study
4.3 Summary – Quantitative Study
5 Discussion and Conclusions
References
Decoding Student Error in Programming: An Iterative Approach to Understanding Mental Models
1 Introduction
2 Conceptual and Mental Models
3 Research Questions
4 Characterising Students\' Mental Models
5 Design Example
5.1 Step 1: Listing Hypothetical Mental Models
5.2 Step 2: Designing Questions to Test the Models
5.3 Step 3: Questionnaire
5.4 Step 4: Analysis of Results
5.5 Step 5: Iterate over Models and Questions
6 Conclusions
References
What Do Students Think About Learning Supported by e-Schools Digital Educational Resources?
1 Introduction
2 Research Background
2.1 About e-Schools
2.2 About e-Schools Digital Educational Resources
2.3 Similar Studies
3 Research Methodology
3.1 Research Approach
4 Research Results
4.1 Students’ Demographics and Factor Analysis
4.2 Clusters and Correlations
5 Conclusions
Appendix – Extracted Parts from Questionnaire for Students Satisfaction with e-Schools DER
References
A Human or a Computer Agent: The Social and Cognitive Effects of an e-Learning Instructor’s Identity and Voice Cues
1 Introduction
1.1 Voice Cue
1.2 Identity Cue
1.3 Congruence/Incongruence Effect
1.4 The Present Study
2 Method
2.1 Research Design
2.2 Multimedia Learning Material
2.3 Identity and Voice Cues
2.4 Dependent Measures
2.5 Participants and the Experimental Procedure
3 Data Analyses and Results
3.1 Social Ratings
3.2 Cognitive Load Ratings
3.3 Posttest Scores
4 Discussion
5 Limitations and Recommendations for Future Work
References
The Study on Usability and User Experience of Reading Assessment Systems: A Preliminary Research
1 Introduction
2 Case Studies
2.1 Science Students
2.2 PinXueTang Reading Comprehension System (PRCS)
2.3 PaGamO Literacy School (PLS)
3 Research Design
3.1 Requirement Analysis
3.2 Prototype Design
3.3 Evaluation
4 Results
4.1 Design Strategies
4.2 The Prototype of RAS
4.3 User Testing
5 Discussion
6 Conclusion
References
Learning with Videos and Quiz Attempts: Explorative Insights into Behavior and Patterns of MOOC Participants
1 Introduction
2 Material and Method
3 Results
3.1 Quiz Attempts, Durations, and Patterns
3.2 Frequency of Learners Who Failed and Succeeded and Quiz Attempt Pattern Distribution
3.3 Quiz Activities and Video Watching
4 Discussion
References
Doctoral Education in Technology-Enhanced Learning: The Perspective of PhD Candidates and Researchers
1 Introduction
1.1 Background
1.2 Aim of Study
2 Literature Review
2.1 Technology-Enhanced Learning
2.2 Research Questions
3 Method
3.1 Participants
3.2 Instrument
3.3 Data Collection and Analysis
4 Results
4.1 General PhD Training Topics
4.2 Research Methods
4.3 Learning Sources
5 Discussion
6 Conclusion
References
Analyzing Students’ Perspective for Using Computer-Mediated Communication Tools for Group Collaboration in Higher Education
1 Introduction
2 Background of the Study
2.1 Advantages and Disadvantages of Group Collaboration Projects
2.2 Measure of Performance and CMC Tools
2.3 Blackboard and Canvas Integration with CMC Tools
2.4 Accrediting Board for Engineering and Technology (ABET) Accreditation
3 Methodology
3.1 Design Approach
3.2 Research Limitations
4 Results
4.1 Time
4.2 Features
4.3 Range
4.4 Speed
4.5 Payload
4.6 Demographics
5 Discussion
6 Conclusion
References
Exploring Factors Affecting User Perception of Trustworthiness in Advanced Technology: Preliminary Results
1 Introduction
2 Related Works
2.1 Trust
2.2 Trustworthiness
2.3 Designing Trustworthy Technologies
3 Study Design
3.1 Piloting
3.2 Survey
3.3 Interview with an Element of Observation
4 Data Analysis
5 Results
5.1 Level of Expertise in Technology: The User Characteristic Affecting Perceptions of Trustworthiness in Advanced Financial Technologies
5.2 Factors Affecting User Perception of Trustworthiness in Advanced Technology
5.3 Future Works
5.4 Limitations
6 Conclusion
References
Am I Like Me? Avatar Self-similarity and Satisfaction in a Professional Training Environment
1 Introduction
2 Related Work
