論文アブストラクト： Online instructional videos are ubiquitous, but it is difficult for instructors to gauge learners' experience and their level of comprehension or confusion regarding the lecture video. Moreover, learners watching the videos may become disengaged or fail to reflect and construct their own understanding. This paper explores instructor and learner perceptions of in-video prompting where learners answer reflective questions while watching videos. We conducted two studies with crowd workers to understand the effect of prompting in general, and the effect of different prompting strategies on both learners and instructors. Results show that some learners found prompts to be useful checkpoints for reflection, while others found them distracting. Instructors reported the collected responses to be generally more specific than what they have usually collected. Also, different prompting strategies had different effects on the learning experience and the usefulness of responses as feedback.
論文アブストラクト： In the paper we describe an exploration into the design of an authoring tool to support the creation of multimedia stories. We explicitly targeted children with no reading or writing skills and their educators. Children in this age group often enjoy reading and creating stories together with adults and in so doing develop important pre-literacy skills. Literature suggests that when children play an active role in these activities, with a high level of engagement and interaction, there is a significant increase in their vocabulary acquisition and an improvement in their communication skills. Thus, we investigated these issues by conducting an explorative study in a pre-school class with fifteen children and three teachers. Here, we describe the emerging challenges and provide design directions for an authoring system to support the co-creation of stories for pre-literate children.
論文アブストラクト： Basic numerical competencies developed in kindergarten form the foundations of math achievement. This indicates the importance of early interventions in the case of numerical difficulties. Building on research on math manipulatives and tangible interfaces, we developed a training of basic numerical competencies using an interactive tabletop in combination with physical LEGO-like blocks. In an experiment, we evaluated the effectiveness of the training on children's learning of the partner number concept, basic numerical competencies and number line estimation, compared to a content-wise similar training with physical manipulatives and a human tutor. We observed significant increases in children's understanding of the partner number concept and basic numerical competencies in both training conditions, but no differential training effects. As children can play on the interactive surface with reasonable autonomy, it seems to provide a low threshold possibility to enrich kindergarten education on numerical concepts.