Using natural user interfaces to support synchronous distributed collaborative work

Synchronous Distributed Collaborative Work (SDCW) occurs when group members work together at the same time from different places together to achieve a common goal. Effective SDCW requires good communication, continuous coordination and shared information among group members. SDCW is possible because of groupware, a class of computer software systems that supports group work. Shared-workspace groupware systems are systems that provide a common workspace that aims to replicate aspects of a physical workspace that is shared among group members in a co-located environment. Shared-workspace groupware systems have failed to provide the same degree of coordination and awareness among distributed group members that exists in co-located groups owing to unintuitive interaction techniques that these systems have incorporated. Natural User Interfaces (NUIs) focus on reusing natural human abilities such as touch, speech, gestures and proximity awareness to allow intuitive human-computer interaction. These interaction techniques could provide solutions to the existing issues of groupware systems by breaking down the barrier between people and technology created by the interaction techniques currently utilised. The aim of this research was to investigate how NUI interaction techniques could be used to effectively support SDCW. An architecture for such a shared-workspace groupware system was proposed and a prototype, called GroupAware, was designed and developed based on this architecture. GroupAware allows multiple users from distributed locations to simultaneously view and annotate text documents, and create graphic designs in a shared workspace. Documents are represented as visual objects that can be manipulated through touch gestures. Group coordination and awareness is maintained through document updates via immediate workspace synchronization, user action tracking via user labels and user availability identification via basic proxemic interaction. Members can effectively communicate via audio and video conferencing. A user study was conducted to evaluate GroupAware and determine whether NUI interaction techniques effectively supported SDCW. Ten groups of three members each participated in the study. High levels of performance, user satisfaction and collaboration demonstrated that GroupAware was an effective groupware system that was easy to learn and use, and effectively supported group work in terms of communication, coordination and information sharing. Participants gave highly positive comments about the system that further supported the results. The successful implementation of GroupAware and the positive results obtained from the user evaluation provides evidence that NUI interaction techniques can effectively support SDCW

Human-Computer Interaction

In this book the reader will find a collection of 31 papers presenting different facets of Human Computer Interaction, the result of research projects and experiments as well as new approaches to design user interfaces. The book is organized according to the following main topics in a sequential order: new interaction paradigms, multimodality, usability studies on several interaction mechanisms, human factors, universal design and development methodologies and tools

Investigation of virtual worlds as a platform to support healthy aging for older people

Due to the aging of the population in recent years, it is becoming essential to find innovative activities to help the increasing older population maintain an active lifestyle and delay the need for institutionalized care. Virtual worlds, which have many potential values such as in providing social engagement, could be used to support older people in this aspect. Despite this, most research and design of virtual worlds today are based on young users and do not coincide well with the interests and requirements of older people. It is therefore necessary to investigate how virtual worlds can be designed to not only meet the needs of older users but also to provide opportunities for social engagement and support healthy aging. In the first stage of the research, a series of studies were carried out with older virtual world users to investigate their characteristics, interests and activities. This includes a qualitative interview study and an empirical study. Older users were able to develop interpersonal relationships in virtual worlds and were interested in activities which made useful contribution to society or those which allowed them to socialize with people who share similar interests. Next, two experiment studies were carried out, the first to investigate age related differences in virtual social interaction and the second to determine how different factors influence the social interaction experience. Factors such as navigation were found to influence social interaction and the study revealed limitations relating to the usefulness of the avatar. The findings from this thesis helps extend our theoretical understanding of the interactions and activities of older people in virtual worlds and how previously identified concepts regarding virtual social interaction relate to older users. In addition, the findings were also applied into guidelines to aid developers in creating better virtual worlds to facilitate social interaction and healthy aging

Virtual Collaboration: An Investigation into the Influence of Avatars and 3D Virtual Environments on Team Effectiveness

Huysman, M.H. [Promotor]Schouten, A.P. [Copromotor]Feldberg, J.F.M. [Copromotor

Human-Machine Communication: Complete Volume. Volume 2

This is the complete volume of HMC Volume 2

Rethinking world language teacher education TPACK for integration of digital literacies in the classroom

