In learning and education, techno-monitoring practices are a growing trend. While these practices are still emerging, there has been no public debate on education stakeholders’ preferred futures regarding techno-monitoring in learning and education. This study presents a participatory design case using speculative critical design to support higher education students’ reflection about possible futures related to techno-monitoring practices in learning in higher education. The participants’ experiences using a prototype that monitors mental states are presented in the form of stories, which reflect the students’ complex relations toward techno-monitoring. Participatory speculative critical design is highlighted as a successful strategy to create compelling futures scenarios that trigger critical reflection and debate among the education community.
{"title":"Exploring Education Techno-Monitoring Futures: A Participatory Speculative Critical Design Case","authors":"Eva Durall Gazulla","doi":"10.55612/s-5002-051-009","DOIUrl":"https://doi.org/10.55612/s-5002-051-009","url":null,"abstract":"In learning and education, techno-monitoring practices are a growing trend. While these practices are still emerging, there has been no public debate on education stakeholders’ preferred futures regarding techno-monitoring in learning and education. This study presents a participatory design case using speculative critical design to support higher education students’ reflection about possible futures related to techno-monitoring practices in learning in higher education. The participants’ experiences using a prototype that monitors mental states are presented in the form of stories, which reflect the students’ complex relations toward techno-monitoring. Participatory speculative critical design is highlighted as a successful strategy to create compelling futures scenarios that trigger critical reflection and debate among the education community.","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71005284","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 : 2021-12-20DOI: 10.55612/s-5002-051-001psi
I. Helgason, Enrique Encinas, Ivica Mitrovic, M. Smyth
{"title":"Speculative and Critical Design: approaches and influences in education","authors":"I. Helgason, Enrique Encinas, Ivica Mitrovic, M. Smyth","doi":"10.55612/s-5002-051-001psi","DOIUrl":"https://doi.org/10.55612/s-5002-051-001psi","url":null,"abstract":"","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47509762","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}
Oscar Revelo Sánchez, César Alberto Collazos Ordóñez, Miguel Ángel Redondo Duque
Considering that group formation is one of the key processes when developing activities in collaborative learning contexts, this paper aims to propose a technique based on an approach of genetic algorithms to achieve homogeneous groups, considering the students' personality traits as grouping criteria. For its validation, an experiment was designed with 132 first semesters engineering students, quantifying their personality traits through the “Big Five Inventory”, forming workgroups and developing a collaborative activity in initial Programming courses. The experiment made it possible to compare the results obtained by the students applying the proposed approach to those obtained through other group formation strategies. It was demonstrated through the experiment that the homogeneous groups generated by the proposed technique produce better academic results compared to the grouping technique by students’ preference, traditionally used by the teachers when developing a collaborative activity.
{"title":"Group formation in collaborative learning contexts based on personality traits: An empirical study in initial Programming courses","authors":"Oscar Revelo Sánchez, César Alberto Collazos Ordóñez, Miguel Ángel Redondo Duque","doi":"10.55612/s-5002-049-002","DOIUrl":"https://doi.org/10.55612/s-5002-049-002","url":null,"abstract":"Considering that group formation is one of the key processes when developing activities in collaborative learning contexts, this paper aims to propose a technique based on an approach of genetic algorithms to achieve homogeneous groups, considering the students' personality traits as grouping criteria. For its validation, an experiment was designed with 132 first semesters engineering students, quantifying their personality traits through the “Big Five Inventory”, forming workgroups and developing a collaborative activity in initial Programming courses. The experiment made it possible to compare the results obtained by the students applying the proposed approach to those obtained through other group formation strategies. It was demonstrated through the experiment that the homogeneous groups generated by the proposed technique produce better academic results compared to the grouping technique by students’ preference, traditionally used by the teachers when developing a collaborative activity.","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46263131","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 : 2021-09-10DOI: 10.55612/s-5002-049-001psi
