User study on 3D multitouch interaction (3DMi) and gaze on surface computing

On a multitouch table, user’s interactions with 3D virtual representations of real objects should be influenced by task and their perceived physical characteristics. This article explores the development and user study of an interactive 3D application that allows users to explore virtual heritage objects on a surface device. To-date, most multitouch has focused on 2D or 2.5D systems. A user-study is reported where we analyse their multimodal behaviour – specifically how they interact on a surface device with objects that have similar properties to physical versions and the users’ associated gaze patterns with touch. The study reveals that gaze characteristics are different according to their interaction intention in terms of position and duration of visual attention. We discovered that virtual objects afford the perception of haptic attributes ascribed to their equivalent physical objects, and that differences in the summary statistics of gaze showed consistent characteristics between people and differences between natural and task based activities. An awareness of user behaviours using natural gestures can inform the design of interactive 3D applications which complements the user’s model of past experience with physical objects and with GUI interaction

Exploratory Analysis in Learning Analytics

This article summarizes the methods, observations, challenges and implications for exploratory analysis drawn from two learning analytics research projects. The cases include an analysis of a games-based virtual performance assessment and an analysis of data from 52,000 students over a 5-year period at a large Australian university. The complex datasets were analyzed and iteratively modeled with a variety of computationally intensive methods to provide the most effective outcomes for learning assessment, performance management and learner tracking. The article presents the research contexts, the tools and methods used in the exploratory phases of analysis, the major findings and the implications for learning analytics research methods

Keep them alive! Design and Evaluation of the “Community Fostering Reference Model”

Firms host online communities for commercial purposes, for example in order to integrate customers into ideation for new product development. The success of these firm-hosted online communities depends entirely on the cooperation of a high number of customers that constantly produce valuable knowledge for firms. However, in practice, the majority of successfully implemented communities suffers from stagnation and even a decrease of member activities over time. Literature provides numerous guidelines on how to build and launch these online communities. While these models describe the initial steps of acquiring and activating a community base from scratch very well and explicitly, they neglect continuous member activation and acquistion after a successful launch. Against this background, the authors propose the Community Fostering Reference Model (CoFoRM), which represents a set of general procedures and instruments to continuously foster member activity. In this paper, the authors present the theory-driven design as well as the evaluation of the CoFoRM in a practical use setting. The evaluation results reveal that the CoFoRM represents a valuable instrument in the daily working routine of community managers, since it efficiently helps activating community members especially in the late phases of a community’s LifeCycle

Digital game elements, user experience and learning

The primary aim of this paper is to identify and theoretically validate the relationships between core game design elements and mechanics, user motivation and engagement and consequently learning. Additionally, it tries to highlight the moderating role of player personality traits on learning outcomes and acceptance and suggest ways to incorporate them in the game design process. To that end, it outlines the role of narrative, aesthetics and core game mechanics in facilitating higher learning outcomes through intrinsic motivation and engagement. At the same time, it discusses how player goal orientation, openness to experience, conscientiousness, sensation seeking and need for cognition influence the translation of the gameplay experience into valuable learning outcomes and user acceptance of the technology