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.

International audience

Many studies have investigated how interpersonal differences between users influence their experience in Virtual Reality (VR) and it is now well recognized that user's subjective experiences and responses to the same VR environment can vary widely. In this study, we focus on player traits, which correspond to users' preferences for game mechanics, arguing that players react differently when experiencing VR scenarios. We developed three scenarios in the same VR environment that rely on different game mechanics, and evaluate the influence of the scenarios, the player traits and the time of practice of the VR environment on users' perceived flow. Our results show that 1) the type of scenario has an impact on specific dimensions of flow; 2) the scenarios have different effects on flow depending on the order they are performed, the flow preconditions being stronger when performed at last; 3) almost all dimensions of flow are influenced by the player traits, these influences depending on the scenario, 4) the Aesthetic trait has the most influences in the three scenarios. We finally discuss the findings and limitations of the present study that we believe have strong implications for the design of scenarios in VR experiences.

Gamification has been widely used to increase learners’ motivation and engagement in digital learning environments. Various studies have highlighted the need to tailor gamification according to users’ characteristics. However, little is known about how tailoring gamification affects learners’ engagement when interacting with the environment. In this paper, we analyse learners’ behaviours in a large-scale field study in real-world classroom conditions over a six-week period. We identify three behavioural patterns and show at a global level that two of these patterns are influenced by adaptation. When we look at how learners’ engagement evolves over time, we see more differences in the adapted condition, specifically in the final lessons of the experiment. Globally learners’ engaged behaviours gradually decreased over time but tailoring the game elements to learners seemed to reduce this decrease or make it more stable, depending on the behavioural patterns.

International audience

Orchestrating digital devices in classrooms is challenging. We conducted an observational study to understand how teachers manage multi-device classrooms involving tablets, computers, and video-projectors. Two categories of device management tasks stand out: content sharing and remote control. Based on our observations, we identify 17 multi-device management tasks that are important to teachers in this specific device configuration. We conducted a second study to investigate how teachers could perform these tasks with the help of a smartwatch. For remote control tasks, participants preferred smartwatches to interact from a distance, whereas for content-sharing tasks, they preferred to interact directly with the devices displaying the content. We outline design opportunities for multi-device management controls in learning environments, and challenges for HCI research on classroom orchestration.

International audience

Mobile devices offer great opportunities in the field of collaborative learning. They are especially interesting in their ability to provide digital information while still supporting social interactions between group members, which are essential elements of coordinated and shared activities. However, in truly mobile conditions, e.g. outdoors, the high variability of groups spatial configurations can potentially modify coordination mechanisms. We designed and tested an orienteering mobile learning game to better understand how device use shaped collaboration in highly mobile conditions. The study involved four groups of three students all equipped with tablets. We focused our analysis on the relationship between participants' arrangements (F-formations), their device usage and coordination mechanisms (i.e. awareness, regulation, information sharing, and discussion). Our results emphasize the importance of considering the transitions between arrangements more than F-formations per se. We discuss the implications of these findings for the design and analysis of mobile collaborative activities.

Digital tabletops are gaining increasing relevancy within commercial and educational sectors. These devices, with their multi-touch surfaces, can support collaborative activities while maintaining natural face-to-face communication. However, we still know little about possible learning outcomes and the situations they favor. We have conducted a study to explore how group activities on tabletops could potentially encourage collaboration on tabletops. We have particularly focused on the potential of tabletops to favor knowledge transfer, which can be translated to the question how knowledge might be assimilated, understood and transferred in the best way. This paper presents a comparative study of a learning session using concept-maps on tabletops and a learning session using traditional paper and pencil tools. The comparison revealed a tendency for the tabletop-environment to effectively support knowledge transfer.