One of the Sustainable Development Goals (SDGs) established by the United Nations is Quality Education, specifically aiming to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all (SDG 4). This goal emphasizes the provision of education that is accessible, fair, and of high quality to individuals regardless of their background or circumstances. Innovative technologies, such as Generative Al, offer new prospects for enhancing both the access to and quality of education. However, they also introduce new challenges that could potentially have negative impacts. This panel aims to provide a platform for sharing international perspectives, with panellists from different countries, and for exchanging ideas, experiences, and practices towards achieving SDG 4. The discussion will focus on three main areas: 1) global challenges in achieving inclusive and equitable quality education; 2) good practices in promoting inclusive and equitable education with digital technology; 3) the impact of innovative technologies, such as Generative Al in promoting access to quality education. The goal of this panel is to promote research in inclusive and equitable education within APSCE by highlighting the significance of digital technology as a catalyst for change and exploring strategies to realize quality education for all.

The recent growth of the digitalization of education has increased the importance of digital accessibility. In higher education, faculty members and administrative staff are the main content creators who are responsible for creating and publishing digital content for both students and university staff. Literature shows that these content creators do not have the necessary knowledge to create accessible digital content. At the same time, there is an abundance of information available online about how to create accessible digital content. However, due to the lack of time the content creators are often not able to find the necessary information to help them with the particular accessibility task they have at hand. In this study we have developed an online guide aiming at assisting content creators to create accessible content where target users have been involved in the iterative design, development and evaluation process. A summative evaluation was also conducted with a mixed-method approach, combining observation, survey, semi-structured interview, and document inspection. The results show that the online guide has potential to help faculty members and administrative staff to improve the accessibility of their digital content.

Abstract Our elderly population faces challenges in accepting and using new digital technology, and tangible user interface (TUI) can contribute as a more intuitive user interface in addressing these challenges. Studies have shown that nostalgic memories trigger positive emotions, which can provide better experiences for elderly people in learning and using new technology. However, the use of nostalgia in TUI for elderly people has been little and therefore the understanding on how nostalgia can contribute in TUI promoting technology acceptance among elderly people is limited. In order to address this knowledge gap, in this study we have created a nostalgic TUI application for elderly people through three iterations of design, development and evaluation. The results show that by adopting the element of nostalgia into the TUI application, elderly people could learn to use new technology in a more intuitive way. They could relate the new technology to their old positive memories. However, they had expectations that the TUI application would work exactly like the old fashioned way. Through the research process, we gathered and reflected on the lessons learned, which can serve as guidelines for using the concept of nostalgia in designing TUI application for elderly people’s technology acceptance.

Abstract Parkinson’s disease is a neurodegenerative disorder that affects primarily motor system. Physical exercise is considered important for people with Parkinson’s disease (PD) to slow down disease progression and maintain abilities and quality of life. However, people with PD often experience barriers to exercises that causes low-level adherence to exercise plans and programs. Virtual Reality (VR) is an innovative and promising technology for motor and cognitive rehabilitation. Immersive VR exergames have potential advantages by allowing for individualized skill practice in a motivating interactive environment without distractions from outside events. This paper presents an immersive virtual reality (VR) exergame aiming at motor training on fingers and hand-and-eye coordination. The results from the usability study indicate that immersive VR exergames have potential to provide motivating and engaging physical exercise for people with PD. Through this research, we hope to contribute to evidence-based design principles for task-specific immersive VR exergames for patients with Parkinson’s Disease.

Abstract People are living longer nowadays. Unfortunately, this positive tendency is marred by various age-related health issues, which people experience. Falling is one of the most serious and common of them. Falls negatively influences elderly’ everyday living and significantly decreases quality of their life. Physical exercises is a proven method for preventing falls. However, it is only effective when training is regular and exercise techniques are correct. This paper presents a prototype of an augmented reality exergame for elderly people to perform physical exercise at home. The research is focusing on developing a solution for both above-mentioned issues: augmentation with Microsoft Kinect and various sensors assists in creating a safe game environment, which can helps to perform exercises with right technique; gamification elements contribute to users’ motivation to train regularly. A user-centered design approach was adopted to guide the design and development iterative process. User testing of the first prototype was performed and demonstrated positive attitudes from participants. Feedback from user testing will be used for the next development iterations.

