41 research outputs found

    Design Implications Towards Human-Centric Semantic Recommenders for Sustainable Food Consumption

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    The significance of food is evident in the myriad challenges confronting contemporary society, including the increasing prevalence of diet-related diseases, food waste with its adverse economic, environmental, and social impacts, and the significant impact of food production on environmental issues, among others. As the negative health and environmental impacts of dietary patterns become more evident, there is a growing demand for personalized and sustainable food recommendations to promote healthier and planet-friendly choices. This study aims to enrich the theoretical underpinnings of food recommender systems with an emphasis on sustainable food consumption, by integrating insights from existing research, behavior change theories, and Industry 5.0 digitization concepts on humanity-centered technologies.</p

    Designing Health Recommender Systems with a Health Equity Lens

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    Health Recommender Systems (HRS), which use Artificial Intelligence (AI), have made significant strides for human-centered care and prevention by providing personalized health advice on personal digital devices. HRS have demonstrated a unique role in the digital health field because they can offer relevant recommendations, not only based on what users themselves prefer and may be receptive to, but also using data about wider spheres of influence over human behavior, from peers, families, communities, and societies. Using the socioecological model, we identify how HRS could play a unique role in decreasing health inequities by targeting the interconnectedness of individuals and their environments. We then discuss the challenges and future research priorities. Despite the potential for targeting more complex systemic challenges in obtaining good health, current HRS are still focused on individual health behaviors, do not integrate experiences of users, and have had limited reach and effectiveness for individuals from low socioeconomic status (SES) and racial/ethnic minoritized backgrounds. In this perspective, we argue that a new design paradigm is necessary, in which future HRS focus on incorporating structural barriers to good health in addition to user preferences, and are designed from decolonial perspectives. If these steps are taken, HRS could play a crucial role in decreasing health inequities.<br/

    Evaluating emotion visualizations using AffectVis, an affect-aware dashboard for students

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    Purpose: The purpose of this paper is to evaluate four visualizations that represent affective states of students. Design/methodology/approach: An empirical-experimental study approach was used to assess the usability of affective state visualizations in a learning context. The first study was conducted with students who had knowledge of visualization techniques (n=10). The insights from this pilot study were used to improve the interpretability and ease of use of the visualizations. The second study was conducted with the improved visualizations with students who had no or limited knowledge of visualization techniques (n=105). Findings: The results indicate that usability, measured by perceived usefulness and insight, is overall acceptable. However, the findings also suggest that interpretability of some visualizations, in terms of the capability to support emotional awareness, still needs to be improved. The level of students" awareness of their emotions during learning activities based on the visualization interpretation varied depending on previous knowledge of information visualization techniques. Awareness was found to be high for the most frequently experienced emotions and activities that were the most frustrating, but lower for more complex insights such as interpreting differences with peers. Furthermore, simpler visualizations resulted in better outcomes than more complex techniques. Originality/value: Detection of affective states of students and visualizations of these states in computer-based learning environments have been proposed to support student awareness and improve learning. However, the evaluation of visualizations of these affective states with students to support awareness in real life settings is an open issue.The work is partially supported by the eMadrid project (funded by the Regional Government of Madrid) under grant no S2013/ICE-2715, and the RESET project (Ministry of Economy and Competitiveness) under grant RESET TIN2014-53199-C3-1-R. The research is partially financed by the SURF Foundation of the Netherlands and the KU Leuven Research Council (Grant Agreement No C24/16/017, PDM16/044)

    Feedback digitalization preferences in online and hybrid classroom:Experiences from lockdown and implications for post-pandemic education

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    Purpose This research aims to explore digital feedback needs/preferences in online education during lockdown and the implications for post-pandemic education. Design/methodology/approach An empirical study approach was used to explore feedback needs and experiences from educational institutions in the Netherlands and Germany (N = 247) using a survey method. Findings The results showed that instruments supporting features for effortless interactivity are among the highly preferred options for giving/receiving feedback in online/hybrid classrooms, which are in addition also opted for post-pandemic education. The analysis also showed that, when communicating feedback digitally, more inclusive formats are preferred, e.g. informing learners about how they perform compared to peers. The increased need for comparative performance-oriented feedback, however, may affect students' goal orientations. In general, the results of this study suggest that while interactivity features of online instruments are key to ensuring social presence when using digital forms of feedback, balancing online with offline approaches should be recommended. Originality/value This research contributes to the gap in the scientific literature on feedback digitalization. Most of the existing research are in the domain of automated feedback generated by various learning environments, while literature on digital feedback in online classrooms, e.g. empirical studies on preferences for typology, formats and communication channels for digital feedback, to the best of the authors’ knowledge is largely lacking. The findings and recommendations of this study extend their relevance to post-pandemic education for which hybrid classroom is opted among the highly preferred formats by survey respondents

    Evaluating emotion visualizations using AffectVis, an affect-aware dashboard for students

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    Purpose - The purpose of this paper is to evaluate four visualizations that represent affective states of students. Design/methodology/approach - An empirical-experimental study approach was used to assess the usability of affective state visualizations in a learning context. The first study was conducted with students who had knowledge of visualization techniques (n=10). The insights from this pilot study were used to improve the interpretability and ease of use of the visualizations. The second study was conducted with the improved visualizations with students who had no or limited knowledge of visualization techniques (n=105). Findings - The results indicate that usability, measured by perceived usefulness and insight, is overall acceptable. However, the findings also suggest that interpretability of some visualizations, in terms of the capability to support emotional awareness, still needs to be improved. The level of students’ awareness of their emotions during learning activities based on the visualization interpretation varied depending on previous knowledge of information visualization techniques. Awareness was found to be high for the most frequently experienced emotions and activities that were the most frustrating, but lower for more complex insights such as interpreting differences with peers. Furthermore, simpler visualizations resulted in better outcomes than more complex techniques. Originality/value - Detection of affective states of students and visualizations of these states in computer-based learning environments have been proposed to support student awareness and improve learning. However, the evaluation of visualizations of these affective states with students to support awareness in real life settings is an open issue

    Process-oriented feedback perspectives based on feedback-enabled simulation and learning process data analytics.

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    This thesis investigates novel approaches for identifying and addressing potential issues earlier during a learning process, i.e. potential process-oriented feedback needs as opposed to outcome feedback opportunities usually applied after a learning task has been completed. The thesis consists of two main parts presented in chapter 2 and chapter 3. The first part (chapter 2) proposes a simulation approach that addresses the learning/teaching process challenges in the domain of conceptual modeling from the perspective of process-oriented cognitive feedback, followed by three empirical studies that demonstrate the usefulness of the method in a learning context. The second part (chapter 3) of the research presents two empirical studies which illustrate the usefulness of learning process analytics, and process mining techniques in particular, in observing and analyzing learning processes with respect to behavioral aspects of learning processes. The findings include behavior patterns indicative for worse/better learning outcomes. The patterns can be used as guidelines to improve teaching practices in the domain of conceptual modeling. The patterns can also be used to provide real-time process-oriented feedback that will consider behavioral aspects of learning.nrpages: 227status: publishe
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