Pub Date : 2021-07-01DOI: 10.1109/ICALT52272.2021.00116
Sergio Serrano-Iglesias, E. Gómez-Sánchez, Miguel L. Bote-Lorenzo, Guillermo Vega-Gorgojo, Adolfo Ruiz-Calleja, Juan I. Asensio-Pérez
Learners have ubiquitous informal learning opportunities, but it is difficult to take advantage from them and relate them to their formal education. The connection of formal and informal learning is one of the aims of SLEs, but how to do it is still a question. This paper explores such connection by integrating the mobile application Casual Learn to the SLE SCARLETT and it discusses the challenges faced in such integration.
{"title":"From Informal to Formal: Connecting Learning Experiences in Smart Learning Environments","authors":"Sergio Serrano-Iglesias, E. Gómez-Sánchez, Miguel L. Bote-Lorenzo, Guillermo Vega-Gorgojo, Adolfo Ruiz-Calleja, Juan I. Asensio-Pérez","doi":"10.1109/ICALT52272.2021.00116","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00116","url":null,"abstract":"Learners have ubiquitous informal learning opportunities, but it is difficult to take advantage from them and relate them to their formal education. The connection of formal and informal learning is one of the aims of SLEs, but how to do it is still a question. This paper explores such connection by integrating the mobile application Casual Learn to the SLE SCARLETT and it discusses the challenges faced in such integration.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121955111","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.1109/ICALT52272.2021.00028
Iris Celorrio-Aguilera, M. Freire
The perceived complexity of many engineering courses is partly due to difficulty visualizing or interacting with the underlying mathematics. Traditional game-authoring environments lack STEM-related support, making them ill-suited to build serious games to explore these concepts. To address this issue, we have integrated an external math tool into the Unity game-authoring environment, and tested it by creating a game to teach basic concepts of mobile communications to engineering students. Players of the game had to fine-tune parameters in a simulated spectrum analyzer. We describe how we integrated STEM support for the generic authoring platform that we used, and present results from a pilot test of our game. We believe that this approach is extensible to a wide range of STEM disciplines.
{"title":"Creating Serious STEM Games by combining a Game Platform and Mathematical Software","authors":"Iris Celorrio-Aguilera, M. Freire","doi":"10.1109/ICALT52272.2021.00028","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00028","url":null,"abstract":"The perceived complexity of many engineering courses is partly due to difficulty visualizing or interacting with the underlying mathematics. Traditional game-authoring environments lack STEM-related support, making them ill-suited to build serious games to explore these concepts. To address this issue, we have integrated an external math tool into the Unity game-authoring environment, and tested it by creating a game to teach basic concepts of mobile communications to engineering students. Players of the game had to fine-tune parameters in a simulated spectrum analyzer. We describe how we integrated STEM support for the generic authoring platform that we used, and present results from a pilot test of our game. We believe that this approach is extensible to a wide range of STEM disciplines.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":"102 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133455029","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.1109/ICALT52272.2021.00070
Yancy Vance M. Paredes, I-Han Hsiao
Learning from erroneous examples involves the intentional inclusion of errors as part of the learning process. Prior works, mostly from the field of mathematics, have investigated how this can be used in blended learning environments to help students. Due to the Covid-19 pandemic, most learning activities have shifted to online, motivating us to study and utilize students’ use of an existing grading platform. Students were tasked to evaluate various degrees of erroneous answers as their learning opportunities, resembling program debugging. The grading process was engineered to supply feedback to students by revealing the actual marks and remarks to help them address their misconceptions and prepare them for an upcoming exam. This study presents our findings from clickstream data of students taking a synchronous online Computer Informatics class. How different students approached the activity was looked into: the amount of time spent and the difference of their assigned grade to that of a subject expert’s. Although it is still inconclusive whether students learned from erroneous computer programs, we found that students who were proactive in seeking feedback had better midterm scores than those who were not. This underscores the importance of feedback in this learning process.
