AN EXPLORATORY STUDY TO INVESTIGATE THE USE OF AUGMENTED REALITY IN SUPPORTING COLLABORATIVE LEARNING PROCESSES

Collaborative learning mediated by technology was proven as one ofthe efficient learning approaches which benefit in both academic and soft skills. Despite advantages offered by technologies, some obstacles were also created e.g. problem in supporting interaction and communication, disregard of physical and sharing objects' roles. Augmented Reality (AR) offers a unique learning experience by combining the physical and virtual object. The benefits of rich media were enduring and the role of physical material is also considered. However, the literature reveals that there is no design guideline specifically intended for AR based collaborative learning. Hence, this research aims to study and proposed a conceptual framework to guide the development of collaborative AR in learning

Design-activity-sequence: A case study and polyphonic analysis of learning in a digital design thinking workshop

In this case study, we report on the outcomes of a one-day workshop on design thinking attended by participants from the Computer-Supported Collaborative Learning conference in Philadelphia in 2017. We highlight the interactions between the workshop design, structured as a design thinking process around the design of a digital environment for design thinking, and the diverse backgrounds and interests of its participants. Data from in-workshop reflections and post-workshop interviews were analyzed using a novel set of analytical approaches, a combination the facilitators made by possible by welcoming participants as coresearchers

Analisis Gesture Siswa Tunarungu dalam Belajar Matematika di Tinjau dari Gender

Gesture atau Gerakan tubuh merupakan salah satu cara mengekspresikan pikiran atau perasaan seseorang ketika berkomunikasi atau berinteraksi. Tujuan penelitian ini untuk menganalisis gerak tubuh atau gerak tangan (gesture) siswa tunarungu dalam belajar matematika yang ditinjau dari gender. Penelitian yang dilakukan di SMP LB Negeri di daerah Bekasi ini dengan menggunakan metode kualitatif deskriptif. Instrumen penelitian berupa dokumen observasi, wawancara dan tes kemampuan pemahaman matematis. Dari penelitian ini, menyimpulkan bahwa dalam belajar matematika siswa wanita lebih banyak mengeluarkan gesture yang variatif dibandingkan siswa laki-lak

The influence of visual feedback and gender dynamics on performance, perception and communication strategies in CSCW

The effects of gender in human communication and human-computer interaction are well-known, yet little is understood about how it influences performance in the complex, collaborative tasks in computer-mediated settings – referred to as Computer-Supported Collaborative Work (CSCW) – that are increasingly fundamental to the way in which people work. In such tasks, visual feedback about objects and events is particularly valuable because it facilitates joint reference and attention, and enables the monitoring of people’s actions and task progress. As such, software to support CSCW frequently provides shared visual workspace. While numerous studies describe and explain the impact of visual feedback in CSCW, research has not considered whether there are differences in how females and males use it, are aided by it, or are affected by its absence. To address these knowledge gaps, this study explores the effect of gender – and its interactions within pairs – in CSCW, with and without visual feedback. An experimental study is reported in which mixed-gender and same-gender pairs communicate to complete a collaborative navigation task, with one of the participants being under the impression that s/he is interacting with a robot (to avoid gender-related social preconceptions). The study analyses performance, perceptions and communication strategies. As predicted, there was a significant benefit associated with visual feedback in terms of language economy and efficiency. However, it was also found that visual feedback may be disruptive to task performance, because it relaxes the users’ precision criteria and inflates their assumptions of shared perspective. While no actual performance difference was found between males and females in the navigation task, females rated their own performance less positively than did males. In terms of communication strategies, males had a strong tendency to introduce novel vocabulary when communication problems occurred, while females exhibited more conservative behaviour. When visual feedback was removed, females adapted their strategies drastically and effectively, increasing the quality and specificity of the verbal interaction, repeating and re-using vocabulary, while the behaviour of males remained consistent. These results are used to produce design recommendations for CSCW systems that will suit users of both genders and enable effective collaboration

Enhancing Free-text Interactions in a Communication Skills Learning Environment

Learning environments frequently use gamification to enhance user interactions.Virtual characters with whom players engage in simulated conversations often employ prescripted dialogues; however, free user inputs enable deeper immersion and higher-order cognition. In our learning environment, experts developed a scripted scenario as a sequence of potential actions, and we explore possibilities for enhancing interactions by enabling users to type free inputs that are matched to the pre-scripted statements using Natural Language Processing techniques. In this paper, we introduce a clustering mechanism that provides recommendations for fine-tuning the pre-scripted answers in order to better match user inputs