Evaluating the development of wearable devices, personal data assistants and the use of other mobile devices in further and higher education institutions

This report presents technical evaluation and case studies of the use of wearable and mobile computing mobile devices in further and higher education. The first section provides technical evaluation of the current state of the art in wearable and mobile technologies and reviews several innovative wearable products that have been developed in recent years. The second section examines three scenarios for further and higher education where wearable and mobile devices are currently being used. The three scenarios include: (i) the delivery of lectures over mobile devices, (ii) the augmentation of the physical campus with a virtual and mobile component, and (iii) the use of PDAs and mobile devices in field studies. The first scenario explores the use of web lectures including an evaluation of IBM's Web Lecture Services and 3Com's learning assistant. The second scenario explores models for a campus without walls evaluating the Handsprings to Learning projects at East Carolina University and ActiveCampus at the University of California San Diego . The third scenario explores the use of wearable and mobile devices for field trips examining San Francisco Exploratorium's tool for capturing museum visits and the Cybertracker field computer. The third section of the report explores the uses and purposes for wearable and mobile devices in tertiary education, identifying key trends and issues to be considered when piloting the use of these devices in educational contexts

Intelligent Personal Assistant in Business-Context: Key-feature Evaluation for User Acceptance

Background: The usage of intelligent personal assistants (IPA), such as Amazon Alexa or Google Assistant is increasing significantly, and voice-interaction is relevant for workflows in a business context. Objectives: This research aims to determine IPA characteristics to evaluate the usefulness of specific functions in a simulated production system of an Enterprise Resource Planning (ERP) software. A new function called explanation-mode is introduced to the scientific community and business world. Methods/Approach: As part of a design science research, an artefact, i.e. an add-on for speech-interaction in business software, was developed and evaluated using a survey among ERP users and researchers. Results: In the area of IPA-features, the search-function and speech input for textual fields were recognised as most useful. The newly introduced feature, the explanation mode, was positively received too. There is no significant correlation between the usefulness of features and participant-characteristics, affinity to technology or previous experience with IPAs in a private context, which is in line with previous studies in the private environment leading to the conclusion that the task attraction is the most important element for usefulness. Conclusions: Most of the participants agreed that the speech-input is not able to fully substitute standard input devices, such as a keyboard or a mouse, so the IPA is recognised as an addition to traditional input methods. The usefulness is rated high especially for speech-input for long text fields, calling up masks and search-functions

Collaboration in the Semantic Grid: a Basis for e-Learning

The CoAKTinG project aims to advance the state of the art in collaborative mediated spaces for the Semantic Grid. This paper presents an overview of the hypertext and knowledge based tools which have been deployed to augment existing collaborative environments, and the ontology which is used to exchange structure, promote enhanced process tracking, and aid navigation of resources before, after, and while a collaboration occurs. While the primary focus of the project has been supporting e-Science, this paper also explores the similarities and application of CoAKTinG technologies as part of a human-centred design approach to e-Learning

A Review of Verbal and Non-Verbal Human-Robot Interactive Communication

In this paper, an overview of human-robot interactive communication is presented, covering verbal as well as non-verbal aspects of human-robot interaction. Following a historical introduction, and motivation towards fluid human-robot communication, ten desiderata are proposed, which provide an organizational axis both of recent as well as of future research on human-robot communication. Then, the ten desiderata are examined in detail, culminating to a unifying discussion, and a forward-looking conclusion

Wearable and mobile devices

Information and Communication Technologies, known as ICT, have undergone dramatic changes in the last 25 years. The 1980s was the decade of the Personal Computer (PC), which brought computing into the home and, in an educational setting, into the classroom. The 1990s gave us the World Wide Web (the Web), building on the infrastructure of the Internet, which has revolutionized the availability and delivery of information. In the midst of this information revolution, we are now confronted with a third wave of novel technologies (i.e., mobile and wearable computing), where computing devices already are becoming small enough so that we can carry them around at all times, and, in addition, they have the ability to interact with devices embedded in the environment. The development of wearable technology is perhaps a logical product of the convergence between the miniaturization of microchips (nanotechnology) and an increasing interest in pervasive computing, where mobility is the main objective. The miniaturization of computers is largely due to the decreasing size of semiconductors and switches; molecular manufacturing will allow for “not only molecular-scale switches but also nanoscale motors, pumps, pipes, machinery that could mimic skin” (Page, 2003, p. 2). This shift in the size of computers has obvious implications for the human-computer interaction introducing the next generation of interfaces. Neil Gershenfeld, the director of the Media Lab’s Physics and Media Group, argues, “The world is becoming the interface. Computers as distinguishable devices will disappear as the objects themselves become the means we use to interact with both the physical and the virtual worlds” (Page, 2003, p. 3). Ultimately, this will lead to a move away from desktop user interfaces and toward mobile interfaces and pervasive computing

Overcoming barriers and increasing independence: service robots for elderly and disabled people

This paper discusses the potential for service robots to overcome barriers and increase independence of elderly and disabled people. It includes a brief overview of the existing uses of service robots by disabled and elderly people and advances in technology which will make new uses possible and provides suggestions for some of these new applications. The paper also considers the design and other conditions to be met for user acceptance. It also discusses the complementarity of assistive service robots and personal assistance and considers the types of applications and users for which service robots are and are not suitable

Accessible Conversational User Interfaces: Considerations for design

Conversational user interfaces (CUIs), such as chatbots and voice assistants, are increasingly common in areas of day-to-day life, and can be expected to become ever more pervasive in the future. These interfaces are being designed for ever more complex interactions, and they appear to have potential to be beneficial to people with disabilities to interact through the web and with technologies embedded in the environment. However, to fulfil this promise they need to be designed to be accessible. This paper reviews a range of current guidance, reports, research and literature on accessible design for different disability groups, including users with mental health issues, autism, health conditions, cognitive disabilities, dyslexia or learning difficulties, and sensory, mobility or dexterity impairments. We collate the elements from this body of guidance that appear relevant to the design of accessible CUIs, and instances where guidance presents issues which are less conclusive, and require further exploration. Using this, we develop a set of questions which could be useful in the further research and development of accessible CUIs. We conclude by considering why CUIs could present opportunities for furthering accessibility, by introducing an example of this potential – a project to design an assistant to support students to disclose their disabilities and organise support, without the need to fill in forms