{"title":"Can Students Learn from Grading Erroneous Computer Programs?","authors":"Yancy Vance M. Paredes, I-Han Hsiao","doi":"10.1109/ICALT52272.2021.00070","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00070","url":null,"abstract":"Learning from erroneous examples involves the intentional inclusion of errors as part of the learning process. Prior works, mostly from the field of mathematics, have investigated how this can be used in blended learning environments to help students. Due to the Covid-19 pandemic, most learning activities have shifted to online, motivating us to study and utilize students’ use of an existing grading platform. Students were tasked to evaluate various degrees of erroneous answers as their learning opportunities, resembling program debugging. The grading process was engineered to supply feedback to students by revealing the actual marks and remarks to help them address their misconceptions and prepare them for an upcoming exam. This study presents our findings from clickstream data of students taking a synchronous online Computer Informatics class. How different students approached the activity was looked into: the amount of time spent and the difference of their assigned grade to that of a subject expert’s. Although it is still inconclusive whether students learned from erroneous computer programs, we found that students who were proactive in seeking feedback had better midterm scores than those who were not. This underscores the importance of feedback in this learning process.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":"936 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132352381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.1109/ICALT52272.2021.00030
Faizan Tahir, A. Mitrovic, Valerie A. Sotardi
Gamification has gained much popularity, due to its positive effects on learner engagement and motivation in online learning environments. However, there is still insufficient understanding of factors, including personal traits, which affect learning, as well as studies focusing on learning behaviors which can be targeted by gamification. This paper investigates the causal effects of gamification on student learning outcomes, and the role of the students’ background knowledge and prior gamification experience in the relationship. The context of our study is SQL-Tutor, an intelligent tutoring system. Although we found no evidence of improvement in learning outcomes of the gamified group, the low prior knowledge students who received badges had higher time-on-task, made more attempts on problems and received more hints during interaction with the system. We also found that students who had previous gamification experience spent more time on problem solving as compared to those who had no prior gamification experience.
{"title":"Do Gaming Experience and Prior Knowledge Matter When Learning with a Gamified ITS?","authors":"Faizan Tahir, A. Mitrovic, Valerie A. Sotardi","doi":"10.1109/ICALT52272.2021.00030","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00030","url":null,"abstract":"Gamification has gained much popularity, due to its positive effects on learner engagement and motivation in online learning environments. However, there is still insufficient understanding of factors, including personal traits, which affect learning, as well as studies focusing on learning behaviors which can be targeted by gamification. This paper investigates the causal effects of gamification on student learning outcomes, and the role of the students’ background knowledge and prior gamification experience in the relationship. The context of our study is SQL-Tutor, an intelligent tutoring system. Although we found no evidence of improvement in learning outcomes of the gamified group, the low prior knowledge students who received badges had higher time-on-task, made more attempts on problems and received more hints during interaction with the system. We also found that students who had previous gamification experience spent more time on problem solving as compared to those who had no prior gamification experience.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130168774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.1109/ICALT52272.2021.00010
Gayashan Rathnavibushana, Kutila Gunasekera
For remote learners, collaborative editing of digital learning documents is a productive and powerful mechanism to add valued information, share ideas, and create knowledge. One such collaborative editing mechanism is adding annotations, which assists knowledge sharing and deep learning in learners. The Portable Document Format (PDF), despite its popularity, has limited support for real-time collaborative annotations. This is due to the lack of tools as well as limitations in existing standards for annotation representation in PDF documents. For example, existing collaborative PDF editing platforms do not support all annotation types and the latency of annotation sharing is high. The present study aims to fill this gap in annotation representation models and proposes a novel architecture to facilitate efficient sharing of annotations. We also describe our prototypical implementation of a collaborative editing platform for PDF annotations. It supports more annotation types and shows lower latency compared to Acrobat PDF reader version 2020.013.20074 and Kami PDF editor.
{"title":"Cross-platform annotation development for real-time collaborative learning","authors":"Gayashan Rathnavibushana, Kutila Gunasekera","doi":"10.1109/ICALT52272.2021.00010","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00010","url":null,"abstract":"For remote learners, collaborative editing of digital learning documents is a productive and powerful mechanism to add valued information, share ideas, and create knowledge. One such collaborative editing mechanism is adding annotations, which assists knowledge sharing and deep learning in learners. The Portable Document Format (PDF), despite its popularity, has limited support for real-time collaborative annotations. This is due to the lack of tools as well as limitations in existing standards for annotation representation in PDF documents. For example, existing collaborative PDF editing platforms do not support all annotation types and the latency of annotation sharing is high. The present study aims to fill this gap in annotation representation models and proposes a novel architecture to facilitate efficient sharing of annotations. We also describe our prototypical implementation of a collaborative editing platform for PDF annotations. It supports more annotation types and shows lower latency compared to Acrobat PDF reader version 2020.013.20074 and Kami PDF editor.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129374137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.1109/ICALT52272.2021.00012
Diana Andone, Andrei Ternauciuc, Silviu Vert, M. Mocofan, Vlad Mihaescu, D. Stoica, R. Vasiu
Developing new methods of learning about culture and heritage, dedicated to the new millennial generation can be a challenge. The project "Jecza Museum – the Sculpture collection" created a complex virtual identity of technology, art and culture education, by digitizing images of 100 sculpture works, adapting principles of open data and art archiving metadata, combing it with digital storytelling of artworks and virtual museum tours. This paper presents this development, the digital learning paths created and their evaluation. It identifies methods of creating art approachable for the young generation and validates the far-reaching impact of open digital storytelling.