C. Collazos, F. Paz, H. Fardoun
{"title":"Collaborative multimedia applications in technology","authors":"C. Collazos, F. Paz, H. Fardoun","doi":"10.55612/s-5002-049-001psi","DOIUrl":"https://doi.org/10.55612/s-5002-049-001psi","url":null,"abstract":"","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43625961","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 : 2021-06-10DOI: 10.55612/s-5002-048-001psi
Callum Parker, Soojeong Yoo, Waldemar Jenek, Youngho Lee
As digital technologies are advancing, contemporary interactions within cities are beginning to emerge. These interactions are commonly enabled through sensors to implicitly automate manual processes, such as turning on lights or walking up stairs. However, cities were not necessarily built from the ground up to be smart, rather they are gradually becoming smarter over time as technology becomes more extensible and embedded within them [1, 2]. These digital technologies create information layers that exist over the physical space, resulting in the space being filled with dynamically changing information, thus augmenting the space [3]. Augmented reality (AR) is one such technology that has recently seen a lot of development in this area and is only now starting to become more viable as hardware and computer vision algorithms have caught up. Films such as Minority Report (2002), Ghost in the Shell (2016), and Blade Runner (2017) have predicted AR’s future emergence in public spaces and cities [4, 5, 6]. These films featured AR advertising and information holograms in public spaces, enabled by smart contact lenses and holograms. Currently however, AR has been introduced to public spaces in a number of interesting ways. For instance, Pokemon GO became a global phenomenon which resulted in people physically playing the game in urban spaces and caused ripple effects on the physical spaces people were playing in [7, 8, 9]. Recent work has also shown that AR can have more engaging applications, in areas such as community engagement [10], personalised digital signage [11], in-situ visualisations [12], cultural heritage [13], and remote collaboration [14, 15]. On a consumer level, AR is most common on smartphones, particularly after the release of ARKit and ARCore improving the functionality. AR smart glasses are also becoming more accessible and bring with them the possibility of more natural integration of virtual content into our daily lives. For instance, the Microsoft Hololens contains an array of sensor technologies giving it a sense of depth which allows it to place objects naturally in physical space. It has been successfully applied by planners to visualise underlying parts of the city in-situ [16, 17]. While AR is becoming more advanced, accessible, and has demonstrated potential, more knowledge is needed around the key benefits it will bring to cities and how it will change our interactions with the urban environment. Additionally, the use of such technologies raises the question of how the virtual and physical spaces can co-exist creating an augmented space [3]. To address this gap in knowledge, this focus section builds on from our initial workshops [18] at Media Architecture Biennale (MAB) 2018 and IEEE International Symposium on Mixed and Augmented Reality (ISMAR) 2019 with the goal of bringing together researchers to explore the applications of AR and other immersive technologies, such as Virtual Reality (VR) and Mixed Reality (MR), within
随着数字技术的进步，城市内部的当代互动开始出现。这些交互通常通过传感器实现，以隐式自动化手动过程，例如开灯或上楼。然而，城市并不一定是从头开始建造的，而是随着时间的推移，随着技术变得更加可扩展和嵌入其中，它们逐渐变得更加智能[1,2]。这些数字技术创造了存在于物理空间之上的信息层，导致空间被动态变化的信息所填充，从而扩大了空间[3]。增强现实(AR)就是这样一种技术，最近在这一领域取得了很大的发展，随着硬件和计算机视觉算法的发展，它现在才开始变得更加可行。《少数派报告》(2002)、《攻壳机动队》(2016)和《银翼杀手》(2017)等电影都预测了AR未来在公共空间和城市中的出现[4,5,6]。这些电影通过智能隐形眼镜和全息图在公共场所展示AR广告和信息全息图。然而，目前AR已经以许多有趣的方式被引入公共空间。例如，Pokemon GO成为一种全球现象，导致人们在城市空间中玩游戏，并对人们所玩的物理空间产生连锁反应[7,8,9]。最近的研究还表明，AR可以在社区参与[10]、个性化数字标牌[11]、现场可视化[12]、文化遗产[13]和远程协作等领域拥有更引人入胜的应用[14,15]。在消费者层面，AR在智能手机上最常见，尤其是在ARKit和ARCore发布后，功能得到了改善。AR智能眼镜也变得越来越容易获得，并带来了将虚拟内容更自然地融入我们日常生活的可能性。例如，微软Hololens包含一系列传感器技术，使其具有深度感，使其能够在物理空间中自然地放置物体。它已被规划者成功地应用于可视化城市的底层部分[16,17]。虽然增强现实技术正变得越来越先进，越来越容易获得，并且已经显示出潜力，但我们需要更多的知识来了解它将给城市带来的主要好处，以及它将如何改变我们与城市环境的互动。此外，这些技术的使用提出了一个问题，即虚拟空间和物理空间如何共存，从而创造一个增强的空间[3]。为了解决这一知识差距，本重点部分建立在我们在2018年媒体建筑双年展(MAB)和2019年IEEE混合和增强现实国际研讨会(ISMAR)上的初始研讨会[18]的基础上，目的是汇集研究人员探索AR和其他沉浸式技术的应用，如虚拟现实(VR)和混合现实(MR)，在增强建筑，公共空间和城市的背景下。作为回应，通过单盲同行评议过程，每篇论文至少有两名评议人，选择了七篇论文作为重点部分。这些论文展示了各种方法在各种不同用例中的适用性，提供了对当前可能性和交互设计与体系结构的见解。Journal IxD&A, N.48, 2021, pp. 57
