GSGS'18 ::3rd Gamification & Serious Game Symposium : health and silver technologies, architecture and urbanism, economy and ecology, education and training, social and politics

The GSGS’18 conference is at the interface between industrial needs and original answers by highlighting the playful perspective to tackle technical, training, ecological, management and communication challenges. Bringing together the strengths of our country, this event provides a solid bridge between academia and industry through the intervention of more than 40 national and international actors. In parallel with the 53 presentations and demos, the public will be invited to participate actively through places of exchange and round tables

Designing for the Cooperative Use of Multi-user, Multi-device Museum Exhibits.

This work explores software-based museum exhibits that allow groups of visitors to employ their own personal mobile devices as impromptu user interfaces to the exhibits. Personal devices commandeered into service in this fashion are dubbed Opportunistic User Interfaces (O-UIs). Because visitors usually prefer to engage in shared learning experiences, emphasis is placed on how to design software interfaces to support collaborative learning. To study the issue, a Design-Based Research approach was taken to construct an externally valid exemplar of this type of exhibit, while also conducting more traditional experiments on specific features of the O-UI design. Three analyses, of – (1) museums as a context, (2) existing computer-based museum exhibits, and (3) computer support of collaborative processes in both work and classroom contexts – produced guidelines that informed the design of the software-based exhibit created as a testbed for O-UI design. The exhibit was refined via extensive formative testing on a museum floor. The experimental phase of this work examined the impact of O-UI design on (1) the visual attention and (2) collaborative learning behaviors of visitors. Specifically, an O-UI design that did not display any graphical output (the “simple” condition) was contrasted against an O-UI design that displayed multi-element, dynamically animated graphics (the “complex” condition). The “complex” O-UIs promoted poor visual attention management, an effect known as the heads-down phenomenon, wherein visitors get so enmeshed with their O-UIs that they miss out on the shared context, to the detriment of group outcomes. Despite this shortcoming, the “complex” O-UIs better promoted goal awareness, on-task interactions between visitors, and equity in participation and performance. The tight output coupling (visitors see only one shared display) of the “simple” O-UI condition promoted emergent competition, and it encouraged some visitors (especially males) to become more engaged than others. Two design recommendations emerge: (1) incorporating devices with private displays (O-UIs with output) as interfaces to a single large display better promotes collaboration (especially equity), and (2) O-UIs with “complex” displays may be used in museum exhibits, but visitors would benefit from mechanisms to encourage them to direct their attention to the shared display periodically.Ph.D.Computer Science & EngineeringUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/61771/1/ltoth_1.pd

Capturing engagement in early science learning: triangulating observational, psychophysiological, and self-report measures

This thesis examined engagement in early science learning in the context of a science centre, particularly how, and to what extent, the process of engagement can be captured and measured in early years children. To achieve it, this thesis explored the potential of using a multimodal approach which captures the three components of engagement (cognitive, behavioural, and emotional) by triangulating simultaneous data from different tools, proposed theoretically by Azevedo (2015). Firstly, an observational study of children naturally interacting in a science centre showed that early-years children gravitate more and for longer to a hands-on exhibit compared to a planned-discovery exhibit. Secondly, a feasibility study showed it was feasible to use and triangulate the following tools in children from 3-7 years in a real-world context: engagement scales for behaviour coding using videorecording, a head-mounted camera, an electrodermal sensor (EDA), and a self-report questionnaire. Thirdly, the main triangulation study involved 28 children interacting with a sand exhibit at a Science Centre. Findings showed a relationship between children's cognitive-behavioural observations and their emotional arousal (EDA markers), but not with their self-report measures. Specifically, results showed that children's emotional arousal peaks were more likely to increase if they were doing cognitive-demanding behaviours such as strategic decision-making or looking away from the exhibit whilst searching for their parents. There was an increase in this effect the longer its duration lasted, but no effect was found for specific timepoints when a behaviour happened.. Children also engaged more when using new or previously used strategic behaviours rather than when adapting or immediately repeating them, as well as when persevering on a goal until fulfilled. A final study evaluated expert science practitioners' perception of engagement when they judged engagement as an outcome compared with as a process. A slider tool was developed to capture practitioners’ continuous perception of the process of engagement while they watched a video of the interaction, as well as their overall perception of engagement by giving a single value. Their agreement amongst the three different videos used was also examined, and how much they aligned with results from the previous triangulation study. Results showed no differences comparing between dynamic and discrete single scoring, however, the continuous dynamic score showed more nuances behind practitioner’s rating of engagement throughout the interaction. These dynamic ratings also showed more agreement between the practitioners, and although practitioners’ perceptions aligned to identify the video classified as the highest level of engagement, when levels were lower, evaluation of the level of engagement was challenging and practitioners did not agree on the intensity of the perceived engagement. Overall, this body of research highlights how multiple sources of data can provide a richer picture of what could be understood as engagement, particularly when engagement is conceptualised as a continuous process, which may inform improvements in both facilitation and exhibit design through deeper understanding of engagement processes and tailoring them specifically to different age groups. However, the findings also highlight some of limitations some of the different tools used here have for specific situations. This research presents a theoretical advancement by conceptually examining engagement as a process as well as an outcome along with contributing a thorough examination of early years' informal science learning engagement and relevant tools to capture it. This is an area which has been greatly understudied compared to other age groups and contexts. This research can improve informal learning experiences in key developmental stages, particularly for populations with limited access to informal learning contexts

UMSL Bulletin 1999-2000

https://irl.umsl.edu/bulletin/1015/thumbnail.jp

Affective encounters, future imaginaries, visions for tomorrow in the now

This panel presents a transnational group of speakers from four different countries whose interdisciplinary work exists at the frontier of practice-led artistic research. Their projects explore the potential of art as method for reparative world building and future imaginings. The presentations will examine the links between: protest, painting, ritual, magic, and technology at the intersection of art to expose how they work in encounters and as sites of resistance. The affective potential of visual, collective, and ritualistic forms to interrogate, subvert, and reimagine egalitarian futures offers rich ground for investigation. Panelists will draw on the analytical frameworks of new materialisms (Barad, Coole, Frost, Golding), feminisms (hooks, Lorde, Grosz, Hester), queer theories (Butler, Halberstam, Muñoz, Sedgewick), decolonial practices (Hall, Manning, Somerville, Tate), and visual studies (Jones, Eshun, Graw, Robinson). The panel structure will start with a brief introduction by the chair, followed by each panelist presenting theoretical-visual papers. Subverting assemblages of the hegemonic patriarchal contemporary through production of ethical and relational change is crucial. Unfolding in individual and socio-political realms that explore liberatory aims, these actions form the foundation for a radical egalitarian futurity that this panel seeks to render

CIMODE 2016: 3º Congresso Internacional de Moda e Design: proceedings

O CIMODE 2016 é o terceiro Congresso Internacional de Moda e Design, a decorrer de 9 a 12 de maio de 2016 na cidade de Buenos Aires, subordinado ao tema : EM--‐TRAMAS. A presente edição é organizada pela Faculdade de Arquitetura, Desenho e Urbanismo da Universidade de Buenos Aires, em conjunto com o Departamento de Engenharia Têxtil da Universidade do Minho e com a ABEPEM – Associação Brasileira de Estudos e Pesquisa em Moda.info:eu-repo/semantics/publishedVersio