Learning and Collaboration Technologies (Lecture Notes in Computer Science)

✍ Scribed by Panayiotis Zaphiris (editor), Andri Ioannou (editor)

• Publisher: Springer
• Year: 2023
• Tongue: English
• Leaves: 620
• Category: Library

✦ Synopsis

This two-volume set of LCT 2023, constitutes the refereed proceedings of the 10th International Conference on Learning and Collaboration Technologies, LCT 2023, held as Part of the 24th International Conference, HCI International 2023, which took place in July 2023 in Copenhagen, Denmark.
The total of 1578 papers and 396 posters included in the HCII 2023 proceedings volumes was carefully reviewed and selected from 7472 submissions.
The papers of LCT 2022 Part II are organized in topical sections named: XR for Learning and Education; Learning with Robots; Virtual, Blended and Hybrid Learning.

✦ Table of Contents

Foreword
HCI International 2023 Thematic Areas and Affiliated Conferences
List of Conference Proceedings Volumes Appearing Before the Conference
Preface
10th International Conference on Learning and Collaboration Technologies (LCT 2023)
HCI International 2024 Conference
Contents – Part II
Contents – Part I
XR for Learning and Education
Enhancing Usability in AR and Non-AR Educational Technology: An Embodied Approach to Geometric Transformations
1 Introduction
1.1 Embodied Learning
1.2 BRICKxAR/T
2 Overview of Usability Tests
3 Benchmark Usability Test
3.1 Method
3.2 Results
4 Redesign of Video Instructions
5 Updated Usability Tests
5.1 Methods
5.2 Results
6 Conclusion
6.1 Limitations and Future Research
References
Why the Educational Metaverse Is Not All About Virtual Reality Apps
1 Introduction
2 The Metaverse Realised as a Metaphor
3 Social Media and Social Learning
4 The Costs and Options for Implementing the Metaphor
5 Why Low Cost Bandwidth and Technology Solutions are Desirable
6 Case Studies for the Use of Low Cost Metaverse for Learning and Collaboration Technologies
6.1 Evaluation Methods
7 Conclusions and Further Work
References
An Exploratory Case Study on Student Teachers’ Experiences of Using the AR App Seek by iNaturalist When Learning About Plants
1 Introduction
2 Background
2.1 Student Teachers’ Learning About Plants
2.2 The Linnean Taxonomy
2.3 Augmented Reality
2.4 AR in Science Teacher Education
3 Method
3.1 The Educational Context of the Case Study
3.2 Description of the Biology Course Module
3.3 The AR App Seek by iNaturalist
3.4 Data Collection
3.5 Data Analysis
4 Findings and Discussion
4.1 The Student Teachers’ Experiences of Using the Seek App
4.2 Pedagogical Implications of Integrating Seek in a Biology Course Module
4.3 Summary
References
Introducing Dreams of Dali in a Tertiary Education ESP Course: Technological and Pedagogical Implementations
1 Introduction
2 Description
2.1 General Description of Dreams of Dali
2.2 Navigation Within the 3D Environment
2.3 Technological Features of Dreams of Dali
3 Analysis
3.1 Pedagogical Implementations of Dreams of Dali in the Language Course
4 Reflective Insights Gained from Dreams of Dali
4.1 Reflective Examples
5 Classroom Activity Using Dreams of Dali
6 Conclusions
References
Implementation of Augmented Reality Resources in the Teaching-Learning Process. Qualitative Analysis
1 Introduction
1.1 Benefits
1.2 Limitations for AR Implementation
1.3 Application of Augmented Reality in Education
2 Methodology
2.1 Participants
2.2 Information Collection Techniques
2.3 Data Analysis Plan
2.4 Procedure
3 Results
3.1 Learning Experience
3.2 Adaptation to a New Learning Methodology
3.3 Motivation
3.4 Benefits and Disadvantages
4 Conclusions
References
Teachers’ Educational Design Using Adaptive VR-Environments in Multilingual Study Guidance to Promote Students’ Conceptual Knowledge
1 Introduction
2 Review of Research
2.1 Multilingual Study Guidance
2.2 Using VR in Instruction
3 Materials and Methods
3.1 Study Design and Participants
3.2 Design for Learning: The Design Dice Framework
3.3 Analysis
4 Result 
4.1 Design for Learning
4.2 Subject Content Enactment 