2.1 Avatar Perception
2.2 Avatar Self-similarity and Identification
2.3 Benefits of Avatar Identification
2.4 Research Questions
3 Method
4 Results
4.1 Hypothesis
4.2 Exploration
5 Discussion
5.1 Limitations
5.2 Further Implications
6 Conclusion
References
Mapping the Factors Affecting Online Education During the Pandemic in Greece: Understanding the Importance of Designing Experiences Through Different Cultural and Philosophical Approaches
1 Introduction
2 Background
3 Methodology
3.1 Context of Research
3.2 Positionality
3.3 Data Collection
3.4 Data Analysis
4 Results
4.1 Likert Scale
4.2 Discussions
4.3 Usability Evaluation
5 Discussion: Designing a Digital Learning Environment from a Culturally Different Percpective
5.1 Vioma (Life Experience)
5.2 Diadrasis (Interaction)
5.3 Apodosis (Effectiveness)
5.4 Energeia (Energy)
6 The Conceptual Design Framework
6.1 How to Use the Conceptual Design Framework
6.2 Questions to Support the UX Design Process
7 Identifying the User Profile Types of the Online Student
8 Conclusion
References
Usability Study of a Pilot Database Interface for Consulting Open Educational Resources in the Context of the ENCORE Project
1 Introduction
2 Methodology
2.1 Database Conceptualization
2.2 Database Development
2.3 Usability Study
3 Platform Overview
4 Results
5 Discussion
6 Conclusions
References
Technology-Supported Teaching
Digital Skills During Emergency Remote Teaching, for VUCA Environments
1 Introduction
1.1 Emergency Remote Teaching (ERE)
1.2 VUCA Environments in Emergency Remote Teaching
1.3 Digital Competence and Learning Ecosystems
2 Methodology
3 Results and Discussion
4 Conclusions
References
Definition of a Learning Analytics Ecosystem for the ILEDA Project Piloting
1 Introduction
2 Analysis of the LA Solution
2.1 Understanding LA in Each Institution
2.2 Analysis
3 Solution Design
4 LA Ecosystem Implementation
5 Conclusions
References
Scenarios, Methods, and Didactics in Teaching Using Video-Conferencing Systems and Interactive Tools: Empirical Investigation on Problems and Good Practices
1 Introduction
2 Related Works
3 Context, Methodology, and Methods
3.1 Context
3.2 Methodology and Methods
3.3 Instruments and Protocol
4 Analysis and Findings
4.1 Existing Problems and Scenarios of VCS-Mediated Teaching Context
4.2 Existing Methods, Didactics, and Practices for Engaging Teaching
5 Discussion and Conclusion
References
Will ChatGPT Get You Caught? Rethinking of Plagiarism Detection
1 Introduction
2 Background
2.1 Chatbots in Education
2.2 ChatGPT
2.3 Cheating and Proctoring
2.4 Plagiarism Check
3 Methodology
3.1 Sample Data and Plagiarism Check Process
3.2 Analysis
4 Findings
4.1 Reverse Engineering
5 Discussion
5.1 Study Limitation
6 Conclusions
References
Choosing a Modern Teaching Approach and Supporting Technology
1 Introduction
2 Teaching Approaches
3 Course Design
4 Course Design Process
5 Research Results
6 Conclusion
References
Lesson-Planning Groupware for Teachers: Situated Participatory Design
1 Introduction
2 Collaborative Lesson Planning Groupware Design
2.1 Lesson Planning Practices
2.2 Lesson Planning Practices
2.3 Related Work: Collaborative Lesson Planning Groupware Design
3 Collaborative Lesson Planning Groupware Design
3.1 Participants
3.2 Situated Participatory Design
3.3 Data Analysis
4 Results and Discussion
4.1 Ideating and Sketching with Teachers and the Evolution of the Model
4.2 The Iterative Prototype Evolution
4.3 The Iterative Prototype Evolution
4.4 Knowledge Sharing and Reusing Digital Educational Resource Facilities
5 Conclusions
References
Main Gaps in the Training and Assessment of Teamwork Competency in the University Context
1 Introduction
2 Teamwork Model
3 Context
4 Tool (Survey)
5 Results
6 Conclusions
References
Prototyping the Learning Analytics Dashboards of an Adaptive Learning Platform: Faculty Perceptions Versus Designers\' Intentions
1 Introduction
2 Related Work and Concepts
3 Methodology and Methods
4 Results
4.1 Empathize
4.2 Define
4.3 Ideate
4.4 Prototype and Test
