Augmented Reality Educational Applications: Let’s Find out What Students and Teachers Need!

While the number of augmented reality educational applications (AREAs) has increased in the recent decade, the actual uptake of AREAs in real-life contexts has been low. Our systematic review showed that little attention was paid to the teacher’s perspective of AREAs. A handful of studies with teachers showed that the lack of equipment and inade-quate support hindered the AREA uptake. However, these studies had a severe limitation: many of the participating teachers did not have any interaction experience with AR. Hence, we conducted a survey targeting teachers with actual experience of deploying AR in teaching. Results showed that teachers held positive views about the educational values of AR and wanted to use it more for teaching. To meet this goal, certain factors need to be improved: quality devices, teacher training, user experience of AREAs, and coverage of AR content. We derived teacher requirements to address the identified needs.Si bien el número de aplicaciones educativas de realidad aumentada (AERA) ha crecido en la última década, la aceptación real de AERA en contextos de la vida real ha sido baja. Nuestra revisión sistemática expuso que se prestó poca atención a la perspectiva docente de las AERA. Una serie de estudios con docentes mostró que la falta de equipo y el apoyo inadecuado fueron los principales factores que obstaculizaron la aceptación de AERA. Pero, estos estudios tienen una serie de limitaciones, como, por ejemplo, que muchos de los docentes participantes no tienen ninguna experiencia de interacción con la realidad aumentada (RA). Por lo tanto, ser realizó una encuesta dirigida a docentes con experiencia real de despliegue de RA en la enseñanza. Los resultados mostraron que los profesores tenían opiniones positivas sobre los valores educativos de la RA y querían utilizarla más para la enseñanza. Para cumplir con este objetivo, es necesario mejorar ciertos factores: dispositivos de calidad, formación del profesorado, experiencia de usuario de las AERA y cobertura de los contenidos de RA. Finalmente, identificamos los requisitos de los docentes para abordar las necesidades identificadas

Chatbots for Active Learning: A Case of Phishing Email Identification

Chatbots represent a promising approach to provide instructional content and facilitate active learning processes. However, there is a lack of knowledge as how to design chatbot interactions for active learning. In response to this knowledge gap, we conducted an experimental study (n = 164) comparing four modes for providing instructional content in chatbots, with varying demands for cognitive engagement. The four modes – passive, active, constructive, and interactive – were based on the ICAP framework of active learning. The learning content concerned identification of phishing emails and the four modes were distinguished by how the participants were invited to engage with the content during their chatbot interaction. The ICAP modes of higher cognitive engagement required participants to spend more time on the interaction and led to perceptions of higher subjective learning outcome. However, the effects of the different ICAP modes were not found to be significantly different in terms of user engagement, social presence, intention to use, or objective learning outcomes. The study represents an important first step towards understanding the design of chatbots for active learning

Integrating the strengths of cognitive emotion models with traditional HCI analysis tools

This paper reports an attempt to integrate key concepts from cognitive models of emotion to cognitive models of interaction established in HCI literature. The aim is to transfer the strengths of interaction models to analysis of affect-critical systems in games, e-commerce and education, thereby increasing their usefulness in these systems where affect is increasingly recognised as a key success factor. Concepts from Scherer’s appraisal model and stimulation evaluation checks, along with a framework of emotion contexts proposed by Coulson (An everything but framework for modelling emotion. In proceeding of AAAI spring symposium on architectures for emotion, 2004), are integrated into the cycle of display-based action proposed by Norman (The design of everyday things. Basic Books, New York, 1988). Norman’s action cycle has commonly been applied as an interaction analysis tool in the field of HCI. In the wake of the recent shift of emphasis to user experience, the cognition-based action cycle is deemed inadequate to explicate affective experiences, such as happiness, joy and surprise. Models based on appraisal theories, focusing on cognitive accounts of emotion, are more relevant to understanding the causes and effects of feelings arising from interacting with digital artefacts. The paper explores the compatibility between these two genres of model, and future development of integrated analysis tools

