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Technology, Innovation, Entrepreneurship and Education

3rd EAI International Conference, TIE 2019, Braga, Portugal, October 17–18, 2019, Proceedings

herausgegeben von: Cristina Sylla, Ido Iurgel

Verlag: Springer International Publishing

Buchreihe : Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering

Enthalten in: Springer Professional "Wirtschaft+Technik" , Springer Professional "Technik" , Springer Professional "Wirtschaft"

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Über dieses Buch

This book constitutes the refereed proceedings of the 3rd International Conference on Technology, Innovation, Entrepreneurship and Education, TIE 2019, held in Braga, Portugal, in October 2019. The 11 full and 2 short papers focus on emerging technologies for education, entertainment, well-being, creativity, arts and business development. In addition, it aims at promoting new venture creation opportunities that emerge from these innovations, as well as innovation methods that target these core subjects.

Inhaltsverzeichnis

Frontmatter

Innovating and Exploring Children’s Learning

Frontmatter

Reading to Level Up: Gamifying Reading Fluency

Abstract

Employing game design elements to create an environment for struggling readers to read accurately, with proper speed and right expression might inspire them to continue practising and help their teachers incorporate engaging tools in their instructional repertoire for fluent reading. The EU-funded innovation project GameLet aims at developing digital media-based gamification tools to enhance student motivation in self-directed, individual and cooperative learning phases for reading fluency training. A fictional audio play production is one centrepiece of the developed game concept. This paper specifically focuses on the game design ideas related to the Recording Studio, a particular part of this gamified audio play environment, and discusses mini-games ideas related to this concept as strategies to improve reading fluency. These gamification ideas exemplify the plethora of available opportunities to gamify the acquisition of reading fluency.

Diğdem Sezen, Ute Massler, Pedro Ribeiro, Susanne Haake, Ido Iurgel, Anabela Parente

Rethinking the Design of Hotspots in Children’s Digital Picturebooks: Insights from an Exploratory Study

Abstract

Finding the correct hotspots when interacting with digital picturebooks is oft challenging for children. Here, we present an exploratory study carried out with a group of third graders to inform the design of hotspot icons for a children’s digital picturebook. Based on a selection and analysis of the most commonly used icons in digital picturebooks, especially apps, we created a low fidelity paper prototype to investigate children’s preferences and understanding of the interactive navigation areas, configuration and menus. For this, we invited the children to draw new icons for each hotspot. Based on the analysis of the results we designed a proposal of icons that were implemented in a digital prototype for tablets. The prototype was then validated with a similar group of children, and the results provided valuable insights for the design of hotspots that can be useful for researchers and designers working and developing digital picturebooks for children.

Douglas Menegazzi, Cristina Sylla, Stephania Padovani

Children’s Tinkering Activity with Collapse Informatics: The Internalization of Environmental Consciousness

Abstract

In the present paper we introduce an activity involving twenty elementary school children aimed at increasing their awareness towards the importance of reusing waste materials. Once that target is achieved, we facilitate children’s purposeful construction of diegetic artefacts and imaginary robots that have environmental purposes. The main goal of the activity is to engage children in tasks through which they begin to reflect on their own future and in particular on how the current choices of the adults can influence the future of their world. The principles of collapse informatics and research through design are the basic key concepts of this project.

Silvia Torsi, Loredana Verardi, Carmelo Ardito

“Play and Learn”: Exploring CodeCubes

Abstract

This paper presents a study carried out with a group of students from a robotic club, where they have used CodeCubes, a hybrid interface that combines physical paper cubes with Augmented Reality (AR). CodeCubes, intends to promote computational thinking through exploration and experimentation. The intervention, which we report here aimed at assessing children’s interest and motivation for these types of interfaces, as well as identifying possible interaction difficulties with CodeCubes. The results indicate that the children were motivated to work with CodeCubes, and that the physicality of the interface combined with AR can potentially promote hands-on learning.

