Mobile support in CSCW applications and groupware development frameworks

Computer Supported Cooperative Work (CSCW) is an established subset of the field of Human Computer Interaction that deals with the how people use computing technology to enhance group interaction and collaboration. Mobile CSCW has emerged as a result of the progression from personal desktop computing to the mobile device platforms that are ubiquitous today. CSCW aims to not only connect people and facilitate communication through using computers; it aims to provide conceptual models coupled with technology to manage, mediate, and assist collaborative processes. Mobile CSCW research looks to fulfil these aims through the adoption of mobile technology and consideration for the mobile user. Facilitating collaboration using mobile devices brings new challenges. Some of these challenges are inherent to the nature of the device hardware, while others focus on the understanding of how to engineer software to maximize effectiveness for the end-users. This paper reviews seminal and state-of-the-art cooperative software applications and development frameworks, and their support for mobile devices

The Immersive Education Laboratory: understanding affordances, structuring experiences, and creating constructivist, collaborative processes, in mixed-reality smart environments

In this paper we describe how the iClassroom and other technologies are providing the testbed through which we are able to design, develop, and research future intelligent environments. We describe the process of distinguishing between the technical and pedagogical aspects of immersive learning environments, while simultaneously considering both in the redefinition of effective intelligent learning spaces. This paper describes how our laboratory is working on specific projects that increase our understanding of the distinct advantages of technical design elements, like immersive visual displays, and pedagogical design elements that need to be in place as we go through the process of structuring learning situations that create constructivist, collaborative experiences. We describe specific technologies and their design across these multiple dimensions and the ways in which they are helping us better understand how to maximize technological affordances for increased positive learning outcomes. Finally, through this design research process, as we begin to better understand the affordances and iteratively create design guidelines, our hope is that eventually a prescriptive framework emerges that informs both the practice of embedded technology development and the deliberate incorporation of technical attributes into both the educational space and the pedagogy through which students learn

Immersive Learning Environment with Integrated Interactive Video and Ubiquitous Technologies

100學年度沈俊毅升等參考著作[[abstract]]Information technology is an integral part of daily life in many domains, including communication, computing, entertainment, and education. However, despite its pervasiveness, digitalization in various purposes and application in many human-based activities, it still plays the role of assisting and supporting people in manipulating and acquiring information. This study developed a ubiquitous learning environment based on the connection between digital and physical information. By using mobile learning technologies, including interactive video-based multimedia technology, GPS, GIS, and the electronic map service, learners can perform location-aware learning activities and experience corresponding appearances regarding a particular location. Accordingly learners can acquire new knowledge by participating in location-aware learning activities. We also demonstrate a ubiquitous learning activity of introducing the history of Tamkang University, Taiwan, and assess the effectiveness of the proposed ubiquitous learning environment.[[journaltype]]國外[[incitationindex]]EI[[booktype]]紙本[[countrycodes]]KO

Investigating Real-time Touchless Hand Interaction and Machine Learning Agents in Immersive Learning Environments

The recent surge in the adoption of new technologies and innovations in connectivity, interaction technology, and artificial realities can fundamentally change the digital world. eXtended Reality (XR), with its potential to bridge the virtual and real environments, creates new possibilities to develop more engaging and productive learning experiences. Evidence is emerging that thissophisticated technology offers new ways to improve the learning process for better student interaction and engagement. Recently, immersive technology has garnered much attention as an interactive technology that facilitates direct interaction with virtual objects in the real world. Furthermore, these virtual objects can be surrogates for real-world teaching resources, allowing for virtual labs. Thus XR could enable learning experiences that would not bepossible in impoverished educational systems worldwide. Interestingly, concepts such as virtual hand interaction and techniques such as machine learning are still not widely investigated in immersive learning. Hand interaction technologies in virtual environments can support the kinesthetic learning pedagogical approach, and the need for its touchless interaction nature hasincreased exceptionally in the post-COVID world. By implementing and evaluating real-time hand interaction technology for kinesthetic learning and machine learning agents for self-guided learning, this research has addressed these underutilized technologies to demonstrate the efficiency of immersive learning. This thesis has explored different hand-tracking APIs and devices to integrate real-time hand interaction techniques. These hand interaction techniques and integrated machine learning agents using reinforcement learning are evaluated with different display devices to test compatibility. The proposed approach aims to provide self-guided, more productive, and interactive learning experiences. Further, this research has investigated ethics, privacy, and security issues in XR and covered the future of immersive learning in the Metaverse.<br/

From Personalization to Adaptivity: Creating Immersive Visits through Interactive Digital Storytelling at the Acropolis Museum

Storytelling has recently become a popular way to guide museum visitors, replacing traditional exhibit-centric descriptions by story-centric cohesive narrations with references to the exhibits and multimedia content. This work presents the fundamental elements of the CHESS project approach, the goal of which is to provide adaptive, personalized, interactive storytelling for museum visits. We shortly present the CHESS project and its background, we detail the proposed storytelling and user models, we describe the provided functionality and we outline the main tools and mechanisms employed. Finally, we present the preliminary results of a recent evaluation study that are informing several directions for future work

Investigating Real-time Touchless Hand Interaction and Machine Learning Agents in Immersive Learning Environments

The recent surge in the adoption of new technologies and innovations in connectivity, interaction technology, and artificial realities can fundamentally change the digital world. eXtended Reality (XR), with its potential to bridge the virtual and real environments, creates new possibilities to develop more engaging and productive learning experiences. Evidence is emerging that thissophisticated technology offers new ways to improve the learning process for better student interaction and engagement. Recently, immersive technology has garnered much attention as an interactive technology that facilitates direct interaction with virtual objects in the real world. Furthermore, these virtual objects can be surrogates for real-world teaching resources, allowing for virtual labs. Thus XR could enable learning experiences that would not bepossible in impoverished educational systems worldwide. Interestingly, concepts such as virtual hand interaction and techniques such as machine learning are still not widely investigated in immersive learning. Hand interaction technologies in virtual environments can support the kinesthetic learning pedagogical approach, and the need for its touchless interaction nature hasincreased exceptionally in the post-COVID world. By implementing and evaluating real-time hand interaction technology for kinesthetic learning and machine learning agents for self-guided learning, this research has addressed these underutilized technologies to demonstrate the efficiency of immersive learning. This thesis has explored different hand-tracking APIs and devices to integrate real-time hand interaction techniques. These hand interaction techniques and integrated machine learning agents using reinforcement learning are evaluated with different display devices to test compatibility. The proposed approach aims to provide self-guided, more productive, and interactive learning experiences. Further, this research has investigated ethics, privacy, and security issues in XR and covered the future of immersive learning in the Metaverse.<br/