Abstract Relations between terms in texts have long been studied in linguistics and specialized knowledge domains, especially when occurring in educational materials like textbooks, where they play a crucial role in guiding instructional design and learning. Prerequisite relations (PR), which determine the sequence of presentation of domain terms, are particularly crucial for effective learning. Therefore, the authors consider them carefully when writing instructional texts. The reverse process of identifying PR within texts aims to extract the inherent knowledge structure they are based on and is a key task in the field of corpora annotation for educational knowledge modeling. Although there are tools for manual annotation, there is a need for specialized tools tailored to the unique properties of PR, enabling easy creation, analysis, and sharing of annotated datasets. In this paper, we introduce Prerequisite Relations Annotation Tool (PRAT), a novel tool designed for annotating PR based on a validated protocol. PRAT simplifies the process of capturing, analyzing, and visualizing prerequisite structures in educational texts. We outline PRAT's architecture and functionalities, emphasizing its unique features compared to existing corpora annotation tools. Through a user study involving users with diverse backgrounds, we show PRAT's effectiveness in real‐world scenarios.

With the increased use of videos as learning support tools, learners of all levels regularly seek and view educational videos, whether to gain a basic understanding of a topic or to delve deeply into a specific domain subject. The availability of tools to help learners make informed choices would be of great value. These tools should support searching videos that match the learner’s needs and provide comparisons between them. Our contribution in this respect is the design of an innovative framework aimed to support video comparison using criteria that include the topic relevance in the video, its depth of coverage, and the required prerequisites for video comprehension, other than features including the explanation duration and the percentage of frames containing slides. All these features are extracted from the video and used to provide the user with video-specific and comparative visual information. Our preliminary results about the comprehensibility, perceived usefulness, and usability of the comparison interface are highly encouraging. In particular, we highlight the positive perception of users about the possibility of better understanding which videos address the concepts they are looking for and identifying the prerequisite concepts needed to comprehend the video topics.

Virtual reality and immersive environments have gained significant attention for their potential for learning support. However, immersive concept maps have not yet been much investigated in the scientific literature. Starting from interactive concept maps, this paper introduces a novel approach to immersive concept maps that exploits motion and the depth dimension of virtual reality, along with the power of concept maps as graphic organizers, to enhance the learning process.

Abstract This paper deals with the use of videos in education and describes an approach to improve the learners’ experience in the first-watch and rewatch learning contexts. Actually, learning through videos raises challenging issues like non-linear navigation and poor structure of the video content. Hence, a novel application is presented, designed to address such issues. To this aim, the proposed Edurell environment enriches standard video lessons with new services based on the contents’ structure of the video, resulting in a new hypervideo educational application. The system extracts the concepts explained in a given video lesson, their prerequisite relations, and the segments of the video where they occur, together with other pieces of knowledge. The resulting knowledge graph allows creating augmented video lessons and enables learners to perform non-linear navigation and in-depth exploration of their learning contents. This idea was implemented in a custom web-based video player with interactive visual tools. Then, a heuristic usability evaluation was performed with HCI experts. Also, a user study with university students was done, aimed to evaluate the perceived usability and the student’s experience in the two mentioned learning contexts. The first results achieved show the effectiveness of the proposed approach.

Multimedia content and video-based learning are expected to take a central role in the post-pandemic world. Thus, providing new advanced interfaces and services that further exploit their potential becomes of paramount importance. A challenging area deals with developing intelligent visual interfaces that integrate the knowledge extracted from multimedia materials into educational applications. In this respect, we designed a web-based video player that is aimed to support video consumption by exploiting the knowledge extracted from the video in terms of concepts explained in the video and prerequisite relations between them. This knowledge is used to augment the video lesson through visual feedback methods. Specifically, in this paper we investigate the use of two types of visual feedback, i.e. an augmented transcript and a dynamic concept map (map of concept’s flow), to improve video comprehension in the first-watch learning context. Our preliminary findings suggest that both the methods help the learner to focus on the relevant concepts and their related contents. The augmented transcript has an higher impact on immediate comprehension compared to the map of concepts’ flow, even though the latter is expected to be more powerful to support other tasks such as exploration and in-depth analysis of the concepts in the video.

The growing use of online videos across a wide range of applications, including education and training, demands new approaches to enhance their utility and the user experience, and to minimise or overcome their limitations. In addition, these new approaches must consider the needs of users with different requirements, abilities, and usage contexts. Advances in human-computer interaction, immersive video, artificial intelligence and adaptive systems can be effectively exploited to this aim, opening up exciting opportunities for enhancing the video medium. The purpose of this workshop is to bring together experts in the fields above and from popular application domains in order to provide a forum for discussing the current state-of-the-art and requirements for specific application domains, in addition to proposing experimental and theoretical approaches.