Tutor In-sight: Guiding and Visualizing Students Attention with Mixed Reality Avatar Presentation Tools

Remote conferencing systems are increasingly used to supplement or even replace in-person teaching. However, prevailing conferencing systems restrict the teacher’s representation to a webcam live-stream, hamper the teacher’s use of body-language, and result in students’ decreased sense of co-presence and participation. While Virtual Reality (VR) systems may increase student engagement, the teacher may not have the time or expertise to conduct the lecture in VR. To address this issue and bridge the requirements between students and teachers, we have developed Tutor In-sight, a Mixed Reality (MR) avatar augmented into the student’s workspace based on four design requirements derived from the existing literature, namely: integrated virtual with physical space, improved teacher’s co-presence through avatar, direct attention with auto-generated body language, and usable workfow for teachers. Two user studies were conducted from the perspectives of students and teachers to determine the advantages of Tutor In-sight in comparison to two existing conferencing systems, Zoom (video-based) and Mozilla Hubs (VR-based). The participants of both studies favoured Tutor In-sight. Among others, this main fnding indicates that Tutor Insight satisfed the needs of both teachers and students. In addition, the participants’ feedback was used to empirically determine the four main teacher requirements and the four main student requirements in order to improve the future design of MR educational tools

Heuristic evaluation: Comparing ways of finding and reporting usability problems

Research on heuristic evaluation in recent years has focused on improving its effectiveness and efficiency with respect to user testing. The aim of this paper is to refine a research agenda for comparing and contrasting evaluation methods. To reach this goal, a framework is presented to evaluate the effectiveness of different types of support for structured usability problem reporting. This paper reports on an empirical study of this framework that compares two sets of heuristics, Nielsen's heuristics and the cognitive principles of Gerhardt-Powals, and two media of reporting a usability problem, i.e. either using a web tool or paper. The study found that there were no significant differences between any of the four groups in effectiveness, efficiency and inter-evaluator reliability. A more significant contribution of this research is that the framework used for the experiments proved successful and should be reusable by other researchers because of its thorough structur

10373 Abstracts Collection -- Demarcating User eXperience

From September 15 to 17, 2010, the Dagstuhl Seminar 10373 Demarcating user experience was held in Schloss Dagstuhl, Leibniz Center for Informatics, Germany. The goal of the seminar was to come up with a consensus on the core concepts of user experience in a form of a User Experience White Paper, which would provide a more solid grounding for the field of user experience. This paper includes the resulted User Experience White Paper and a collection of abstracts from some seminar participants

Interplay between User Experience (UX) evaluation and system development

User Experience (UX) is a maturing research area pertaining to as well as extending beyond the traditional usability. Issues in the realm of usability may be amplified in UX because of its larger scope. Four key non-orthogonal issues are definition, modeling, method selection, and interplay between evaluation and development. Leveraging the legacy of a series of related research activities, this Special Issue (SI) aims to develop a deeper understanding of how evaluation feedback shapes software development, especially when experiential qualities such as fun, trust, esthetic values are concerned. Three articles addressing this specific topic from different perspectives and with different approaches are included in this SI.Law, EL.; Abrahao Gonzales, SM. (2014). Interplay between User Experience (UX) evaluation and system development. International Journal of Human-Computer Studies. 72(6):523-525. doi:10.1016/j.ijhcs.2014.03.003S52352572

Novice evaluators' behavior when consolidating usability problems individually or collaboratively

Publisher's version (útgefin grein)An important, but resource demanding step in analyzing observations from usability evaluations is to consolidate usability problems (UPs) that were identified by several evaluators into one master list. An open question is whether consolidating UPs in pairs is cost-effective. A within-subject study examined if evaluators merge UPs differently when working in pairs than individually and what motivates their decisions. Eight novice evaluators took part. The number of discarded, retained and merged UPs, evaluators' confidence and severity of UPs in the two settings were measured. The results showed that UPs merged or discarded in the collaborative setting would rather be retained in the individual setting. Participants increased confidence and UP severity in the collaborative setting but decreased UP severity and confidence in the individual setting.Peer Reviewe