With the increasing development and adoption of digital technologies for education, more data gathered from educational contexts are being analyzed to give actionable insights to stakeholders. As a data-driven approach for better understanding and optimizing learning and the learning environment, learning analytics has the potential to contribute to smart learning. However, current learning analytics lacks knowledge awareness, an important component in smart learning. This paper draws upon research in the domain of smart learning, reflects on current research on methods and processes in learning analytics, and proposes a framework for knowledge-aware learning analytics for smart learning.

The development of Massive Open Online Courses (MOOCs) has provided unique learning opportunities for many people. In the meantime, the lack of accessibility in some MOOCs has also created barriers for diverse learners. In this paper, we present the preliminary results from a study on the accessibility a selected set of MOOCs on the Coursera platform for blind learners who use screen readers and Braille to interact with computers and mobile devices.

The Learning Analytics and Policy (LAP) workshop explores and documents the ways in which policies at national and regional level are shaping the development of learning analytics. It brings together representatives from around the world who report on the circumstances in their own country. The workshop is preceded by an information gathering phase, and followed by the authoring of a report. The aspirations, achievements and constraints in the different countries are contrasted and documented, providing a valuable resource for the future development of learning analytics.

Learning analytics open up a complex landscape of privacy and policy issues, which, in turn, influence how learning analytics systems and practices are designed. Research and development is governed by regulations for data storage and management, and by research ethics. Consequently, when moving solutions out the research labs implementers meet constraints defined in national laws and justified in privacy frameworks. This paper explores how the OECD, APEC and EU privacy frameworks seek to regulate data privacy, with significant implications for the discourse of learning, and ultimately, an impact on the design of tools, architectures and practices that now are on the drawing board. A detailed list of requirements for learning analytics systems is developed, based on the new legal requirements defined in the European General Data Protection Regulation, which from 2018 will be enforced as European law. The paper also gives an initial account of how the privacy discourse in Europe, Japan, South-Korea and China is developing and reflects upon the possible impact of the different privacy frameworks on the design of LA privacy solutions in these countries. This research contributes to knowledge of how concerns about privacy and data protection related to educational data can drive a discourse on new approaches to privacy engineering based on the principles of Privacy by Design. For the LAK community, this study represents the first attempt to conceptualise the issues of privacy and learning analytics in a cross-cultural context. The paper concludes with a plan to follow up this research on privacy policies and learning analytics systems development with a new international study.

Learning Analytics is based on data from the digital traces left by learning activities. In the controlled environment of a research lab combining data from different sources does not pose many problems. However, when scaling up learning analytics for general use in schools and universities data sharing and interoperability become major challenges. These issues are now being addressed in standardisation settings, both internationally and nationally. A case study of a Norwegian standards project shows that there are considerable conceptual issues emerging when stakeholders representing different interests start working towards consensus on these issues. Based on the case study this paper contributes with a number of conceptual constructs and a process that will make it easier to reach consensus about different aspects related to access to and exchange of data from different sources relevant for analysis of learning and the contexts in which learning occurs.

Issues related to Ethics and Privacy have become a major stumbling block in application of Learning Analytics technologies on a large scale. Recently, the learning analytics community at large has more actively addressed the EP4LA issues, and we are now starting to see learning analytics solutions that are designed not only as an afterthought, but also with these issues in mind. The 2nd EP4LA@LAK16 workshop will bring the discussion on ethics and privacy for learning analytics to a the next level, helping to build an agenda for organizational and technical design of LA solutions, addressing the different processes of a learning analytics workflow.

The large-scale production, collection, aggregation, and processing of information from various learning platforms and online environments have led to ethical and privacy concerns regarding potential harm to individuals and society. In the past, these types of concern have impacted on areas as diverse as computer science, legal studies and surveillance studies. Within a European consortium that brings together the EU project LACE, the SURF SIG Learning Analytics, the Apereo Foundation and the EATEL SIG dataTEL, we aim to understand the issues with greater clarity, and to find ways of overcoming the issues and research challenges related to ethical and privacy aspects of learning analytics practice. This interactive workshop aims to raise awareness of major ethics and privacy issues. It will also be used to develop practical solutions to advance the application of learning analytics technologies.

