Supporting Learning in Classrooms and Online Courses

会議の名前
CHI 2023
Kaleidoscope: A Reflective Documentation Tool for a User Interface Design Course
要旨

Documentation can support design work and create opportunities for learning and reflection. We explore how a novel documentation tool for a remote interaction design course provides insight into design process and integrates strategies from expert practice to support studio-style collaboration and reflection. Using Research through Design, we develop and deploy Kaleidoscope, an online tool for documenting design process, in an upper-level HCI class during the COVID-19 pandemic, iteratively developing it in response to student feedback and needs. We discuss key themes from the real-world deployment of Kaleidoscope, including: tensions between documentation and creation; effects of centralizing discussion; privacy and visibility in shared spaces; balancing evidence of achievement with feelings of overwhelm; and the effects of initial perceptions and incentives on tool usage. These successes and challenges provide insights to guide future tools for design documentation and HCI education that scaffold learning process as an equal partner to execution.

受賞
Best Paper
著者
Sarah Sterman
UC Berkeley, Berkeley, California, United States
Molly Jane Nicholas
UC Berkeley, Berkeley, California, United States
Janaki Vivrekar
University of California, Berkeley, Berkeley, California, United States
Jessica R. Mindel
University of California, Berkeley, Berkeley, California, United States
Eric Paulos
UC Berkeley, Berkeley, California, United States
論文URL

https://doi.org/10.1145/3544548.3581255

動画
Soliloquy: Fostering Poetry Comprehension Using an Interactive Think-Aloud Visualization
要旨

Complex texts like poetry are distinct from informative texts, requiring additional subprocesses to decode and interpret. Approaching a poem without knowledge of these cognitive strategies can result in confusion and frustration—rather than comprehension. In this work, we explore how interfaces can surface and demonstrate these cognitive processes to novice readers. We introduce Soliloquy, an interface that visualizes the thoughts of an expert as they read and interpret a poem by using animations of text and pop-up tooltips. We evaluate the interface in a five-condition Mechanical Turk study (n=254) by varying the detail of thoughts, including audio, and substituting a static text control. Our study detected a significant difference in comprehension between the detail of thoughts, but not between the Soliloquy interface and static text control. We further investigate this finding in a think-aloud study (n=13), revealing the impact individual differences, experience, and cognitive load could have on Soliloquy's effectiveness.

著者
Zak Risha
University of Pittsburgh, Pittsburgh, Pennsylvania, United States
Deniz Sonmez Unal
University of Pittsburgh, Pittsburgh, Pennsylvania, United States
Erin Walker
University of Pittsburgh, Pittsburgh, Pennsylvania, United States
論文URL

https://doi.org/10.1145/3544548.3581374

動画
Groupnamics: Designing an Interface for Overviewing and Managing Parallel Group Discussions in an Online Classroom
要旨

Instructors facilitating online classes have a limited ability to see and hear interactions of student groups working in parallel, which prevents them from interacting with students effectively. In this work, we explore interface design for providing an overview of parallel group discussions in online classrooms. We derive design considerations through a participatory design process and instantiate them in our visualization interface, Groupnamics. Groupnamics visualizes recent vocal activities and discussion statuses of each group in a one-page view, facilitating identification of groups where intervention may be needed. Our user study with 16 instructors confirmed that Groupnamics can successfully provide cues for when instructors should join group discussions and improvements on the perceived usefulness and ease of use over the baseline interface representing existing videoconferencing tools. Our qualitative results suggest future research directions in interface design for online parallel group discussions.

著者
Arissa J. Sato
The University of Tokyo, Tokyo, Japan
Zefan Sramek
The University of Tokyo, Tokyo, Japan
Koji Yatani
University of Tokyo, Tokyo, Japan
論文URL

https://doi.org/10.1145/3544548.3581322

動画
Lettersmith: Scaffolding Written Professional Communication Among College Students
要旨

Professional writing is critical for job search and performance, but many -- especially those without work experience -- struggle to write well. We introduce an instructional approach called `scaffolded annotation' as a way to guide students in creating initial drafts of professional writing, like client emails and cover letters. We studied the implementation of scaffolded annotation in a digital platform called Lettersmith. First, we performed a quasi-experimental study and found that students applying scaffolded annotation in Lettersmith were more likely to include key components of professional writing. We also interviewed instructors and students who used Lettersmith and found that scaffolded annotation helped students in guiding structure, content, and tone. Instructors found the approach useful for articulating writing task expectations, pinpointing student gaps in understanding, and scaling instructional support for early-stage drafting. We provide implications for writing instruction and HCI researchers developing writing support tools.

著者
Julie Hui
University of Michigan, Ann Arbor, Michigan, United States
Michelle L.. Sprouse
University of Michigan, ANN ARBOR, Michigan, United States
論文URL

https://doi.org/10.1145/3544548.3581029

動画
Using Geometric Features of Drag-and-Drop Trajectories to Understand Students' Learning
要旨

Herein, we present two studies on how students’ Psychological State of Decision difficulty (PSD) relates to two aspects of learning, i.e., guessing behavior and learning achievement. To measure PSD, we extracted geometric features from trajectories of drag-and-drop touch interactions collected while students aged 7–10 played a math game on a tablet device. In the first study, we explored whether eight geometric features extracted from 97,303 trial trajectories could be grouped to understand students’ PSD. In the second study, we examined whether the two aspects of learning could be predicted using the data collected from 187 students with geometric features indicating their PSD. This work provides empirical evidence that geometric features can be grouped into two types of PSD in the context of learning, including conflict and uncertainty. Moreover, our results demonstrate that data on students’ PSD collected from drag-and-drop trajectories can be used to predict learning.

著者
Jungwook Rhim
Seoul National University, Seoul, Korea, Republic of
Jiwon Kim
Seoul National University, Seoul, Korea, Republic of
Gahgene Gweon
Seoul National University, Seoul, Korea, Republic of
論文URL

https://doi.org/10.1145/3544548.3581143

動画
Scripted Vicarious Dialogues: Educational Video Augmentation Method for Increasing Isolated Students’ Engagement
要旨

Videos are convenient resources for asynchronous learning, but they lack interpersonal interactions found in synchronous classrooms. Due to missed social connectedness, the isolated video-based learners experience low emotional, behavioral, and cognitive engagement. This work presents "Scripted Vicarious Dialogues" (SVD), a technique for engaging students in a pseudo-social experience of witnessing scripted dialogues between virtual characters (teaching assistants and students) around a video. We conducted a participatory design study to derive design guidelines for SVD. The findings indicate the need to distinguish the virtual components and to give students control of the dialogue’s pace. We then implemented an interactive prototype of SVD and evaluated it (N=40) against a non-social, direct-learning baseline. The results show that the preference for SVD versus the baseline is polarized (25 of 40 preferred SVD; no neutral preferences), and those who preferred SVD had significantly higher emotional and behavioral engagement with SVD compared to the baseline.

著者
Thitaree Tanprasert
University of British Columbia, Vancouver, British Columbia, Canada
Sidney S. Fels
University of British Columbia, Vancouver, British Columbia, Canada
Luanne Sinnamon
University of British Columbia, Vancouver, British Columbia, Canada
Dongwook Yoon
University of British Columbia, Vancouver, British Columbia, Canada
論文URL

https://doi.org/10.1145/3544548.3581153

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