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检索条件"丛书名=Lecture Notes in Computer Science"

共 300228 条记录，以下是341-350 订阅

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Enabling Mixed Genetic Algorithm for Automatic Group Formation System 30th

Enabling Mixed Genetic Algorithm for Automatic Group Formati...

引用

30th International Conference on Collaboration Technologies and Social Computing (CollabTech)

作者： Liang, Changhao Horikoshi, Izumi Ogata, Hiroaki Kyoto Univ Kyoto 6068501 Japan

ISBN: (纸本)9783031679971;9783031679988

Group formation plays a crucial role in designing collaborative learning activities, as the success of the group largely relies on the makeup of its members. While numerous algorithms exist, many group formation systems tend to adopt a single grouping strategy, such as either heterogeneous or homogeneous grouping, limiting their ability to address diverse student characteristics simultaneously. In this paper, we propose an integrated approach utilizing a mixed genetic algorithm within a datadriven learning platform, which considers both homogeneous and heterogeneous characteristics concurrently. Through an exploratory implementation in a university course, we examined the algorithm's performance using authentic log data under various grouping strategies in classroom settings. We also highlight the potential of interpretability in group formation results, particularly through the composition panel, enabling teachers to make informed interventions and thereby enhancing overall class performance.

关键词： Group formation Genetic algorithm Grouping strategy Group composition Classroom implementation

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Rethinking Our Approach to Accessibility in the Era of Rapidly Emerging Technologies 10th

Rethinking Our Approach to Accessibility in the Era of Rapid...

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10th International Conference on Human Aspects of IT for the Aged Population (ITAP) Held as Part of the 26th International Conference on Human-computer Interaction (HCII)

作者： Vanderheiden, Gregg Marte, Crystal Bahram, Sina Univ Maryland College Pk MD 20742 USA Raising Floor Washington DC 20002 USA Prime Access Consulting Cary NC 27511 USA

ISBN: (纸本)9783031615429;9783031615436

Accessibility has always played catch-up to the detriment of people with disabilities - and this appears to be exacerbated by the rapid advancements in technology. A key question becomes, can we better predict where technology will be in 10 or 20 years and develop a plan to be better positioned to make these new technologies accessible when they make it to market? To attempt to address this question, a "Future of Interface Workshop" was convened in February 2023, chaired by Vinton Cerf and Gregg Vanderheiden that brought together leading researchers in artificial intelligence, brain-computer interfaces, computer vision, and VR/AR/XR, and disability to both a) identify barriers these new technologies might present and how to address them, and b) how these new technologies might be tapped to address current un- or under-addressed problems and populations. This paper provides an overview of the results of the workshop as well as the current version of the R&D Agenda work that was initiated at the conference. It will also present an alternate approach to accessibility that is being proposed based on the new emerging technologies.

关键词： Accessibility Regulations Policy Equity

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ActiveAI: The Effectiveness of an Interactive Tutoring System in Developing K-12 AI Literacy 19th

ActiveAI: The Effectiveness of an Interactive Tutoring Syste...

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19th European Conference on Technology Enhanced Learning (EC-TEL)

作者： Tseng, Ying-Jui Yadav, Gautam Hou, Xinying Wu, Muzhe Chou, Yun-Shuo Chen, Claire Che Wu, Chia-Chia Chen, Shi-Gang Lin, Yi-Jo Liao, Guanze Koedinger, Kenneth R. Carnegie Mellon Univ Pittsburgh PA 15213 USA Univ Michigan Ann Arbor MI 48109 USA Natl Tsing Hua Univ Hsinchu Taiwan

ISBN: (纸本)9783031723148;9783031723155

As we witness groundbreaking advancements in Artificial Intelligence (AI), it is clear that the next generation must be equipped with AI literacy: the skill to interact, evaluate, and collaborate with AI systems. This study introduces ActiveAI, a scalable web-based tutoring system aligned with AI4K12's five big ideas in AI, designed to foster AI literacy among K-12 students through active learning and interaction with intelligent agents. A controlled classroom study involving 171 middle school learners was conducted to assess the effectiveness of ActiveAI in fostering AI literacy skills and competency toward AI. Results showed that, compared to students in the tell-and-practice control condition, students who used ActiveAI exhibited higher post-test performance in the module about how next-word prediction and temperature work in large language models. Students also developed higher self-reported competence toward AI after using ActiveAI than in the control condition. We conclude by suggesting assessment designs that promote deeper engagement with AI concepts by addressing students' common misconceptions, like "AI thinks just like humans", in K-12 AI literacy education.

关键词： AI Literacy Intelligent Agents Experiential Learning K-12 Instructional Design AI education Classroom Implementation

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Recommending Is Reflecting: A Surprising Benefit of Social Recommender Systems for Teachers 19th

Recommending Is Reflecting: A Surprising Benefit of Social R...

