Detecting Spatial Orientation Demands during Virtual Navigation using EEG Brain Sensing

This study shows how brain sensing can offer insight to the evaluation of human spatial orientation in virtual reality (VR) and establish a role for electroencephalogram (EEG) in virtual navigation. Research suggests that the evaluation of spatial orientation in VR benefits by goingbeyond performance measures or questionnaires to measurements of the user’s cognitive state. While EEG has emerged as a practical brain sensing technology in cognitive research, spatial orientation tasks often rely on multiple factors (e.g., reference frame used, ability to update simulated rotation, and/or left-right confusion) which may be inaccessible to this measurement. EEG has been shown to correlate with human spatial orientation in previous research. In this paper, we use convolutional neural network (CNN), an advanced technique in machine learning, to train a detection model that can identify moments in which VR users experienced some increase in spatial orientation demands in real-time. Our results demonstrate that we can indeed use machine learning technique to detect such cognitive state of increasing spatial orientation demands in virtual reality research with 96% accurate on average

HCI expertise needed! Personalisation and feedback optimisation in online education

Two key challenges in education relate to how traditional educational providers can personalise online provisions to the students’ skill level, optimise the use of tools and increase both the generation and utilisation of feedback (in terms of timing, content, and subsequent use by students). The application of traditional programmes in the online setting is often complicated by the legacy of traditional universities infrastructures, knowledge bases (or lack thereof in the human-computer-interaction/HCI realm), and pedagogical priorities. It is here that HCI experts (designers and researchers) can have real-world impact in line with macro-HCI, while also being able to test new innovations in collaboration with educators (e.g., the practitioners in such education settings). In this note, we make a case that the HCI community is in a situation where it can make a significant contribution to traditional providers in two prospective areas: personalisation, feedback generation and increased feedback utilisation

muSR and Magnetometry Study of the Type-I Superconductor BeAu

We present muon spin rotation and relaxation (muSR) measurements as well as demagnetising field corrected magnetisation measurements on polycrystalline samples of the noncentrosymmetric superconductor BeAu. From muSR measurements in a transverse field, we determine that BeAu is a type-I superconductor with Hc = 256 Oe, amending the previous understanding of the compound as a type-II superconductor. To account for demagnetising effects in magnetisation measurements, we produce an ellipsoidal sample, for which a demagnetisation factor can be calculated. After correcting for demagnetising effects, our magnetisation results are in agreement with our muSR measurements. Using both types of measurements we construct a phase diagram from T = 30 mK to Tc = 3.25 K. We then study the effect of hydrostatic pressure and find that 450 MPa decreases Tc by 34 mK, comparable to the change seen in type-I elemental superconductors Sn, In and Ta, suggesting BeAu is far from a quantum critical point accessible by the application of pressure.Comment: 10 pages, 8 figure

Mixing and Matching Learning Design and Learning Analytics

In the last five years, learning analytics has proved its potential in predicting academic performance based on trace data of learning activities. However, the role of pedagogical context in learning analytics has not been fully understood. To date, it has been difficult to quantify learning in a way that can be measured and compared. By coding the design of e-learning courses, this study demonstrates how learning design is being implemented on a large scale at the Open University UK, and how learning analytics could support as well as benefit from learning design. Building on our previous work, our analysis was conducted longitudinally on 23 undergraduate distance learning modules and their 40,083 students. The innovative aspect of this study is the availability of fine-grained learning design data at individual task level, which allows us to consider the connections between learning activities, and the media used to produce the activities. Using a combination of visualizations and social network analysis, our findings revealed a diversity in how learning activities were designed within and between disciplines as well as individual learning activities. By reflecting on the learning design in an explicit manner, educators are empowered to compare and contrast their design using their own institutional data

Backfiring and favouring : how design processes in HCI lead to anti-patterns and repentant designers

Design is typically envisioned as aiming to improve situations for users, but this can fail. Failure can be the result of flawed design solutions, i.e. anti-patterns. Prior work in anti-patterns has largely focused on their characteristics. We instead concentrate on why they occur by outlining two processes that result in anti-patterns: 1) backfiring, and 2) favouring. The purpose of the paper is to help designers and researchers better understand how design processes can lead to negative impacts and to repentant designers by introducing a richer vocabulary for discussing such processes. We explore how anti-patterns evolve in HCI by specifically applying the vocabulary to examples of social media design. We believe that highlighting these processes will help the HCI community reflect on their own work and also raise awareness of the opportunities for avoiding anti-patterns. Our hope is that this will result in fewer negative experiences for designers and users alike

We are the Change that we Seek: Information Interactions During a Change of Viewpoint

There has been considerable hype about filter bubbles and echo chambers influencing the views of information consumers. The fear is that these technologies are undermining democracy by swaying opinion and creating an uninformed, polarised populace. The literature in this space is mostly techno-centric, addressing the impact of technology. In contrast, our work is the first research in the information interaction field to examine changing viewpoints from a human-centric perspective. It provides a new understanding of view change and how we might support informed, autonomous view change behaviour. We interviewed 18 participants about a self-identified change of view, and the information touchpoints they engaged with along the way. In this paper we present the information types and sources that informed changes of viewpoint, and the ways in which our participants interacted with that information. We describe our findings in the context of the techno-centric literature and suggest principles for designing digital information environments that support user autonomy and reflection in viewpoint formation

How does HCI Understand Human Autonomy and Agency?

Funding Information: Funded by the European Union (ERC, THEORYCRAFT, 101043198). Publisher Copyright: © 2023 Owner/Author.Human agency and autonomy have always been fundamental concepts in HCI. New developments, including ubiquitous AI and the growing integration of technologies into our lives, make these issues ever pressing, as technologies increase their ability to influence our behaviours and values. However, in HCI understandings of autonomy and agency remain ambiguous. Both concepts are used to describe a wide range of phenomena pertaining to sense-of-control, material independence, and identity. It is unclear to what degree these understandings are compatible, and how they support the development of research programs and practical interventions. We address this by reviewing 30 years of HCI research on autonomy and agency to identify current understandings, open issues, and future directions. From this analysis, we identify ethical issues, and outline key themes to guide future work. We also articulate avenues for advancing clarity and specificity around these concepts, and for coordinating integrative work across different HCI communities.Peer reviewe