4.3 Relation to Subject Teachers 
4.4 VR Technology and Its Limitations
5 Discussion and Conclusion
References
Didactics and Technical Challenges of Virtual Learning Locations for Vocational Education and Training
1 Introduction
2 Initial Situation and Objective
3 Analysis and Conception of the Prototype
3.1 VR Implementation as a Collaborative, Multidisciplinary Process
3.2 Pedagogical Framing as the Basis of Learning in VR Simulation
3.3 Selection of Use Case
4 Technical Design of the Prototype
4.1 The Measurement Device “Fluke”
4.2 The Electric Circuit
4.3 The Rule System
4.4 The Help System
5 The Field Experiment
6 Results of the Field Experiment
7 Discussion
8 Conclusions
References
WebAR-NFC to Gauge User Immersion in Education and Training
1 Introduction
2 Literature Review
3 Methodology
3.1 The Research Questions Are
3.2 The Hypotheses Are
4 System Design
4.1 Learning Experience
4.2 Gamified Blockchain Challenge
5 Conclusion and Future Work
References
Evaluation of WebRTC in the Cloud for Surgical Simulations: A Case Study on Virtual Rotator Cuff Arthroscopic Skill Trainer (ViRCAST)
1 Introduction
2 Method
2.1 Integrating WebRTC with a Surgical Simulation
2.2 Getting Data from the Specialized Hardware to the Surgical Simulation
2.3 Deploying WebRTC Integrated Surgical Simulation in the Cloud
3 Experiment and Results
3.1 Wireless Performance
3.2 Wired Performance
3.3 Hardware Lag Measurement
4 Discussion
5 Conclusion
References
Building VR Learning Material as Scaffolding for Design Students to Propose Home Appliances Shape Ideas
1 Research Background
2 Literature Review
2.1 Scaffolding Theory and Zone of Proximal Development
2.2 Spatial Ability
2.3 VR Design Applications and Education
3 Method
3.1 Experimental Steps
3.2 Course Material Production Processes
3.3 Course Material Testing
3.4 Curriculum Design and Planning
4 Research Results
4.1 VR Teaching Outcomes
4.2 Scaffolding Removal
4.3 Acceptability Evaluation
4.4 VR Teaching Feedback
5 Conclusion
5.1 The Usefulness of VR Three-Dimensional Spaces
5.2 VR Teaching Effects
5.3 Future Recommendations
References
Digital Interactive Learning Ecosystems in Metaverse
1 Learning Ecosystem and Its Digitalization
1.1 Digital Learning Ecosystem and Its New Stakeholders
1.2 The Layout of Education in Metaverse and Its Impact on Learning Ecology
2 Metaverse Learning Ecology: Digital Narrative Tools and Methods
2.1 New Stakeholders in Digital Learning Ecosystem
2.2 New Biotic Factors and “Between Biotic and Abiotic Factors”
3 Discussion: The Development Path of Online Learning Ecology and Education in Metaverse
4 Conclusion
References
3D Geography Course Using AR: The Case of the Map of Greece
1 Introduction
2 Background
2.1 Puzzle Games
2.2 Geography Games
2.3 Learning Styles
3 The AR Geography Game
3.1 Development Phase
3.2 The Game
4 Experimental Setup
5 Results and Discussion
5.1 Pre-test, Post-test Comparison
5.2 Game Elements Liking
5.3 Gameplay
6 Conclusion and Future Work
References
Educational Effect of Molecular Dynamics Simulation in a Smartphone Virtual Reality System
1 Introduction
2 Lecture Settings and Requirements
3 Hardware
4 Implementation
4.1 Hand Tracking
4.2 Molecular Dynamics Engine
4.3 Interaction Between Molecule and Hand Model
4.4 Computational Acceleration by Parameter Tuning
4.5 AR/VR Switching Function
5 On-Site Lectures
5.1 Contents
5.2 Evaluation Method
6 Results and Discussion
6.1 Lecture Using VR-MD
6.2 Questionnaires
7 Conclusion
References
The Effect of Changes in the Environment in a Virtual Space on Learning Effectiveness*-4pt
1 Introduction
1.1 Background
1.2 Purpose
2 Related Work
2.1 Education Between Remote Locations
2.2 Effects of the Surrounding Environment
2.3 Psychological Impact of Color
3 Design and Implementation
3.1 System Overview
3.2 Comprehension Evaluation System for Video Lectures on a Virtual Environment
3.3 Memory Evaluation System for Word Lists on a Virtual Environment
4 Experiment 1
5 Experiment 2
5.1 Experiment 2.1
5.2 Experiment 2.2
6 Conclusion and Future Prospects
6.1 Conclusion