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42nd Conference and Exposition on Structural Dynamics (IMAC)

作者： Yacobson, Elad Alexandron, Giora Weizmann Inst Sci 234 Herzl St Rehovot Israel

ISBN: (纸本)9783031723117;9783031723124

Social recommender systems for teachers are based on evaluative feedback that teachers provide regarding learning resources (LRs) they used. These systems can greatly enhance the efficiency of locating quality digital learning resources by teachers. Previous studies on social recommender systems were based on the view that the act of providing feedback has no direct merit for the recommending teacher. We challenge this viewpoint, hypothesizing that writing a review about an LR would necessitate teachers to revisit and critically evaluate their teaching experiences with it, thus promoting reflective thinking. To investigate this hypothesis, we applied a verbal analysis protocol to measure the level of reflective thinking within 394 reviews of LRs provided by teachers. Our findings reveal that writing feedback on LRs indeed promotes reflective thinking, although the depth and content of the reflection are somewhat limited.

关键词： Reflective Thinking Open Educational Resources Social Recommendations Recommender Systems

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Internal Reading and Reciprocity 1

引用

20th International Conference on Logic and Engineering of Natural Language Semantics (LENLS)

作者： Chow, Ka-fat Hong Kong Polytech Univ Hung Hom Hong Kong Peoples R China

ISBN: (数字)9783031608780

ISBN: (纸本)9783031608773;9783031608780

This paper first points out that the internal reading of sentences containing certain reciprocal items such as "the same" carries a reciprocal meaning. It then provides a uniform formal treatment for these items that reflects the reciprocal meaning by using the Generalized Quantifier Theory enriched by the notions of generalized noun phrases (GNPs) and raised verb phrases. The basic framework initially makes explicit use of the GNP each other, and is then refined to make each other implicit so as to be in line with the surface syntactic structure. The framework is further refined to handle cases that are different from the basic cases, including reciprocal items appearing in non-object positions, conjoined phrases containing reciprocal items, downward monotonic and non-monotonic quantifiers, weaker reciprocal meaning and non-NP triggers.

关键词： internal reading reciprocal items Generalized Quantifier Theory generalized noun phrases raised verb phrases polymorphism

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Looking Through an Ethical and Equitable Lens at the Constructive Disruption of Design Interventions 13th

Looking Through an Ethical and Equitable Lens at the Constru...

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13th International Conference on Design, User Experience and Usability (DUXU)

作者： Mercer, Lisa Elzey Univ Illinois Urbana IL 80260 USA

ISBN: (纸本)9783031613616;9783031613623

The design research process is a powerful tool for effecting positive social change. Still, it must be recognized that it does not, by default, ensure the development of ethical and equitable design outcomes. Instead, we often see design be used to perpetuate the status quo. The pressure to "move fast and break things" or the assumption that good intentions are good enough are catalysts to perpetuate an oppressive design process. Designers can dismantle this false narrative by examining the inherent assumptions and values in a collaborative design process. There is a growing community of designers focused on framing ethical and equitable methodologies, epistemologies, and ontologies in design. As designers collaborate with the community, the design research process needs a recalibration to develop ethical and equitable outcomes. This paper will discuss the impact of design interventions on testimonial injustice in the design process, the value of developing nuanced design interventions, and the efficacy of determining if a design outcome is ethical and equitable. The leading question for this paper is, how can the enactors of human-centered design implement design interventions at the foundation of the design research process that would facilitate the outcome of ethical and equitable design? We must collaborate to develop and implement constructive ways to pause and constructively disrupt the design research process.

关键词： Ethics Equity Design Interventions Testimonial Injustice

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AI or Human? Evaluating Student Feedback Perceptions in Higher Education 19th

AI or Human? Evaluating Student Feedback Perceptions in High...

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19th European Conference on Technology Enhanced Learning (EC-TEL)

作者： Nazaretsky, Tanya Mejia-Domenzain, Paola Swamy, Vinitra Frej, Jibril Kaser, Tanja Ecole Polytech Fed Lausanne Lausanne Switzerland

ISBN: (纸本)9783031723148;9783031723155

Feedback plays a crucial role in learning by helping individuals understand and improve their performance. Yet, providing timely, personalized feedback in higher education presents a challenge due to the large and diverse student population, often resulting in delayed and generic feedback. Recent advances in generative Artificial Intelligence (AI) offer a solution for delivering timely and scalable feedback. However, little is known about students' perceptions of AI feedback. In this paper, we investigate how the identity of the feedback provider affects students' perception, focusing on the comparison between AI-generated and human-created feedback. Our approach involves students evaluating feedback in authentic educational settings both before and after disclosing the feedback provider's identity, aiming to assess the influence of this knowledge on their perception. Our study with 457 students across diverse academic programs and levels reveals that students' ability to differentiate between AI and human feedback depends on the task at hand. Disclosing the identity of the feedback provider affects students' preferences, leading to a greater preference for human-created feedback and a decreased evaluation of AI-generated feedback. Moreover, students who failed to identify the feedback provider correctly tended to rate AI feedback higher, whereas those who succeeded preferred human feedback. These tendencies are similar across academic levels, genders, and fields of study. Our results highlight the complexity of integrating AI into educational feedback systems and underline the importance of considering student perceptions in AI-generated feedback adoption in higher education.