{"title":"Learning with Open Cultural Data - Jecza Museum for DigiCulture Study Case","authors":"Diana Andone, Andrei Ternauciuc, Silviu Vert, M. Mocofan, Vlad Mihaescu, D. Stoica, R. Vasiu","doi":"10.1109/ICALT52272.2021.00012","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00012","url":null,"abstract":"Developing new methods of learning about culture and heritage, dedicated to the new millennial generation can be a challenge. The project \"Jecza Museum – the Sculpture collection\" created a complex virtual identity of technology, art and culture education, by digitizing images of 100 sculpture works, adapting principles of open data and art archiving metadata, combing it with digital storytelling of artworks and virtual museum tours. This paper presents this development, the digital learning paths created and their evaluation. It identifies methods of creating art approachable for the young generation and validates the far-reaching impact of open digital storytelling.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132587287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.1109/ICALT52272.2021.00052
Yang Du, Mengwei Jiang, Jing Leng
In the 21st century, human society has entered the information age. Maker education, which combines information technology with education, and combines various relatively independent subject knowledge, not only breaks the barriers between subjects, realizes interdisciplinary teaching, but also cultivates students' ability to practice and innovate. This study takes the sixth grade students in Guangxi Province of China as the research object, adopts the role-based collaborative learning strategy into school-based Maker course- Intelligent Coaster, aims to analyze the epistemic trajectory of primary school students in Maker activities. The research results here suggest that the application of role collaboration teaching strategy in Maker education activities can improve students' Maker knowledge and skill.
{"title":"Analysis on the Epistemic Trajectory of Primary School Students in Maker Activities","authors":"Yang Du, Mengwei Jiang, Jing Leng","doi":"10.1109/ICALT52272.2021.00052","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00052","url":null,"abstract":"In the 21st century, human society has entered the information age. Maker education, which combines information technology with education, and combines various relatively independent subject knowledge, not only breaks the barriers between subjects, realizes interdisciplinary teaching, but also cultivates students' ability to practice and innovate. This study takes the sixth grade students in Guangxi Province of China as the research object, adopts the role-based collaborative learning strategy into school-based Maker course- Intelligent Coaster, aims to analyze the epistemic trajectory of primary school students in Maker activities. The research results here suggest that the application of role collaboration teaching strategy in Maker education activities can improve students' Maker knowledge and skill.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129443303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.1109/ICALT52272.2021.00079
Xieling Chen, D. Zou, G. Cheng, Haoran Xie
Artificial intelligence (AI) for personalized learning has attracted increasing attention in various educational contexts and domains, including language learning. This study systematically reviewed academic studies on AI-assisted personalized language learning (PLL) from the perspectives of article trends, top journals, countries/regions and institutions, AI technology types, learning outcomes and supports, participants, scientific collaborations, and co-citation relations. Results indicated Taiwanese institutions’ predominance in the field and the prevalent use of intelligent tutoring systems, natural language processing, and artificial neural network in facilitating personalized diagnosis and learning path and material recommendations in language learning. Furthermore, students’ improved language outcomes and positive perception, satisfaction, or motivation towards language learning and AI technologies were commonly reported. The co-authorship analysis results indicated the close inter-regional collaborations, while the cross-regional collaborations are expected to be enhanced. The co-citation network analysis results highlighted the significance of fuzzy systems and item response theory. Additionally, learner profiling mining and learning resource adaptation were important directions to realize mobile- and web-based PLL.