6.2 Future Prospects
References
Perceived Effects of Mixed Reality in Distance Learning for the Mining Education Sector
1 Introduction
2 The MiReBooks Project
2.1 Mixed Reality in Education
2.2 Developed VR-Tools
3 Research Design
3.1 Online Questionnaire
4 Results
4.1 Answers to the Closed Questions
4.2 Answers to the Open Questions
5 Discussion
5.1 Limitations
6 Conclusion and Outlook
References
Developing an Augmented Reality-Based Interactive Learning System with Real-Time Location and Motion Tracking
1 Introduction
2 Methods
2.1 System Design and Development
2.2 System Deployment and Experiment Setup
3 Results
3.1 Demographics on the Participants
3.2 Learning Performance
3.3 System Usability Scale (SUS)
3.4 Real-Time Tracking Data
4 Discussion
5 Conclusion
References
Study on VR Science Educational Games Based on Participatory Design and Flow Theory
1 Introduction
2 PD and Educational Games
2.1 PD and Related Applications
2.2 Science Educational Games and Related Applications
3 Participatory Educational Game Design Practices
3.1 Concept Generation
3.2 Concept Refining
3.3 Prototype Building
4 Educational Game Testing and Research
4.1 PD Method Validity Test
4.2 MF Test
5 Data Analysis and Statistics
5.1 Participative Test Result Analysis
5.2 Analysis of MF Test Results
6 Conclusion
References
Learning with Robots
Collaborative Learning with Social Robots – Reflections on the Novel Co-learning Concepts Robocamp and Robotour
1 Introduction
2 Related Work
2.1 Educational Robots and Their Benefits
2.2 Co-learning About Robots in Families
2.3 Co-learning Between School Children and Adults
2.4 Insights from the Related Work
3 Co-learning Concepts and Evaluation Methodology
3.1 Robocamp Co-learning and It's Evaluation
3.2 Robotour Co-learning Workshop and It's Evaluation
4 Findings
4.1 Robocamp Findings
4.2 Robotour Findings
5 Discussion
6 Conclusion
References
Can a Humanoid Robot Motivate Children to Read More? Yes, It Can!
1 Introduction
2 Background
3 Related Work
3.1 Learning and Therapy Robots
3.2 Promoting Reading Skills
4 Concept
4.1 Architecture Overview
4.2 Workflow of a Session with the NAO Robot
4.3 Technical Overview
5 Field Tests and Evaluation
6 Migration and Adaptation for a Public Library
6.1 Implementing the Application
6.2 Overview
7 Summary and Conclusion
References
Learning Agile Estimation in Diverse Student Teams by Playing Planning Poker with the Humanoid Robot NAO. Results from Two Pilot Studies in Higher Education
1 Introduction
2 Simulation Design
3 Study Design and Participants
4 Results
4.1 RQ1: Perceptions of the NAO Robot as the Facilitator of Planning Poker
4.2 RQ2: Self-assessment of Learning Outcomes
4.3 RQ3: Cultural Differences
5 Discussion
References
Thinking Open and Ludic Educational Robotics: Considerations Based on the Interaction Design Principles
1 Introduction
2 Reflections on Robotics in Education
2.1 Digital Inclusion for Social Transformation
2.2 Interaction Design Principles
3 Roboquedo
3.1 The Robot
3.2 The Map
3.3 Tangible Interface and Digital Interface
4 Paths Followed in the Interaction Tests
5 Results
5.1 First Interaction Test
5.2 Second Interaction Test
5.3 Assessments Carried Out
6 Final Considerations
References
Authoring Robot Presentation Behavior for Promoting Self-review
1 Introduction
2 Presentation Self-review
2.1 Self-review
2.2 Previous Work
2.3 Purpose
3 Nonverbal Behavior Authoring System
3.1 Framework
4 Case Study
4.1 Purpose and Procedure
4.2 User Interface
4.3 Result and Discussion
5 Conclusion
References
Praise for the Robot Model Affects Children's Sharing Behavior
1 Introduction
2 Method
2.1 Participants
2.2 Tools and Materials
2.3 Procedure
3 Results
4 Discussion
References
Assessment of Divergent Thinking in a Social and Modular Robotics Task: An Edit Distance Approach at the Configuration Level
1 Introduction
2 Edit Distance in Modular and Social Robotics
2.1 Educational Robotic Tasks
2.2 An Adapted Definition of the Edit Distance
3 Research Questions and Hypothesis
4 Methodology