关键词： Generative AI Formative Feedback Human Factors Higher Education

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The Impact of Smartphone Fonts and Text Colors on Visual Recognition of the Elderly 10th

The Impact of Smartphone Fonts and Text Colors on Visual Rec...

引用

10th International Conference on Human Aspects of IT for the Aged Population (ITAP) Held as Part of the 26th International Conference on Human-computer Interaction (HCII)

作者： Zhao, Yulin Luh, Ding-Bang City Univ Macau Fac Innovat & Design Macau 999078 Peoples R China Guangdong Univ Technol Sch Art & Design Guangzhou 510090 Peoples R China

ISBN: (纸本)9783031615429;9783031615436

With the development of mobile communications technology, smart phone has become a necessity in people's life. The aggravation of population aging in China draws the society's more attention to the market of smart phone for the aged. Being convenient, smart phone provides the aged with a brand new reading mode and a flexible reading environment. However, this advantage changes elderly users' habit of using eyes and causes visual fatigue. This research explores the relationship between smart phone screen color combination and visual identification, visual fatigue of the aged. Combining color criterion RGB adopted by most displayers with neutral colors black and white, the author probes into the influence of smart phone screen color combination on visual identification and visual fatigue through experiment. The experiment in this research is about the influence of mobile phone screen color combination on visual identification of the aged. The results showed that the best color sample for male subjects was white on a blue background, while the best color sample for females was green on a blue background.

关键词： Font Text color Visual recognition Smartphone Elderly

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Exploring Interaction Patterns in Web-Based Collaborative Writing Tasks Among Advanced L2 Learners: A Case Study Using Feishu Platform 8th

Exploring Interaction Patterns in Web-Based Collaborative Wr...

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8th International Conference on Emerging Technologies for Education (SETE)

作者： Liu, Qianqian Zhou, Shiyu China Univ Geosci Wuhan Sch Foreign Languages Wuhan 430074 Peoples R China Univ Int Business & Econ Sch Int Studies Beijing 100105 Peoples R China

ISBN: (纸本)9789819742455;9789819742462

Collaborative writing, particularly in the context of Technology-Mediated Communication (TMC), has gained excessive attention in language education studies. Despite the extensive literature on collaborative writing, there is a lack of attention to advanced English for Academic Purposes (EAP) learners. This research investigates the interaction patterns of L2 PhD students during web-based collaborative academic writing tasks using the integrated platform, Feishu. The study collected data from group video conferences, post-task interviews, and writing products on Feishu. The findings reveal four predominant interaction patterns, namely collaborative, cooperative, facilitative/cooperative, and cooperative/passive. Factors influencing these patterns were primarily learner-centric, task-centric, and tool-centric. This study underlines the importance of understanding technology's role in shaping collaborative writing dynamics and suggests the need for further exploration within diverse academic contexts and modern integrated platforms.

关键词： Collaborative Writing Interaction Patterns Explaining Factors

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SpaceXR: Virtual Reality and Data Mining for Astronomical Visualization 16th

SpaceXR: Virtual Reality and Data Mining for Astronomical Vi...

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16th International Conference on Virtual, Augmented and Mixed Reality (VAMR)

作者： Nikolaenko, Mikhail Tang, Ming Univ Cincinnati Extended Real Lab Digital Futures Cincinnati OH 45011 USA

ISBN: (纸本)9783031610462;9783031610479

This paper presents a project named "SpaceXR" that harmonizes data science, astronomy, and Virtual Reality (VR) technology to deliver an immersive and interactive educational tool. It is designed to cater to a diverse audience, including students, academics, space enthusiasts, and professionals, offering an easily accessible platform through VR headsets. This innovative VR application offers a data-driven representation of celestial bodies, including planets and the sun within our solar system, guided by data from the NASA and Gaia databases. The VR application empowers users with interactive capabilities encompassing scaling, time manipulation, and object highlighting. The potential applications span from elementary educational contexts, such as teaching the star system in astronomy courses, to advanced astronomical research scenarios, like analyzing spectral data of celestial objects identified by Gaia and NASA. By adhering to emerging software development practices and employing a variety of conceptual frameworks, this project yields a fully immersive, precise, and user-friendly 3D VRapplication that relies on accurate, publicly available databases to map celestial objects.

关键词： Virtual Reality Interactive Learning Astronomical Visualization

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