Desktop multimedia environments to support collaborative distance learning

Desktop multimedia conferencing, when two or more persons can communicate among themselves via personal computers with the opportunity to see and hear one another as well as communicate via text messages while working with commonly available stored resources, appears to have important applications to the support of collaborative learning. In this paper we explore this potential in three ways: (a) through an analysis of particular learner needs when learning and working collaboratively with others outside of face-to-face situations; (b) through an analysis of different forms of conferencing environments, including desktop multimedia environments, relative to their effectiveness in terms of meeting learner needs for distributed collaboration; and (c) through reporting the results of a formative evaluation of a prototype desktop multimedia conferencing system developed especially for the support of collaborative learning. Via these analyses, suggestions are offered relating to the functionalities of desktop multimedia conferencing systems for the support of collaborative learning, reflecting new developments in both the technologies available for such systems and in our awareness of learner needs when working collaboratively with one other outside of face-to-face situations

Immersive video conferencing architecture using game engine technology

This paper introduces the use of gaming technology for the creation of immersive video conferencing systems. The system integrates virtual meeting rooms with avatars and life video feeds, shared across different clients. Video analysis is used to create a sense of immersiveness by introducing aspects of the real world in the virtual environment. This architecture will ease and stimulate the development of immersive and intelligent telepresence systems

Gaze and Gestures in Telepresence: multimodality, embodiment, and roles of collaboration

This paper proposes a controlled experiment to further investigate the usefulness of gaze awareness and gesture recognition in the support of collaborative work at a distance. We propose to redesign experiments conducted several years ago with more recent technology that would: a) enable to better study of the integration of communication modalities, b) allow users to freely move while collaborating at a distance and c) avoid asymmetries of communication between collaborators.Comment: Position paper, International Workshop New Frontiers in Telepresence 2010, part of CSCW2010, Savannah, GA, USA, 7th of February, 2010. http://research.microsoft.com/en-us/events/nft2010

Almost Like Being There: Embodiment, Social Presence, and Engagement Using Telepresence Robots in Blended Courses

As students’ online learning opportunities continue to increase in higher education, students are choosing not to come back to campus in-person for a variety of personal, health, safety, and financial reasons. The growing use of video conferencing technology during the COVID-19 pandemic allowed classes to continue, but students reported a sense of disconnectedness and lack of engagement with their classes. Telepresence robots may be an alternative to video conferencing that can provide learning experiences closer to the in-person experience, which also provides a stronger sense of embodiment, social presence, and engagement in the classroom. This study explored the use of telepresence robots in four undergraduate, humanities, blended learning courses. Sixty-nine students, 43 in-person and 26 remote students, were surveyed using the Telepresence and Engagement Measurement Scale (TEMS) and provided written feedback about their experience. The TEMS measured embodiment, social presence, psychological involvement, and three indicators of engagement: behavioral, affective, and cognitive. Embodiment and social presence were positively correlated as were embodiment and behavioral engagement. There was no significant difference between the two groups’ perceptions of social presence but there was a significant difference between groups’ perceptions of engagement. Qualitative data and effect sizes greater than 0.80 supported the reliability and validity of the TEMS instrument as a measurement instrument for future study of blended learning environments using remote tools such as telepresence robots. Provided that technological issues such as connectivity and audio and video quality are addressed, telepresence robots can be a useful tool to help students feel more embodied and socially present in today’s blended learning classrooms

Informal, desktop, audio-video communication

Audio-Video systems have been developed to support many aspects and modes of human communication, but there has been little support for the informal, ongoing nature of communication that occurs often in real life. Most existing systems implement a call metaphor. This presents a barrier to initiating conversation that has a consequent effect on the formality of the resulting conversation. By contrast, with informal communication the channel is never explicitly opened or closed. This paper examines the range of previous systems and seeks to build on these to develop plans for supporting informal communication, in a desktop environment

Meaningful Engagement via Robotic Telepresence: An Exploratory Case Study

Recent advances in robotic telepresence have created new opportunities for students that are unable to engage in traditional classroom environments physically. Although these technologies are still being tested in application, early indicators support the idea that robotic telepresence enhances the learning experience by allowing greater autonomy and depth of engagement with peers. This exploratory case study examines the experiences of a fifth-grade student who was limited in her ability to attend school due to illness. It utilizes a qualitative investigation into the experiences of robotic-telepresence from the perspectives of the remote student, peer students in the classroom context, and the teacher. Four central themes emerged from the analysis indicating A) improvements for relational normalcy and autonomy, B) personal agency in learning, C) rapid acceptance and normalization of the robotic device, and D) prescription for future use

A Low-Cost Tele-Presence Wheelchair System

This paper presents the architecture and implementation of a tele-presence wheelchair system based on tele-presence robot, intelligent wheelchair, and touch screen technologies. The tele-presence wheelchair system consists of a commercial electric wheelchair, an add-on tele-presence interaction module, and a touchable live video image based user interface (called TIUI). The tele-presence interaction module is used to provide video-chatting for an elderly or disabled person with the family members or caregivers, and also captures the live video of an environment for tele-operation and semi-autonomous navigation. The user interface developed in our lab allows an operator to access the system anywhere and directly touch the live video image of the wheelchair to push it as if he/she did it in the presence. This paper also discusses the evaluation of the user experience