The goal of this workshop is to present an overview of ongoing research on Human–Computer Interaction (HCI) for teaching and learning. The workshop focuses on how emerging interaction paradigms, such as adaptive interfaces, multimodal interaction, and game-based learning, can support richer, more engaging, and more inclusive Technology-Enhanced Learning (TEL) experiences. The discussion will be structured around three central research directions that remain insufficiently explored: facilitating the design and evaluation of TEL systems that promote effective learning and quality of experience through innovative HCI approaches; adapting TEL systems to the complexity of educational environments; and modeling learners and users in TEL systems to account for their diversity, their preferences, and constraints. The ultimate goal of the workshop is to bring together researchers interested in discussing and converging on the future challenges and opportunities of the field.

A large number of studies highlight the importance of regulation in collaborative learning (CL). Nevertheless, only some studies describe how to get or support pupils to learn to regulate group work in school. In this context, we aim to understand if a specifically designed tangible environment can promote a regulated collaboration process during a face-to-face activity in school. Therefore, we conducted a 2-year design-based research (DBR) study. This article describes the DBR cycles in detail, and the steps we have executed to develop, test, implement, and evaluate a set of tangible artifacts called Collective attention led by a Mediated environment (CalMe). First, we identified three specific dimensions that interfere with CL in the classroom: team building and collective decision-making, task regulation awareness, and over-solicitation limitation. Second, we proposed design choices leading to the first iteration of a CalMe device that meets these needs. We then assessed usability and acceptability before the pedagogical validation steps. Third, through a pilot study, we evaluated the pedagogical potential of the second iteration of the CalMe device in a real context of use in an elementary school class. We collected and analyzed data from surveys, focus groups, log data, and video recordings through all the steps. Moreover, to allow for duplication of the study, we propose and detail our methodological approach. This study shows an empirical example of a DBR process that allows responding as closely as possible to the needs of both pupils and teachers. This work also provides input to teachers regarding a better understanding of collaborative problem-solving activities. Although there is still room for improvement on specific dimensions related to task regulation, such as better management of ambient noise or work tempo, the results indicate that the CalMe device allows for a regulated collaboration process in schools. It shows an human–computer interaction design process that can be an example of how to influence classroom activities through technology to promote positive CL experiences.

Traditional computer systems based on the WIMP paradigm (Window, Icon, Menu, Pointer) have shown potential benefits at school (e.g. for web browsing). On the other hand, they are not well suited as soon as hands-on and collaborative activities are targeted. We present CARDS, a Mixed-Reality system that combines together physical and digital objects in a seamless workspace to foster active and collaborative learning. We describe the design process based on a participatory approach with researchers, teachers, and pupils. We then present and discuss the results of a user study that tends to show that CARDS has a good educational potential for the targeted activities.