2,304 research outputs found
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Education in the Wild: Contextual and Location-Based Mobile Learning in Action. A Report from the STELLAR Alpine Rendez-Vous Workshop Series
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Augmenting the field experience: a student-led comparison of techniques and technologies
In this study we report on our experiences of creating and running a student fieldtrip exercise which allowed students to compare a range of approaches to the design of technologies for augmenting landscape scenes. The main study site is around Keswick in the English Lake District, Cumbria, UK, an attractive upland environment popular with tourists and walkers. The aim of the exercise for the students was to assess the effectiveness of various forms of geographic information in augmenting real landscape scenes, as mediated through a range of techniques and technologies. These techniques were: computer-generated acetate overlays showing annotated wireframe views from certain key points; a custom-designed application running on a PDA; a mediascape running on the mScape software on a GPS-enabled mobile phone; Google Earth on a tablet PC; and a head-mounted in-field Virtual Reality system. Each group of students had all five techniques available to them, and were tasked with comparing them in the context of creating a visitor guide to the area centred on the field centre. Here we summarise their findings and reflect upon some of the broader research questions emerging from the project
Tutor In-sight: Guiding and Visualizing Students Attention with Mixed Reality Avatar Presentation Tools
Remote conferencing systems are increasingly used to supplement or even replace in-person teaching. However, prevailing conferencing systems restrict the teacher’s representation to a webcam live-stream, hamper the teacher’s use of body-language, and result in students’ decreased sense of co-presence and participation. While Virtual Reality (VR) systems may increase student engagement, the teacher may not have the time or expertise to conduct the lecture in VR. To address this issue and bridge the requirements between students and teachers, we have developed Tutor In-sight, a Mixed Reality (MR) avatar augmented into the student’s workspace based on four design requirements derived from the existing literature, namely: integrated virtual with physical space, improved teacher’s co-presence through avatar, direct attention with auto-generated body language, and usable workfow for teachers. Two user studies were conducted from the perspectives of students and teachers to determine the advantages of Tutor In-sight in comparison to two existing conferencing systems, Zoom (video-based) and Mozilla Hubs (VR-based). The participants of both studies favoured Tutor In-sight. Among others, this main fnding indicates that Tutor Insight satisfed the needs of both teachers and students. In addition, the participants’ feedback was used to empirically determine the four main teacher requirements and the four main student requirements in order to improve the future design of MR educational tools
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Introduction to location-based mobile learning
[About the book]
The report follows on from a 2-day workshop funded by the STELLAR Network of Excellence as part of their 2009 Alpine Rendez-Vous workshop series and is edited by Elizabeth Brown with a foreword from Mike Sharples. Contributors have provided examples of innovative and exciting research projects and practical applications for mobile learning in a location-sensitive setting, including the sharing of good practice and the key findings that have resulted from this work. There is also a debate about whether location-based and contextual learning results in shallower learning strategies and a section detailing the future challenges for location-based learning
A review on collaborative learning environment across virtual and augmented reality technology
Collaborative Learning Environment (CLE) in various application settings are presented and describe in this paper. CLE focuses on facilitating learning process through collaboration task. This paper reviews the numerous Augmented Reality (AR) and Virtual Reality (VR) technology that adopt collaborative system. It provides for an insight view of the capabilities of collaborative learning through the adoption of collaborative system in AR and VR. The adoption perspective define the cruciality to adopt collaborative in AR and VR in order to support learning process of the user of the respective task in a specific subject domain
Expanding social mobile games beyond the device screen
Emerging pervasive games use sensors, graphics and networking technologies to provide immersive game experiences integrated with the real world. Existing pervasive games commonly rely on a device screen for providing game-related information, while overlooking opportunities to include new types of contextual interactions like jumping, a punching gesture, or even voice to be used as game inputs. We present the design of Spellbound, a physical mobile team-based game, to help contribute to our understanding of how we can design pervasive games that aim to nurture a spirit of togetherness. We also briefly touch upon how togetherness and playfulness can transform physical movement into a desirable activity in the user evaluation section. Spellbound is an outdoor pervasive team-based physical game. It takes advantage of the above-mentioned opportunities and integrates real-world actions like jumping and spinning with a virtual world. It also replaces touch-based input with voice interaction and provides glanceable and haptic feedback using custom hardware in the true spirit of social play characteristic of traditional children’s games. We believe Spellbound is a form of digital outdoor gaming that anchors enjoyment on physical action, social interaction, and tangible feedback. Spellbound was well received in user evaluation playtests which confirmed that the main design objective of enhancing a sense of togetherness was largely met
Exploring Cyberbullying and Other Toxic Behavior in Team Competition Online Games
In this work we explore cyberbullying and other toxic behavior in team
competition online games. Using a dataset of over 10 million player reports on
1.46 million toxic players along with corresponding crowdsourced decisions, we
test several hypotheses drawn from theories explaining toxic behavior. Besides
providing large-scale, empirical based understanding of toxic behavior, our
work can be used as a basis for building systems to detect, prevent, and
counter-act toxic behavior.Comment: CHI'1
Transdisciplinary AI Observatory -- Retrospective Analyses and Future-Oriented Contradistinctions
In the last years, AI safety gained international recognition in the light of
heterogeneous safety-critical and ethical issues that risk overshadowing the
broad beneficial impacts of AI. In this context, the implementation of AI
observatory endeavors represents one key research direction. This paper
motivates the need for an inherently transdisciplinary AI observatory approach
integrating diverse retrospective and counterfactual views. We delineate aims
and limitations while providing hands-on-advice utilizing concrete practical
examples. Distinguishing between unintentionally and intentionally triggered AI
risks with diverse socio-psycho-technological impacts, we exemplify a
retrospective descriptive analysis followed by a retrospective counterfactual
risk analysis. Building on these AI observatory tools, we present near-term
transdisciplinary guidelines for AI safety. As further contribution, we discuss
differentiated and tailored long-term directions through the lens of two
disparate modern AI safety paradigms. For simplicity, we refer to these two
different paradigms with the terms artificial stupidity (AS) and eternal
creativity (EC) respectively. While both AS and EC acknowledge the need for a
hybrid cognitive-affective approach to AI safety and overlap with regard to
many short-term considerations, they differ fundamentally in the nature of
multiple envisaged long-term solution patterns. By compiling relevant
underlying contradistinctions, we aim to provide future-oriented incentives for
constructive dialectics in practical and theoretical AI safety research
Designing with biosignals: Challenges, opportunities, and future directions for integrating physiological signals in human-computer interaction
Biosensing technologies are a rapidly increasing presence in our daily lives. These sensor-based technologies measure physiological processes including heart rate, breathing, skin conductance, brain activity and more. Researchers are exploring biosensing from perspectives including: engineering, human-computer interaction, medicine, mental health, consumer products, and interactive art. These technologies can enhance our interactions allowing connection to our bodies and others around us across diverse application areas. However, designing with biosignals in Human-Computer Interaction presents new challenges pertaining to User Experience, Input/Output, interpretation of signals, representation, and ethics. There is an urgent need to build a scholarly community that includes the diverse perspectives of researchers, designers, industry practitioners and policymakers. The goal of this workshop is to leverage the knowledge of this community aiming to map out the research landscape of emerging challenges and opportunities, and to build a research agenda for future directions
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