4.1 Analysis of Divergent Thinking in Modular Robotics Through the CreaCube Task
4.2 Edit Distance in Modular and Social Robotics
4.3 Algorithms
5 Results
5.1 First Hypothesis: Fluidity Require Lower ED
5.2 Second Hypothesis: Fluidity Engages Shorter Time Durations
5.3 Third Hypothesis: ED and Time in Relation to DT Components
6 Discussion
References
Welcome to the University! Students’ Orientation Activity Mediated by a Social Robot
1 Introduction
2 Design, Develop and Experiment
3 Evaluation of the Experiment
4 Conclusions
References
Designing Pedagogical Models for Human-Robot-Interactions – A Systematic Literature Review (SLR)
1 Introduction
2 Background
3 Research Methods
3.1 The Search and Extraction Process
3.2 The Reviewing Process
3.3 Statistical Analysis
4 Results
5 Conclusions
References
Using Augmented Reality and a Social Robot to Teach Geography in Primary School
1 Introduction
2 Related Work
2.1 Augmented Reality in Education
2.2 Social Robots in Education
2.3 Geography Teaching
3 Present Study
4 Methodology
4.1 Design
4.2 Participants
4.3 Data Collection
4.4 Procedure
4.5 Data Analysis
5 Results
5.1 Descriptive Statistics
5.2 H1: The Use of Augmented Reality Leads to Better Learning Outcomes Than Using a PowerPoint Presentation of Cultural Monuments in Europe
5.3 H2: The Use of the Social Robot NAO Leads to Better Learning Outcomes Than Using a PowerPoint Presentation of Cultural Monuments in Europe
5.4 H3: The Use of the Social Robot NAO is More Effective in Terms of Learning Outcomes Than Utilizing the AR Application Regarding Cultural Monuments in Europe
5.5 H4: There is a Significant Difference Regarding Students’ Retained Knowledge About Cultural Monuments Across the Three Teaching Practices
5.6 Observation
6 Discussion and Conclusions
References
Complementary Teaching Support with Robot in English Communication
1 Introduction
2 Learning English with a Robot Partner
2.1 Problems in Learning English
2.2 Related Work
2.3 Purpose
3 Complementary Teaching Support System
3.1 Framework
3.2 Functions
3.3 Case Study Plan
4 Conclusion
References
Analyzing Learners' Emotion from an HRI Experiment Using Facial Expression Recognition Systems
1 Introduction
2 Related Work
2.1 Benefits of Using Robots in Learning
2.2 Methods to Recognize Emotion in a Learning Context
3 Method
4 Results
5 Discussion and Future Work
References
Virtual, Blended and Hybrid Learning
Requirements Analysis to Support Equal Participation in Hybrid Collaboration Settings in Higher Education
1 Introduction
2 Background
2.1 Hybrid Collaboration
3 Methods
3.1 Systematic Literature Review: Characteristics of Various Collaboration Pattern
3.2 Exploratory Study
4 Results
4.1 Characteristics of Various Collaboration Patterns
4.2 Observation and Interview Results
5 Requirements for Hybrid Collaboration Settings in Higher Education to Support Equal Participation
5.1 Possible Solutions to Support Social Interaction
5.2 Possible Solutions for (Technical) Prerequisites
6 Conclusion and Future Work
References
Learning Spaces in Higher Education: A Systematic Literature Review
1 Introduction to Learning Spaces
1.1 Rationale
1.2 Aims
2 Methodology
2.1 Search Results
3 Findings
3.1 Theoretical Framework
3.2 Types of Learning Spaces
3.3 Affordances and Challenges of Learning Spaces in Higher Education
3.4 Implications for Practitioners and Designers When Designing a Learning Space
4 Conclusion
References
From Face-to-Face Learning to Virtual Learning: Students’ Perspective
1 Introduction
1.1 E -Learning
1.2 Virtual Learning Environments
1.3 Motivation of Students with the Use of Technology
2 Methodology
2.1 Participants
2.2 Procedure
2.3 Instruments
3 Results
4 Discussion of Results
References
Blended Learning and Higher Education: A Bibliometric Analysis
1 Introduction
2 Method
3 Analysis and Results
4 Discussion and Implications
References
Preliminary Validation of ENGAME: Fostering Civic Participation and Social Inclusion Through an E-Learning Game
1 Introduction
2 Background
3 ENGAME
4 Methodology
4.1 Population
4.2 Instrument