{"title":"Augmenting Space: The role of immersive technologies in future cities","authors":"Callum Parker, Soojeong Yoo, Waldemar Jenek, Youngho Lee","doi":"10.55612/s-5002-048-001psi","DOIUrl":"https://doi.org/10.55612/s-5002-048-001psi","url":null,"abstract":"As digital technologies are advancing, contemporary interactions within cities are beginning to emerge. These interactions are commonly enabled through sensors to implicitly automate manual processes, such as turning on lights or walking up stairs. However, cities were not necessarily built from the ground up to be smart, rather they are gradually becoming smarter over time as technology becomes more extensible and embedded within them [1, 2]. These digital technologies create information layers that exist over the physical space, resulting in the space being filled with dynamically changing information, thus augmenting the space [3]. Augmented reality (AR) is one such technology that has recently seen a lot of development in this area and is only now starting to become more viable as hardware and computer vision algorithms have caught up. Films such as Minority Report (2002), Ghost in the Shell (2016), and Blade Runner (2017) have predicted AR’s future emergence in public spaces and cities [4, 5, 6]. These films featured AR advertising and information holograms in public spaces, enabled by smart contact lenses and holograms. Currently however, AR has been introduced to public spaces in a number of interesting ways. For instance, Pokemon GO became a global phenomenon which resulted in people physically playing the game in urban spaces and caused ripple effects on the physical spaces people were playing in [7, 8, 9]. Recent work has also shown that AR can have more engaging applications, in areas such as community engagement [10], personalised digital signage [11], in-situ visualisations [12], cultural heritage [13], and remote collaboration [14, 15]. On a consumer level, AR is most common on smartphones, particularly after the release of ARKit and ARCore improving the functionality. AR smart glasses are also becoming more accessible and bring with them the possibility of more natural integration of virtual content into our daily lives. For instance, the Microsoft Hololens contains an array of sensor technologies giving it a sense of depth which allows it to place objects naturally in physical space. It has been successfully applied by planners to visualise underlying parts of the city in-situ [16, 17]. While AR is becoming more advanced, accessible, and has demonstrated potential, more knowledge is needed around the key benefits it will bring to cities and how it will change our interactions with the urban environment. Additionally, the use of such technologies raises the question of how the virtual and physical spaces can co-exist creating an augmented space [3]. To address this gap in knowledge, this focus section builds on from our initial workshops [18] at Media Architecture Biennale (MAB) 2018 and IEEE International Symposium on Mixed and Augmented Reality (ISMAR) 2019 with the goal of bringing together researchers to explore the applications of AR and other immersive technologies, such as Virtual Reality (VR) and Mixed Reality (MR), within ","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45705000","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}
The design of digital experiences, systems and sociotechnical solutions in the contemporary society is characterized by increasing complexity. More and more variables are present and unpredictable effects are observed. The complexity of systems calls for awareness and complex problem-solving ability. In this survey, design in general, and design of the user experience in particular, is placed in the scope of complexity. Moreover, the design reasoning and methods are sensitive to culturally determined factors and cognitive styles. This survey converges complexity and complex problem solving, design of the user experience and cultural variations, reviewing bodies of work to suggest and map interdependencies that will shape future challenges in systems design.
