Pervasive Displays Research: What's Next?

Reports on the 7th ACM International Symposium on Pervasive Displays that took place from June 6-8 in Munich, Germany

Creating smarter teaching and training environments: innovative set-up for collaborative hybrid learning

This paper brings together previous work from a number of research projects and teaching initiatives in an effort to introduce good practice in setting up supportive environments for collaborative learning. The paper discusses prior use of social media in learning support, the role of dashboards for learning analytics in Global Software Development training, the use of optical head-mounted displays for feedback and the use of NodeXl visualization in managing distributed teams. The scope of the paper is to provide a structured approach in organizing the creation of smarter teaching and training environments and explore ways to coordinate learning scenarios with the use of various techniques. The paper also discusses challenges from integrating multiple innovative features in educational contexts. Finally the paper attempts to investigate the use of smart laboratories in establishing additional learning support and gather primary data from blended and hybrid learning pilot studies

Creating smarter teaching and training environments: innovative set-up for collaborative hybrid learning

This paper brings together previous work from a number of research projects and teaching initiatives in an effort to introduce good practice in setting up supportive environments for collaborative learning. The paper discusses prior use of social media in learning support, the role of dashboards for learning analytics in Global Software Development training, the use of optical head-mounted displays for feedback and the use of NodeXl visualization in managing distributed teams. The scope of the paper is to provide a structured approach in organizing the creation of smarter teaching and training environments and explore ways to coordinate learning scenarios with the use of various techniques. The paper also discusses challenges from integrating multiple innovative features in educational contexts. Finally the paper attempts to investigate the use of smart laboratories in establishing additional learning support and gather primary data from blended and hybrid learning pilot studies

The Effects Of 2D And 3D Representations In Second Life On Students’ Perception And Performance In Learning Java Programming In Saudi Arabia

The researcher found that most computer science’s students have a limited understanding of the main concepts of Java and have difficulties in visualizing learning spaces. The researcher aims to study the ability of students to understand the concepts of learning Java when writing codes. This study examined the attitudes, perceptions, motivations, self-efficacies, and achievements of the students in the Teachers’ College, Saudi Arabia by comparing the contributions of a three dimensional (3D) representation to such factors with the contributions of a two dimensional (2D) representation. Pengkaji mendapati bahawa kebanyakan pelajar sains komputer mempunyai pemahaman konsep Java yang terhad dan disebabkan ini, mereka seringkali mengalami kesulitan dalam visualisasi ruang pembelajaran. Justeru itu, pengkaji berharap untuk meningkatkan kebolehan para pelajar agar memahami ketelitian konsep mempelajari Java secara lebih jelas dalam penulisan kod. Kajian ini meneliti aspek sikap, persepsi, motivasi, keupayaan diri dan pencapaian pelajar di Kolej Perguruan, Arab Saudi dan perbandingan dalam penggunaan dua dimensi (2D) dan tiga dimensi (3D) serta faktor-faktor yang terlibat telah dilakukan

Linking students' timing of engagement to learning design and academic performance

In recent years, the connection between Learning Design (LD) and Learning Analytics (LA) has been emphasized by many scholars as it could enhance our interpretation of LA findings and translate them to meaningful interventions. Together with numerous conceptual studies, a gradual accumulation of empirical evidence has indicated a strong connection between how instructors design for learning and student behaviour. Nonetheless, students' timing of engagement and its relation to LD and academic performance have received limited attention. Therefore, this study investigates to what extent students' timing of engagement aligned with instructor learning design, and how engagement varied across different levels of performance. The analysis was conducted over 28 weeks using trace data, on 387 students, and replicated over two semesters in 2015 and 2016. Our findings revealed a mismatch between how instructors designed for learning and how students studied in reality. In most weeks, students spent less time studying the assigned materials on the VLE compared to the number of hours recommended by instructors. The timing of engagement also varied, from in advance to catching up patterns. High-performing students spent more time studying in advance, while low-performing students spent a higher proportion of their time on catching-up activities. This study reinforced the importance of pedagogical context to transform analytics into actionable insights

Using data analytics for collaboration patterns in distributed software team simulations: the role of dashboards in visualizing global software development patterns

This paper discusses how previous work on global software development learning teams is extended with the introduction of data analytics. The work is based on several years of studying student teams working in distributed software team simulations. The scope of this paper is twofold. First it demonstrates how data analytics can be used for the analysis of collaboration between members of distributed software teams. Second it describes the development of a dashboard to be used for the visualization of various types of information in relation to Global Software Development (GSD). Due to the nature of this work, and the need for continuous pilot studies, simulations of distributed software teams have been created with the participation of learners from a number of institutions. This paper discusses two pilot studies with the participation of six institutions from two different countries

Exploring the role of large-scale immersive computing environments in collaboration between engineering and design students

