Learning and Teaching Technologies A

Conference name
CHI 2024
Investigating the Effects of Real-time Student Monitoring Interface on Instructors’ Monitoring Practices in Online Teaching
Abstract

The shift to online education, accelerated by the COVID-19 pandemic, has introduced challenges in monitoring student engagement, an essential aspect of effective teaching. In response, real-time student monitoring interfaces have emerged as potential tools to aid instructors, yet their efficacy has not been thoroughly examined. Addressing this gap, we conducted a controlled experiment with 20 instructors examining the impact of engagement cues (presence versus absence) and student engagement levels (high versus low) on instructors' monitoring effectiveness, teaching behavior adjustments, and cognitive load in online classes. Our findings underscored the fundamental benefits of student engagement monitoring interfaces for improving monitoring quality and effectiveness. Furthermore, our study highlighted the critical need for customizable interfaces that could balance the informational utility of engagement cues with the associated cognitive load and psychological stress on instructors. These insights may offer design implications for the design of future student engagement monitoring interfaces.

Authors
Ha Yeon Lee
Seoul National University, Seoul, Korea, Republic of
Seora Park
Seoul National University, Seoul, Korea, Republic of
Esther Hehsun Kim
Seoul National University, Seoul, Korea, Republic of
Jiyeon Amy. Seo
Seoul National University, Seoul, Korea, Republic of
Hajin Lim
Seoul National University , Seoul, Korea, Republic of
Joonhwan Lee
Seoul National University, Seocho-gu, Seoul, Korea, Republic of
Paper URL

https://doi.org/10.1145/3613904.3642845

Video
Bridging the Literacy Gap for Adults: Streaming and Engaging in Adult Literacy Education through Livestreaming
Abstract

Literacy---the ability to read, write, and comprehend text---is an important topic addressed by UNESCO. Despite global efforts to promote adult literacy education, rural areas with limited resources still lag behind. As livestreaming has gained popularity in China, many streamers leveraged its accessibility and affordability to reach low-literate adults. To gain a better understanding of the practices and challenges faced by adult literacy education through livestreaming, we conducted a mixed-methods study involving a 7-day observation of livestreaming sessions and an interview study with twelve streamers and ten viewers. We discovered streamers' altruistic motives and unique interactive approaches. Viewers perceived livestreaming as a more engaging, community-supportive method than traditional approaches. We also identified both shared and unique challenges for streamers and viewers that limit its efficacy as a learning tool. Finally, we recognized opportunities to enhance educational equity, emphasizing design implications for advancing adult literacy education and promoting diversity in livestreaming.

Authors
Shihan Fu
The Hong Kong University of Science and Technology (Guangzhou), Guangzhou, Guangdong, China
Jianhao Chen
The Hong Kong University of Science and Technology (Guangzhou), Guangzhou, Guangdong, China
Emily Kuang
Rochester Institute of Technology, Rochester, New York, United States
Mingming Fan
The Hong Kong University of Science and Technology (Guangzhou), Guangzhou, China
Paper URL

https://doi.org/10.1145/3613904.3642423

Video
ClassMeta: Designing Interactive Virtual Classmate to Promote VR Classroom Participation
Abstract

Peer influence plays a crucial role in promoting classroom participation, where behaviors from active students can contribute to a collective classroom learning experience. However, the presence of these active students depends on several conditions and is not consistently available across all circumstances. Recently, Large Language Models (LLMs) such as GPT have demonstrated the ability to simulate diverse human behaviors convincingly due to their capacity to generate contextually coherent responses based on their role settings. Inspired by this advancement in technology, we designed ClassMeta, a GPT-4 powered agent to help promote classroom participation by playing the role of an active student. These agents, which are embodied as 3D avatars in virtual reality, interact with actual instructors and students with both spoken language and body gestures. We conducted a comparative study to investigate the potential of ClassMeta for improving the overall learning experience of the class.

Award
Honorable Mention
Authors
Ziyi Liu
Purdue University, West Lafayette, Indiana, United States
Zhengzhe Zhu
Purdue University, West Lafayette, Indiana, United States
Lijun Zhu
Purdue University, West Lafayette, Indiana, United States
Enze Jiang
Purdue University, West Lafayette, Indiana, United States
Xiyun Hu
Purdue University, West Lafayette , Indiana, United States
Kylie A. Peppler
University of California, Irvine, Irvine, California, United States
Karthik Ramani
Purdue University, West Lafayette, Indiana, United States
Paper URL

https://doi.org/10.1145/3613904.3642947

Video
Simulator-based Mixed Reality eVTOL Pilot Training: The Instructor Operator Station
Abstract

Advanced Air Mobility aircraft designs following the Simplified Vehicle Operations (SVO) concept require novel environments for practical and intuitive pilot training. Mixed Reality (MR) technologies can support immersive and interactive learning methods for operating several SVO aircraft, including electric Vertical Take-Off and Landing (eVTOL) systems. Despite this potential, regulatory guidelines for simulator-based eVTOL pilot training, especially concerning the Instructor Operator Station (IOS) design, are nascent and require substantive development. This paper investigates the feasibility of an MR eVTOL research simulator as a training tool for instructors. A user study forms the basis for a bottom-up categorization of the instructor's performance shaping factors, which are pivotal for the design of an MR IOS. This paper contributes to the discourse on MR integration in pilot training by identifying key enhancements necessary for an IOS design.

Authors
Sharina Kimura
Technical University of Munich, Munich, Germany
Michael Zintl
Technical University of Munich, Munich, Germany
Claudius Hammann
Technical University of Munich, Munich, Germany
Florian Holzapfel
Technical University of Munich, Munich, Germany
Paper URL

https://doi.org/10.1145/3613904.3642060

Video
Privacy Concerns of Student Data Shared with Instructors in an Online Learning Management System
Abstract

Learning management systems are used for facilitating communication between instructors and students, dissemination of lecture materials, and grading of assignments. They collect large amounts of student data, necessary or otherwise, with or without explicit consent from students. Furthermore, they make the data visible to instructors, which could have significant implications for students’ grades and experience in the classroom. In this study, we interviewed 31 students enrolled in a large public university about their privacy concerns towards different data sharing practices related to the learning management system used at their university – Canvas. Data from the study was analyzed by two researchers using inductive thematic analysis methods. The results show concerns about misrepresentation, the justification for information being visible, and discrimination. We present the implications of this study on instruction, design of learning management systems, and policy.

Authors
Monika Blue. Kwapisz
University of Washington, Seattle, Washington, United States
Avanya Kohli
Bellevue High School, Bellevue, Washington, United States
Prashanth Rajivan
University of Washington, Seattle, Washington, United States
Paper URL

https://doi.org/10.1145/3613904.3642914

Video