Bárbara Cleto, Cristina Sylla, Luís Ferreira, João Martinho Moura

Innovating Media Usage

Frontmatter

Question & Answering Interface to Improve the Students’ Experience in an E-learning Course with a Virtual Tutor

Abstract

E-learning courses offer, nowadays, opportunities for everyone to study wherever they are. However, asynchronous communication between students and teachers, and the lack of social engagement, leads frequently to a sense of abandonment and, in the limit, to withdrawal, as a consequence. To avoid this phenomenon, we developed an interface prototype with an anthropomorphic 3D virtual tutor in the Moodle’s e-learning platform of Universidade Aberta (https://portal.uab.pt/). This virtual tutor helps students finding information in the page of the course, delivers speech, exhibits facial expressions and is able to answer questions about the course. This paper describes the approach used to implement this Q&A functionality. Having all the course information represented in an ontology, the idea is to transform the original question in a SPARQL query that, when executed on the defined ontology, returns the desired answer.

João Balsa, Luís Neves, Maria Beatriz Carmo, Ana Paula Cláudio

Exploring the Use of Augmented Reality Concepts to Enhance the TV Viewer Experience

Abstract

Television has no longer the same effect on viewers as it had decades ago. The time that was formerly spent watching “traditional” television is now shared with or replaced by mobile devices, such as smartphones and tablets. When using these devices, the viewer has the opportunity to further interact with the content that is provided to him, as well as with remote friends. The work presented in this paper explores new concepts of interaction in television contexts, which comprises the integration of augmented reality (AR) techniques with television shows to enhance the viewer’s experience, allowing them to access additional information about the content they are watching and to create their own content to share with their friends. This paper describes the developed prototype and the corresponding preliminary user evaluation with promising results.

Simão Carvalho, Teresa Romão, Pedro Centieiro

Design Experiments in Nonrepresentational VR and Symmetric Texture Generation in Real-Time

Abstract

Nonrepresentational VR environments present enormous opportunities for offering novel perceptual experiences, but their design can be significantly challenging due to the lack of appropriate tools and methodologies that can aid the designer compared to their representational counterparts. We describe our experience in developing Quoternion and Atypical, two nonrepresentational mobile VR apps focused on exploring a non-objective virtual space. We highlight and justify our design choices and report preliminary results on their efficacy. Furthermore, we describe Symmetricom, our Android app that allows designers to experiment with animated texture design based on the application of plane symmetry groups on real-time camera input and projected on various type of surfaces. All our systems are free and available for public use.

Nikitas M. Sgouros

Innovation for Special Needs

Frontmatter

Didactic Toy for Children with Special Needs

Abstract

In the last years, technology is receiving an important role in the development of new games and toys for children with special needs. In this paper a configurable prototype game is presented specially designed for children with special needs. The goal is to promote reaction and memory skills as well cooperative work in these children. The toy is capable of producing audio and visual sensations and it has more than one playable game (a reaction game, a memory game and a multiplayer game). Furthermore, it is an important tool for the therapists, since all gaming plays are tracked and registered in a database to posteriorly being filtered and presented using statistic methodologies. Preliminary tests were performed in real environment with children mainly with cerebral palsy. The feedback is promising enough to take it to the next step, which will be the integration of artificial intelligence approaches.

João Salgado, Filomena Soares, Vítor Carvalho

Digitally-Mediated Learning Environments and Information Literacy for Active Ageing: A Pilot Study

Abstract

Over the past few years, the use of Information and Communication Technologies (ICT) in older adults has been an increasing topic of interest within the fields of gerontology and new media. Given the global ageing population, the educational sector has also been challenged in order to meet the learning needs in older adults, age-related changes in cognition and learning, and different learning styles in formal, non-formal or informal contexts. Using the Delphi method with experts to validate the instruments used for data collection, 33 participant surveying and field notes, this study aims to identify the main requirements for designing digitally-mediated learning environments for active ageing. This paper gives an important insight into Educational Gerontology and ICT by understanding the context of the older adult learner and suggesting the following recommendations to enable them to be active constructors of knowledge: (a) combine information delivered in digital devices with face-to-face learning events; (b) intertwine daily-life phenomena with the learning content; (c) offer the possibility to share the learning content with friends and contribute with own content.