In order to solve the engineering challenges of today, multidisciplinary collaboration is essential. Unfortunately there are many obstacles to communication between disciplines, such as incongruent vocabularies and mismatched knowledge bases, which can make collaboration difficult. The silos separating disciplines, created through focused educational curriculum, are also a large barrier. During their education, designers and engineers are encouraged to employ specific methods unique to their discipline to share ideas with their peers. In many cases, however, these methods do not translate between disciplines, making it challenging for two groups to exchange ideas and perspectives effectively. There are, however, some tools that have emerged to help bridge the gap between designers and engineers. Currently, the most pervasive solution to these challenges is Computer-Aided Drafting (CAD) software. This software is used by both engineers and designers, allowing both groups to design and evaluate models in a common medium. This makes it decidedly easier for these two groups to collaborate with each other. However, CAD has its own limitations. Navigating in a three-dimensional environment with two dimensional input devices is unnatural and imposes an additional physical and cognitive load on the user. Desktop screens also limit decision-making capabilities due to their small size and the potential to create distorted impressions of size and scale of models larger than the computer screen. Large-Scale Immersive Computing Environments (LSICEs) improve upon the benefits of CAD software. They provide users with the ability to not only visualize their designs three dimensionally, but also allow for natural interactions with 3D models and the ability to view a design as the designer had intended, in true scale. This can improve the ability of users to collaborate in a number of different ways. The natural interaction interface allows students to focus on sharing ideas with their collaborators. Additionally, the common medium makes it much easier for the two groups to communicate with each other, eliminating one of the main obstacles to interdisciplinary collaboration in education. This research seeks to gain a better understanding of how design and engineering design students use LSICEs to collaborate with peers, both within and outside of their discipline. Two studies were conducted. In the first study, two different classes of students used a LSICE as a tool during their design process. The first class was a design class that utilized the LSICE as a part of three design projects throughout the semester. The second class was a sophomore engineering design class. These students also used the LSICE as a part of their design process, however these students used the virtual environment over the course of a single semester-long design project. Students were given a short survey at the end of their experiences in the virtual environment. From this study, some interesting results emerged. Both groups of students indicated that the virtual environment was a benefit to their design process, regardless of background or time spent in the space. Statistical analysis of the students\u27 responses revealed no significant differences between the two groups of students. The final study brought engineering and design students together to complete a design review task within the LSICE. This study was conducted in order to evaluate the role that LSICEs play in facilitating collaboration between engineers and designers. Upon conclusion of the design review, students were given a survey to gather information of their perceptions of the virtual environment in visualizing designs, communicating with their peers and interacting with designs. From this study it became quite clear that students find LSICEs to be effective in facilitating communication between disciplines. Additionally, the majority of students commented on the positive effect that the natural interaction interface had on their ability to evaluate the design. Throughout each of these studies, common themes emerged between both groups. Student responses show many perceived benefits to LSICEs which have the potential to inspire student-driven interdisciplinary collaboration. Participants found that the environment improved their ability to communicate, whether it be with peers within their disciplines or when working in interdisciplinary groups. Students also found that interacting in the environment in a natural way improved their ability to make judgments about spatial relationships among components. The results from this research are quite promising. Providing students with collaboration tools that support natural human interaction with CAD models of real size has the potential for greatly improving a student\u27s educational experience. Manipulating full size CAD models encourages students to visualize the size and shape of the final design before it is built. Seeing the designs in full scale allows everyone on the team to experience the design and provide their input into the design discussions. This research continues an effort in academia to leverage cutting edge technology to improve student learning by providing unique opportunities to interact with peers in design teams, promoting graduates who are well equipped to work effectively across disciplines to address the challenges of today

Using data analytics for collaboration patterns in distributed software team simulations: the role of dashboards in visualizing global software development patterns

This paper discusses how previous work on global software development learning teams is extended with the introduction of data analytics. The work is based on several years of studying student teams working in distributed software team simulations. The scope of this paper is twofold. First it demonstrates how data analytics can be used for the analysis of collaboration between members of distributed software teams. Second it describes the development of a dashboard to be used for the visualization of various types of information in relation to Global Software Development (GSD). Due to the nature of this work, and the need for continuous pilot studies, simulations of distributed software teams have been created with the participation of learners from a number of institutions. This paper discusses two pilot studies with the participation of six institutions from two different countries

Visualisation of Interactions in Online Collaborative Learning Environments

Much research in recent years has focused on the introduction of ‘Virtual Learning Environments’ (VLE’s) to universities, documenting practice and sharing experience. Communicative tools are the means by which VLE’s have the potential to transform learning with computers from being passive and transmissive in nature, to being active and constructivist. Attention has been directed towards the importance of online dialogue as a defining feature of the VLE. However, practical methods of reviewing and analysing online communication to encode and trace cycles of real dialogue (and learning) have proved somewhat elusive. Qualitative methods are under-used for VLE discussions, since they demand new sets of research skills for those unfamiliar with those methods. Additionally, it can be time-intensive to learn them. This thesis aims to build an improved and simple-to-use analytical tool for Moodle that will aid and support teachers and administrators to understand and analyse interaction patterns and knowledge construction of the participants involved in ongoing online interactions. After reviewing the strengths and shortcomings of the existing visualisation models, a new visualisation tool called the Virtual Interaction Mapping System (VIMS) is proposed which is based on a framework proposed by Schrire (2004) to graphically represent social presence and manage the online communication patterns of the learners using Moodle. VIMS produces multiple possible views of interaction data so that it can be evaluated from many perspectives; it can be used to represent interaction data both qualitatively and quantitatively. The units of analysis can be represented graphically and numerically for more extensive evaluation. Specifically, these indicators are communication type, participative level, meaningful content of discussion, presence of lurkers, presence of moderators, and performance of participants individually and as a group. It thus enables assessment of the triangular relationship between conversationcontent, online participation and learnin