Studies indicate that many language teachers have a tendency to view language as an abstract linguistic system and are, therefore, hesitant to acknowledge new dimensions of literacy and that learning a language in the digital age involves new communicative competencies including the ability to construct knowledge collaboratively and create and interpret texts that combine various resources made available by digital technologies. The main purpose of this thesis was to investigate the Technological Pedagogical Content Knowledge (TPACK) of language teachers engaged in the digital literacy practice of producing a multimodal ensemble with machinima with a view to proposing an updated TPACK model for integration of digital literacies into language teacher education. To this end, language teachers participated in a course specifically designed to train them to make machinima videos as well as prompt them to reflect on the affordances of the tool and their transformative effect on the concepts of language and literacy. Findings show that while participating teachers express traditional views of literacy, they demonstrate profound knowledge of multimodal composition by collaboratively constructing complex mode relationships during the machinima production process. Findings also suggest that if digital literacies are seen as encompassing the ability to adapt affordances and constraints of digital technologies to particular circumstances, then, teachers possess digital literacies as they enact the affordances and overcome the constraints of digital technologies through synaesthesia, spontaneous improvising and coaction. This thesis proposes a reconceptualisation of the Content Knowledge domain to include ecological perspectives on language and language learning and teaching and a metalanguage that would enable teachers to discuss and explain the creation of various mode relationships enabled by digital tools. The TPACK model proposed in this thesis allows for the consideration of concepts such as multimodal meaning-making, synaesthesia and coaction which are deemed to be relevant to a discussion of digital literacies within language teacher education programmes

Exploring the use of a virtual reality learning environment to support innovation education in Iceland

Innovation Education (IE) in Iceland aims to train students to identify needs and problems in their environment and to find solutions: this is referred to as the process of ideation. The thesis explores the contexts of teaching and learning, incorporating the VRLE with IE to support the students’ work. There is a focus on blended learning, as the VRLE is used in conjunction with conventional classroom-based activity. The work employed the grounded theory (Glaser and Strauss, 1967) perspective, in order to observe the complex social/educational activity relating to this real-life learning context. It was intended to build understanding (grounded theory), rather than an attempt to establish cause and effect. The author intended to observe, describe and interpret settings as sources of data and the main aim was to gain a greater understanding of the use of the VRLE in supporting students work in conventional Innovation Education classes within Icelandic schools. The overall research question was: ‘How does the use of the VRLE affect teacher’s pedagogy and the students’ work, in conventional Innovation Education in Iceland?’ [Continues.

Designing an engaging learning universe for situated interactions in virtual environments

A thesis submitted to the University of Bedfordshire, in partial fulfilment of the requirements for the degree of Doctor of Philosophy (PhD)Studies related to the Virtual Learning approach are conducted almost exclusively in Distance Learning contexts, and focus on the development of frameworks or taxonomies that classify the different ways of teaching and learning. Researchers may be dealing with the topic of interactivity (avatars and immersion are key components), yet they do so they mainly focusing on the interactions that take place within the virtual world. It is the virtual world that consists the primary medium for communication and interplay. However, the lines are hard to be drawn when it comes to examining and taxonomising the impact of interactions on motivation and engagement as a synergy of learners’ concurrent presence. This study covers this gap and sheds light on this lack—or, at least, inadequacy—of literature and research on the interactions that take place both in the physical and the virtual environment at the same time. In addition, it explores the impact of the instructional design decisions on increasing the learners’ incentives for interplay when trying to make sense of the virtual world, thus leading them to attain higher levels of engagement. To evaluate the potential of interactions holistically and not just unilaterally, a series of experiments were conducted in the context of different Hybrid Virtual Learning units, with the participation of Computer Science & Technology students. One of the goals was to examine the learners’ thoughts and preconceptions regarding the use of virtual worlds as an educational tool. Then, during the practical sessions, the focus was placed on monitoring students’ actions and interactions in both the physical and the virtual environment. Consequently, students were asked as a feedback to report their overall opinion on these actions and interactions undertaken. The study draws a new research direction, beyond the idea of immersion and the development of subject-specific educational interventions. The conclusions provide suggestions and guidelines to educators and instructional designers who wish to offer interactive and engaging learning activities to their students, as well as a taxonomy of the different types of interactions that take place in Hybrid Virtual Learning contexts