Mobile augmented reality (AR) applications can provide just-in-time information based on the user's preferences and context and thus improve the tourist experience. Due to various problems, the potential of this technology has yet to be fully exploited. In this paper, we present the design, implementation and evaluation of a mobile AR application for historical Oslo that aims to bring history to life by providing historical pictures of a location, depending on the direction in which the camera is pointing. This application can run offline and is designed as a generic framework where a similar application for a new city can be created by simply replacing the city-specific database.

The study presented in this paper focuses on the accessibility of Learning Management Systems (LMSs) from teachers’ perspective. We seek to identify accessibility issues and propose possible i mprovements. Based on universal design principles and guidelines, this study adopts heuristic evaluation method and collects qualitative data on the accessibility of one popular open source LMS, Moodle. Data analysis shows that although Moodle has paid much attention to accessibility, the level of conformance to the ATAG guidelines is still low and many accessibility issues remain unsolved. These issues must be addressed in order for teachers with physical disabilities to be able to use the system efficiently.

To provide recommendations of learning objects and adaptive learning support has been one of the main areas within the AIED community. Learner-generated material could potentially be valuable as learning resources. How to identify relevant learner-generated resources and provide just-in-time recommendations to the learner is a challenging task. This paper presents a recommender system that can recommend collaborative knowledge constructed and accumulated by previous learners.

Complex and dynamic systems are difficult to understand, and without extended training and experience people tend to misperceive these systems. Although current simulation tools illustrate what is happening in the complex systems, they lack the means to represent the narrative aspects of the exhibited behaviors in order to provide an account for the behaviors. This knowledge is embedded in the structure of the system, but the user has to perform the analysis manually, which is a highly challenging task. In this paper we present the development and evaluation of the visualization lab that visualizes the behaviors of system dynamics models using multimedia, focusing on the use of video clips.

The often counter-intuitive behavior of dynamic systems requires profound training and experience to predict. Simulations can provide a practice arena in which users can experiment with different policies, and thus learn why certain behavior arises. However, common tools for creating such simulations provide no explanation of the exhibited behavior, and it is up to the user to reason about causes and effects. Without insight into the system dynamics field, such an analysis can be highly challenging to perform. This paper looks into how an explanation of system dynamic models can be dynamically generated in order to scaffold the users’ comprehension of the system. The objective of the generated explanation is to enhance the users’ understanding of the particular dynamic system, but also to stimulate their dynamical thinking in general.

This paper presents design, development and evaluation of POSbase in psychology teaching. POSbase is a highly flexible system that encourages constructive and self-regulated learning. It also allows researchers and instructors to share their teaching materials and experience. Formative evaluation shows users' positive response toward POSbase as well as requirements for further improvement of the functionalities.

Although many Web-based educational systems are available on the Web, very few of them can share their components with others and building a new system can rarely reuse existing components. Making two components developed in different languages and on different platforms work together requires a lot of work. This paper describes a means for making educational components interoperable and reusable on the Web by using Web Services. In this way developing a Web-based educational system becomes less tedious and more efficient.

This paper presents an approach for designing facilitators as interface agents in collaborative learning and work environments. As some researchers already have commented, too little effort has been focused on researching human agent interaction, and how presentation techniques can be developed to mediate agent output more successfully (Dickinson, 1998). A lot of research has been done in the field of animated pedagogical agents. Research in this field is occupied with capabilities such as eye movements, hand gestures and user - agent conversations. In these settings agents tend to be a crucial part of the interface, and interacting with the agent can be time consuming. The authors argue that such techniques might not prove successful in collaborative learning and work environments, especially in scenarios imposing a heavy workload on the participants. In contrast, they propose a different design approach so agents can become less intrusive. This will hopefully leave the learners with time to do their needed collaborative work.