Liliana Vale Costa, Ana Isabel Veloso, Fernanda Martins

European Video Game Development and Disability: Reflections on Data, Rights, Decisions and Assistance

Abstract

The European Union (EU) is funding the development of computer games for people with disabilities since 2004. Since 2014, the Education, Audiovisual and Culture Executive Agency (EACEA) – as part of the EU – is responsible for the management of development and funding of European Video Games. In 2010 the European Disability Strategy has taken effect. Ever since, the integration of people with disabilities into cultural life as well as learning environments has become one of the main topics in the EU. As computer games are part of both – cultural life and learning environments – the link between people with disabilities and video games are being reflected and discussed in this paper. The results show, that on the one hand the responsibility of the EU and EACEA to include people with disabilities into the development of computer games is taken into account. On the other hand, there is a lack of current quantitative data on people with disabilities playing video games and it remains difficult to say how many people face exclusion. Moreover, assistive technologies are still a niche product. Due to their expensiveness as well as their non-plug-and-play usability, they frequently remain difficult to use. Nevertheless, possibilities to link inclusion and technology in educational environments do exist.

Benedikt Pielenz

Innovating Methods

Frontmatter

From Big Data Communities to Enterprising Villagers

The Transformational Effect of a Designerly Approach Within a Research Project

Abstract

Using a designerly approach in projects within a wide spectrum of disciplines is increasingly popular. This paper describes a case in where the 1:10:100 design approach is used in a social sciences project and explores the mutual learning that took place. It discusses the added value of using design artefacts (prototypes) in the process and to what level these can be seen as boundary objects. Among the project partners there are two teams of social scientists (German and Dutch) that were collecting data and worked with abstract thinking processes and a design team who concerned about usability and intervened with design tools. The prototypes in the project are reviewed as boundary objects on three levels: to create common ground, to sharpen focus and as window into the future. The learning mechanisms that occurred (reflection and transformation) shifted the focus in the project from mining data on behalf of a community database towards a tool in which enterprising villagers can show their qualities and entrepreneurship.

Judith van de Goor, Koen van Turnhout, Marjolein Regterschot, Michel Hansma, René Bakker

Visual Quotes and Physical Activity Tracking: Can Aesthetic Pleasure Motivate Our Short-term Exercise Motivation?

Abstract

Empirical studies of activity tracking in HCI research have paid little attention to the impact of the visual presentation of motivational text messages on exercise motivation, even though, these days, motivational texts are often embedded in a visual presentation (such as visual quotes). Herein, we report the results of an online experiment with a total of 368 participants. Contrary to expectations, perceived aesthetic pleasure did not strengthen the motivating capability of perceived positive or neutral motivational text messages on the type of exercise motivation linked to the short-term (on the extrinsic-identified behavior regulation). Findings are discussed in the context of physical activity tracking services.

Lígia Duro, Evangelos Karapanos, Pedro Campos, Teresa Romão

Raising the Odds of Success for Innovative Product by Experimentation and Utilizing Input of Future User

Abstract

A critical aspect of product development is inclusion of input from future users/customers. This input is invaluable for identification of innovative product features and functionality due to chaos, lack of predictability and structure that dominate at the first stage of innovative product development process, so-called Fuzzy Front End. This paper reviews the innovative product development challenges and aims to perceive how early-stage prototypes in combination with storytelling can help to better utilize user input and improve product management at the early stage of the process. We organized experiment-driven innovative product development process, immersed three cross-disciplinary product teams in design research and suggested them to experience through rapid prototyping. Guided by empirical exploratory study and statistical analysis we explore the accuracy of user input when it is provided based on different product representations (such as sketches, mock-ups and minimum feature set products) with and without storytelling.

Georgy Laptev, Dmitry Shaytan

Backmatter

Titel: Technology, Innovation, Entrepreneurship and Education
herausgegeben von: Cristina Sylla
Ido Iurgel
Verlag: Springer International Publishing
Electronic ISBN: 978-3-030-40180-1
Print ISBN: 978-3-030-40179-5
DOI: https://doi.org/10.1007/978-3-030-40180-1