{"title":"Complexity, Design and Culture: convergence for digital experiences","authors":"N. Guimarães","doi":"10.55612/s-5002-047-013","DOIUrl":"https://doi.org/10.55612/s-5002-047-013","url":null,"abstract":"The design of digital experiences, systems and sociotechnical solutions in the contemporary society is characterized by increasing complexity. More and more variables are present and unpredictable effects are observed. The complexity of systems calls for awareness and complex problem-solving ability. In this survey, design in general, and design of the user experience in particular, is placed in the scope of complexity. Moreover, the design reasoning and methods are sensitive to culturally determined factors and cognitive styles. This survey converges complexity and complex problem solving, design of the user experience and cultural variations, reviewing bodies of work to suggest and map interdependencies that will shape future challenges in systems design.","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47594065","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}
This study examines K-12 students and parents in the United States’ experiences and challenges during the sudden shift to distance learning during the spring of 2020. The study also aims to analyze what can be done to better educate students in the case of continued distance learning during the COVID-19 crisis and during future emergencies. The study was conducted with an online survey of K-12 students and parents in the United States, and both qualitative and quantitative data was collected. However, the results should be interpreted with caution, as it was a smaller study that is not a representative sample of the population. The study results show that a variety of strategies were utilized to teach students online, and that from the perspective of the participants both successful and unsuccessful methods were utilized.
{"title":"Distance learning during the early stages of the COVID-19 pandemic: Examining K-12 students’ and parents’ experiences and perspectives","authors":"Jenna Conan Simpson","doi":"10.55612/s-5002-046-002","DOIUrl":"https://doi.org/10.55612/s-5002-046-002","url":null,"abstract":"This study examines K-12 students and parents in the United States’ experiences and challenges during the sudden shift to distance learning during the spring of 2020. The study also aims to analyze what can be done to better educate students in the case of continued distance learning during the COVID-19 crisis and during future emergencies. The study was conducted with an online survey of K-12 students and parents in the United States, and both qualitative and quantitative data was collected. However, the results should be interpreted with caution, as it was a smaller study that is not a representative sample of the population. The study results show that a variety of strategies were utilized to teach students online, and that from the perspective of the participants both successful and unsuccessful methods were utilized.","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49586007","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 : 2020-11-15DOI: 10.55612/s-5002-046-001psi
C. Giovannella, M. Dascalu, Gabriella Dodero, Ó. Mealha, M. Rehm
{"title":"Learning and learning ecosystems in the time of Covid-19","authors":"C. Giovannella, M. Dascalu, Gabriella Dodero, Ó. Mealha, M. Rehm","doi":"10.55612/s-5002-046-001psi","DOIUrl":"https://doi.org/10.55612/s-5002-046-001psi","url":null,"abstract":"","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47253872","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}
The widespread focus on ownership in the field of OER refers to the ownership of copyright, and the way to open sharing and publishing, as an intrinsic and defining characteristic. Based on a Grounded Theory study, along with Biographical Methods and Digital Ethnography, the article proposes moving from the perspective of OER as open content sharing, to a broader conceptualization that encompasses emotional ownership, ownership in of curriculum change, and teachers’ agency in the development of the curriculum as key factors for OER adoption.
{"title":"Ownership and Agency in the adoption of Open Educational Resources","authors":"Virginia Rodés-Paragarino, Adriana Gewerc-Barujel","doi":"10.55612/s-5002-045-003","DOIUrl":"https://doi.org/10.55612/s-5002-045-003","url":null,"abstract":"The widespread focus on ownership in the field of OER refers to the ownership of copyright, and the way to open sharing and publishing, as an intrinsic and defining characteristic. Based on a Grounded Theory study, along with Biographical Methods and Digital Ethnography, the article proposes moving from the perspective of OER as open content sharing, to a broader conceptualization that encompasses emotional ownership, ownership in of curriculum change, and teachers’ agency in the development of the curriculum as key factors for OER adoption.","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43414346","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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