{"title":"Artificial intelligence-assisted personalized language learning: systematic review and co-citation analysis","authors":"Xieling Chen, D. Zou, G. Cheng, Haoran Xie","doi":"10.1109/ICALT52272.2021.00079","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00079","url":null,"abstract":"Artificial intelligence (AI) for personalized learning has attracted increasing attention in various educational contexts and domains, including language learning. This study systematically reviewed academic studies on AI-assisted personalized language learning (PLL) from the perspectives of article trends, top journals, countries/regions and institutions, AI technology types, learning outcomes and supports, participants, scientific collaborations, and co-citation relations. Results indicated Taiwanese institutions’ predominance in the field and the prevalent use of intelligent tutoring systems, natural language processing, and artificial neural network in facilitating personalized diagnosis and learning path and material recommendations in language learning. Furthermore, students’ improved language outcomes and positive perception, satisfaction, or motivation towards language learning and AI technologies were commonly reported. The co-authorship analysis results indicated the close inter-regional collaborations, while the cross-regional collaborations are expected to be enhanced. The co-citation network analysis results highlighted the significance of fuzzy systems and item response theory. Additionally, learner profiling mining and learning resource adaptation were important directions to realize mobile- and web-based PLL.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128147642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.1109/ICALT52272.2021.00025
Mbarek Dhahri, Mohamed Koutheair Khribi
This paper presents a systematic review intending to summarize the state of the art in the field of teachers’ information and communication technology ICT competency assessment by identifying and analyzing existing tools and approaches for assessing teachers’ ICT competency level. By conducting a systematic mapping study, a total of 11 papers has been selected and reviewed. Our results deliver some important findings focusing on the following key features: the objectives addressed by the assessment tools, the approaches used to assess teachers’ ICT competencies, the ICT competency framework that the tool relies on, and the related technical environment. This review demonstrates that there is a lack in terms of assessing teachers’ competencies required to mainstream effectively ICT in education. Designing and developing an assessment tool intended for identifying and measuring Teachers’ ICT Competencies pursuant an ICT competency framework would be the cornerstone towards recommending the most appropriate materials according to the teacher training needs and requirements.
{"title":"Teachers’ Information and Communication Technology (ICT) Assessment Tools: A Review","authors":"Mbarek Dhahri, Mohamed Koutheair Khribi","doi":"10.1109/ICALT52272.2021.00025","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00025","url":null,"abstract":"This paper presents a systematic review intending to summarize the state of the art in the field of teachers’ information and communication technology ICT competency assessment by identifying and analyzing existing tools and approaches for assessing teachers’ ICT competency level. By conducting a systematic mapping study, a total of 11 papers has been selected and reviewed. Our results deliver some important findings focusing on the following key features: the objectives addressed by the assessment tools, the approaches used to assess teachers’ ICT competencies, the ICT competency framework that the tool relies on, and the related technical environment. This review demonstrates that there is a lack in terms of assessing teachers’ competencies required to mainstream effectively ICT in education. Designing and developing an assessment tool intended for identifying and measuring Teachers’ ICT Competencies pursuant an ICT competency framework would be the cornerstone towards recommending the most appropriate materials according to the teacher training needs and requirements.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114419550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.1109/ICALT52272.2021.00126
Cheng-Yu Chung, I-Han Hsiao
Augmented reality (AR) has been shown its prominence in immersive learning across various fields of education, especially in STEM curricula. Researchers have demonstrated that AR visualization can improve learning and cognitive outcomes by multimodal interaction. However, compared to passive modes of learning like reading and viewing, there is little research focused on the effects of AR on a collaborative problem-solving task like pair programming in computer science education, which is difficult to analyze due to the increased complexity in the task and user-user interaction. We designed an AR application, where two participants can work together to solve a programming task, and conducted a within-subject study to evaluate how the participants’ code editing and vocal communication are different in the AR and non-AR visualizations. The result showed that participants using the AR visualization exhibited strategic programming behavior and had more interactive communication than using the non-AR visualization. Overall, this preliminary work contributes to the understanding of how AR can support collaborative problem-solving and engage users in verbal communication by multimodal analytics.
{"title":"Exploring the Effect of Augmented Reality on Verbal Communication and Code-editing in a Collaborative Programming Task","authors":"Cheng-Yu Chung, I-Han Hsiao","doi":"10.1109/ICALT52272.2021.00126","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00126","url":null,"abstract":"Augmented reality (AR) has been shown its prominence in immersive learning across various fields of education, especially in STEM curricula. Researchers have demonstrated that AR visualization can improve learning and cognitive outcomes by multimodal interaction. However, compared to passive modes of learning like reading and viewing, there is little research focused on the effects of AR on a collaborative problem-solving task like pair programming in computer science education, which is difficult to analyze due to the increased complexity in the task and user-user interaction. We designed an AR application, where two participants can work together to solve a programming task, and conducted a within-subject study to evaluate how the participants’ code editing and vocal communication are different in the AR and non-AR visualizations. The result showed that participants using the AR visualization exhibited strategic programming behavior and had more interactive communication than using the non-AR visualization. Overall, this preliminary work contributes to the understanding of how AR can support collaborative problem-solving and engage users in verbal communication by multimodal analytics.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114554643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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