5 Discussion and Conclusion
A Appendix
References
Operationalising Transparency as an Integral Value of Learning Analytics Systems – From Ethical and Data Protection to Technical Design Requirements
1 Introduction
2 Transparent Learning Analytics
3 Interdisciplinary Criteria Catalogue for Trustworthy LA Applications: Idea and Methodology
4 Transparency as an Integral Value of LA Systems
5 Learners’ Corner – Learning Analytics Dashboard Prototype
6 Study
6.1 Research Methodology
6.2 Participants
6.3 Procedure
6.4 Results
7 Discussion
8 Conclusion
References
Towards Personalized Instruction: Co-designing a Teacher-Centered Dashboard for Learning Engagement Analysis in Blended Learning Environments
1 Introduction
2 Co-design Methodology
3 Domain and User Inquiry
4 Multimodal Data Structure
5 Iterative Prototyping
6 Pilot Study and Evaluation
7 Conclusion
References
Supporting Creativity in Learning
Preliminary Study on Students’ Experiences in Design-Based Interdisciplinary Learning
1 Introduction
2 Literature Review
2.1 The Challenge of Interdisciplinary Education
2.2 Learning Problems in Design-Based Interdisciplinary Courses
3 Methods
3.1 Research Framework
3.2 Subjects
3.3 Data Collection and Analysis
4 Results
4.1 The Challenges of Design-Based Interdisciplinary Learning
4.2 Caused Issues, Learning Problems, and Learning Resources
5 Conclusion
References
Supporting Collaboration in Challenge-Based Learning by Integrating Digital Technologies: Insights from a Design-Based Research Study
1 Introduction
2 Background
3 Design Principles for Collaboration in Digitally-Enhanced Challenge-Based Learning
4 Methodology
4.1 Aims of the Study and Research Question
4.2 Research Paradigm: Design-Based Research
4.3 Research Context
4.4 Methods of Data Collection
4.5 Procedure
4.6 Data Analysis
5 Findings
6 Discussion
References
Evaluating the Development of Soft Skills Through the Integration of Digital Making Activities in Undergraduate Computing Courses
1 Introduction
2 Theoretical Framework
2.1 Making - Digital Making – HCI
2.2 Learning Theories for Developing the 21st Century Skills
2.3 Soft Skills Definition and Assessment Methods
3 Methodology
3.1 Instructional Design
3.2 Assessment Methodology
4 Analysis of the Findings
4.1 Soft Skills Overall Development: Statistical Analysis
4.2 Soft Skills Development: Observation Report
5 Discussion
5.1 Theoretical Implications
6 Limitations and Future Research
References
AgroEdu Through Co-crafting: Incorporating Minecraft into Co-design Activities for Agricultural Education
1 Introduction
2 Related Work
2.1 Agricultural Literacy and Agricultural Education
2.2 Using Minecraft in Education
2.3 Tools and Techniques to Engage Children in Co-design
3 Case Study
3.1 Participant
3.2 Data Collection
3.3 The Co-crafting Design Process
4 Results
5 Discussion
6 Conclusion
References
Design and Assessment of a Tool for Improving Creativity and Imagination in School Children
1 Introduction
2 Literature Review
2.1 Geometry and Its Relationship with Creativity
2.2 Human Perception of Platonic Solids: Cognitive and Affective Aspects
2.3 Neurophysiological Measures of Creative Ideation
3 Methodology and Materials
3.1 Stimuli
3.2 Participants
3.3 Procedure
4 Analysis and Results
4.1 EEG Response During the Use of Platonic Solids
4.2 GSR Findings
5 Discussion and Conclusions
References
Digital Fabrication in Arts and Crafts Education: A Critical Review
1 Introduction
2 Method
2.1 Information Sources and Search
2.2 Eligibility Criteria
2.3 Study Selection and Data Collection Process
2.4 Data Extraction and Synthesis
3 Results
3.1 What Has Been Reported on DF in K-12 A&C Education Focusing on DF Technologies and Classroom Practices?
3.2 What Characterizes Research on DF in K-12 A&C Education?
4 Discussion
4.1 Opportunity: Exploring the Interplay of Artistic Expression, Crafting Techniques and Diverse DF Technologies
4.2 Opportunity: Exploring Alternative Theoretical Perspectives on DF in A&C Education
5 Conclusion
References
Author Index