4.3 Study Design
4.4 Data Collection and Analysis
5 Results
5.1 Sample
5.2 Descriptive Analysis
5.3 Analysis
6 Discussion and Conclusions
References
Assessing the Impact of Using Python to Teach Computational Thinking for Remote Schools in a Blended Learning Environment
1 Introduction
2 Background
2.1 Content-Based Acceleration in Middle School Computer Science Education
3 Methodology
3.1 Development Phase
3.2 Evaluation Phase
4 Results and Discussion
4.1 Qualitative Results
4.2 Quantitative Results
4.3 Correlation Analysis of Computational Thinking Questionnaire Elements and Course Performance
5 Conclusion
References
Analysis of Relationship Between Preparation and Classroom Activities of Flipped Classroom Using Worksheets
1 Introduction
2 Related Work
2.1 Studies Analyzing the Relationship Between Pre-class Learning and Classroom Activities
2.2 Studies Analyzing the Relationship Between Pre-class Learning and Class Performance
3 Data Collection Methodology and Tools
3.1 Methodology
3.2 Using Tools
4 Data Collection
4.1 Subject Classes
4.2 Subject Class Flow
4.3 Data Collected
5 Result and Discussion
5.1 Trend Analysis of Output (Class Worksheet)
5.2 Analysis of the Relationship Between Pre-class Learning, Class Activities, and Artifacts for the High and Low-scoring Groups
5.3 Research Question Validation Summary
6 Conclusion
References
Mobile Device-Based Interactions for Collocated Direct Voting in Collaborative Scenarios
1 Introduction
2 Related Work
2.1 Usage of Mobile Devices in Collocated Collaboration
2.2 Voting with Mobile Devices
3 Direct Voting Interactions
3.1 Order Interaction
3.2 Shift Interaction
3.3 Turn Interaction
4 User Study
4.1 Participants
4.2 Interactive Prototype
4.3 Design
4.4 Procedure
5 Results
5.1 Usability and UX of Direct Voting Interaction Techniques
5.2 Suitability of Interactions for Collaboration
5.3 Feedback on Collaboration and the Usage of Smartphones
6 Findings and Recommendations
6.1 Limitations and Future Work
7 Conclusion
References
Powergaming by Spamming in a Learning Game
1 Introduction
2 Background
3 Research Design and Methodology
3.1 Data Collection
3.2 Data Pre-processing
3.3 Determining Spammed Questions
3.4 Determining Powergaming Groups
3.5 Experimental Setup and Tools
4 Analysis and Results
4.1 Analyzing Powergaming Categories, Spammed Questions, and Users
4.2 Impact of Pre-study and Post-study Survey Variables on Powergaming
5 Discussion and Conclusion
References
Exploring the Factors Affecting Learning Satisfaction in MOOC: A Case Study of Higher Education in a Developing Country
1 Introduction
1.1 Context in Thailand
2 Literature Review
2.1 MOOC’S Learner Satisfaction
2.2 MOOC Learner’s Retention Under COVID-19 Pandemic
3 Research Model
3.1 Assessment
3.2 Course Structure
3.3 Course Content
3.4 Video Design
3.5 Interactivities
3.6 Perceived Effectiveness
4 Research Method
4.1 Survey Design
4.2 Sampling
4.3 Procedure
4.4 Data Screening
4.5 Data Analysis Method
5 Results
5.1 Descriptive
5.2 Measurement Model
5.3 Structural Model
5.4 Open-Text Responses
6 Discussion
6.1 Key Findings
6.2 Limitation and Future Research
References
The Analysis of Student Errors in ARIN-561 – An Educational Game for Learning Artificial Intelligence for High School Students
1 Related Work
2 ARIN-561 Game-Based Learning Environment
3 Methods
4 Results
4.1 Descriptive Statistics
4.2 Student Background and In-Game Errors
4.3 In-Game Error and AI Learning
5 Discussion
References
An Analytical Framework for Designing Future Hybrid Creative Learning Spaces: A Pattern Approach
1 Introduction: Learning in Hybrid Creative Spaces
2 Background
3 Theoretical Framework
3.1 Spatial Design Theory
3.2 Blending Theory
3.3 An Analytical Framework for Future Hybrid Creative Spaces: FHCS Framework
4 Research Approaches and Methods
4.1 Design Pattern Research
4.2 Pattern Mining
5 Results and Discussion
5.1 Design Requirements for Hybrid Creative Learning Spaces
5.2 Design Patterns for Hybrid Creative Learning Spaces
6 Conclusion and Future Work
References
Author Index