Proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013)

"This book contains the proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET) 2013 which was held on 16.-17.September 2013 in Paphos (Cyprus) in conjunction with the EC-TEL conference. The workshop and hence the proceedings are divided in two parts: on Day 1 the EuroPLOT project and its results are introduced, with papers about the specific case studies and their evaluation. On Day 2, peer-reviewed papers are presented which address specific topics and issues going beyond the EuroPLOT scope. This workshop is one of the deliverables (D 2.6) of the EuroPLOT project, which has been funded from November 2010 – October 2013 by the Education, Audiovisual and Culture Executive Agency (EACEA) of the European Commission through the Lifelong Learning Programme (LLL) by grant #511633. The purpose of this project was to develop and evaluate Persuasive Learning Objects and Technologies (PLOTS), based on ideas of BJ Fogg. The purpose of this workshop is to summarize the findings obtained during this project and disseminate them to an interested audience. Furthermore, it shall foster discussions about the future of persuasive technology and design in the context of learning, education and teaching. The international community working in this area of research is relatively small. Nevertheless, we have received a number of high-quality submissions which went through a peer-review process before being selected for presentation and publication. We hope that the information found in this book is useful to the reader and that more interest in this novel approach of persuasive design for teaching/education/learning is stimulated. We are very grateful to the organisers of EC-TEL 2013 for allowing to host IWEPLET 2013 within their organisational facilities which helped us a lot in preparing this event. I am also very grateful to everyone in the EuroPLOT team for collaborating so effectively in these three years towards creating excellent outputs, and for being such a nice group with a very positive spirit also beyond work. And finally I would like to thank the EACEA for providing the financial resources for the EuroPLOT project and for being very helpful when needed. This funding made it possible to organise the IWEPLET workshop without charging a fee from the participants.

Tangible user interfaces : past, present and future directions

In the last two decades, Tangible User Interfaces (TUIs) have emerged as a new interface type that interlinks the digital and physical worlds. Drawing upon users' knowledge and skills of interaction with the real non-digital world, TUIs show a potential to enhance the way in which people interact with and leverage digital information. However, TUI research is still in its infancy and extensive research is required in or- der to fully understand the implications of tangible user interfaces, to develop technologies that further bridge the digital and the physical, and to guide TUI design with empirical knowledge. This paper examines the existing body of work on Tangible User In- terfaces. We start by sketching the history of tangible user interfaces, examining the intellectual origins of this field. We then present TUIs in a broader context, survey application domains, and review frame- works and taxonomies. We also discuss conceptual foundations of TUIs including perspectives from cognitive sciences, phycology, and philoso- phy. Methods and technologies for designing, building, and evaluating TUIs are also addressed. Finally, we discuss the strengths and limita- tions of TUIs and chart directions for future research

MAR-CPS: Measurable Augmented Reality for Prototyping Cyber-Physical Systems

Cyber-Physical Systems (CPSs) refer to engineering platforms that rely on the inte- gration of physical systems with control, computation, and communication technologies. Autonomous vehicles are instances of CPSs that are rapidly growing with applications in many domains. Due to the integration of physical systems with computational sens- ing, planning, and learning in CPSs, hardware-in-the-loop experiments are an essential step for transitioning from simulations to real-world experiments. This paper proposes an architecture for rapid prototyping of CPSs that has been developed in the Aerospace Controls Laboratory at the Massachusetts Institute of Technology. This system, referred to as MAR-CPS (Measurable Augmented Reality for Prototyping Cyber-Physical Systems), includes physical vehicles and sensors, a motion capture technology, a projection system, and a communication network. The role of the projection system is to augment a physical laboratory space with 1) autonomous vehicles' beliefs and 2) a simulated mission environ- ment, which in turn will be measured by physical sensors on the vehicles. The main focus of this method is on rapid design of planning, perception, and learning algorithms for au- tonomous single-agent or multi-agent systems. Moreover, the proposed architecture allows researchers to project a simulated counterpart of outdoor environments in a controlled, indoor space, which can be crucial when testing in outdoor environments is disfavored due to safety, regulatory, or monetary concerns. We discuss the issues related to the design and implementation of MAR-CPS and demonstrate its real-time behavior in a variety of problems in autonomy, such as motion planning, multi-robot coordination, and learning spatio-temporal fields.Boeing Compan

Teaching and Learning Collaboratively and Virtually

In this paper we describe five knowledge areas for IS educational activities called for in the MSIS 2006 Model Curriculum. The knowledge areas are business processes, emerging technologies, globalization, human–computer interactions, and the impacts of digitization. We then describe two graduate-level courses which pursue these activities — each from a different perspective. One perspective focuses on students learning concepts about virtual teams and collaboration technologies. Another perspective centers on students finding, implementing, and evaluating virtual team and collaboration technologies. We describe the results of educational activities we embedded within these courses that purportedly helped students learn about the five knowledge areas. Next, we share feedback from students. We close the paper by encapsulating our lessons learned

An Interactive Space as a Creature:Mechanisms of Agency Attribution and Autotelic Experience

Interacting with an animal is a highly immersing and satisfactory experience. How can interaction with an artifact can be imbued with the quality of an interaction with a living being? The authors propose a theoretical relationship that puts the predictability of the human-artifact interaction at the center of the attribution of agency and experience of “flow.” They empirically explored three modes of interaction that differed in the level of predictability of the interactive space's behavior. The results of the authors' study give support to the notion that there is a sweet spot of predictability in the reactions of the space that leads users to perceive the space as a creature. Flow factors discriminated between the different modes of interaction and showed the expected nonlinear relationship with the predictability of the interaction. The authors' results show that predictability is a key factor to induce an attribution of agency, and they hope that their study can contribute to a more systematic approach to designing satisfactory and rich interaction between humans and machines

Model-based training of manual procedures in automated production systems

Maintenance engineers deal with increasingly complex automated production systems (aPSs). Such systems are characterized by an increasing computerization or the addition of robots that collaborate with human workers. The effects of changing or replacing components of such systems are difficult to assess since there are complex interdependencies between process parameters and the state of the components. This paper proposes a model-based training system that visualizes these interdependencies using domain-independent SysML models. The training system consists of a virtual training system for initial training and an online support system for assistance during maintenance or changeover procedures. Both systems use structural SysML models to visualize the state of the machine at a certain step of a procedure. An evaluation of the system in a changeover procedure against a paper-based manual showed promising results regarding effectiveness, usability and attractiveness.Comment: 25 pages, https://www.sciencedirect.com/science/article/pii/S095741581830080