This paper is about an interactive and tangible storytelling installation based on the principle of ubiquitous museum. The installation is designed to focus children’s attention on the sailing practice in the Medieval age by engaging children in an experience where they interact with several ancient navigation tools, equipped with sensors and communication capabilities. The networked infrastructure is combined with the approach of tangible narratives to augment the museum experience. We conducted a pilot study with three different groups of participants in order to investigate the interaction with the augmented ancient navigation tools. We used quantitative and qualitative data to get feedback on participants’ engagement while interacting with diegetic and non-diegetic objects and on factors that can impact engagement. Even though preliminary, the results can be useful to designers of ubiquitous museum installations to know possible risks and factors to take into account at design time.

This paper proposes a model that exploits the Internet of Things in the urban environment to promote the accessibility to physical real-world objects especially to those with special needs. The approach is primarily based on connecting and sharing data about accessibility requirements and real-world environment data. The approach is also founded on annotating physical objects, and adapting the interaction with the virtual side of cyber-physical objects in order to make physical objects accessible in a smart environment via smart devices. We define and build our model as an extension of previous research results in order to facilitate interaction with everyday objects and promote quality of life for those with special needs.

This article introduces a framework for creating rich augmented environments based on a social web of intelligent things and people. We target outdoor environments, aiming to transform a region into a smart environment that can share its cultural heritage with people, promoting itself and its special qualities. Using the applications developed in the framework, people can interact with things, listen to the stories that these things tell them, and make their own contributions. The things are intelligent in the sense that they aggregate information provided by users and behave in a socially active way. They can autonomously establish social relationships on the basis of their properties and their interaction with users. Hence when a user gets in touch with a thing, she is also introduced to its social network consisting of other things and of users; she can navigate this network to discover and explore the world around the thing itself. Thus the system supports serendipitous navigation in a network of things and people that evolves according to the behavior of users. An innovative interaction model was defined that allows users to interact with objects in a natural, playful way using smartphones without the need for a specially created infrastructure. The framework was instantiated into a suite of applications called WantEat, in which objects from the domain of tourism and gastronomy (such as cheese wheels or bottles of wine) are taken as testimonials of the cultural roots of a region. WantEat includes an application that allows the definition and registration of things, a mobile application that allows users to interact with things, and an application that supports stakeholders in getting feedback about the things that they have registered in the system. WantEat was developed and tested in a real-world context which involved a region and gastronomy-related items from it (such as products, shops, restaurants, and recipes), through an early evaluation with stakeholders and a final evaluation with hundreds of users.

Wanteat is a framework and a suite of applications which allow users to interact with and explore mixed social networks of smart objects and people in the gastronomy domain, thus promoting the cultural heritage of a territory. Wanteat interaction model is based on the concept of a "wheel" [1].

This position paper describes the role ontologies can play in Mobile Context-Aware recommender systems. In a Semantic Web vision of recommender systems, the adoption of ontologies for modeling the domain, the context and the adaptation process can contribute to tailor the right information/service to users and thus facilitate the user-system interaction and the system communication with other agents.

Journal Article Adapting the interaction in a call centre system Get access Federica Cena, Federica Cena Department of Computer Sciences, University of Torino, Corso Svizzera 185, 10149 Torino, Italy Search for other works by this author on: Oxford Academic Google Scholar Ilaria Torre Ilaria Torre * Department of Computer Sciences, University of Torino, Corso Svizzera 185, 10149 Torino, Italy * Corresponding author. Address: Dipartimento di Informatica, università di Torino, Corso Svizzera 185, 10149 Torino, Italy. Tel.: +39 11 6706827; fax: +39 11 751603. E-mail addresses: [email protected] (F. Cena), [email protected] (I. Torre). Search for other works by this author on: Oxford Academic Google Scholar Interacting with Computers, Volume 18, Issue 3, May 2006, Pages 478–506, https://doi.org/10.1016/j.intcom.2005.11.007 Published: 04 January 2006

This paper describes the innovative combination of speech recognition and personalized response generation with the adaptive routing of calls to the operator which best fits the caller's features. The project aims at supporting the user incrementally, starting from a personalized automatic support and moving to a proficient human one, when it is needed. In particular the paper shows the adaptive workflow of the answering process and focuses on the principles for providing the personalized speech response.