Creative learning can be understood as a process of personal transformation driven by the acquisition of new knowledge and skills through active participation in projects that are meaningful to the individuals. This process enables them to develop the capacity for innovation in different contexts. Contemporary technologies that allow more physical and immersive modes of interaction brought the concept of enactive systems, technological environments where there is a form of dynamic body-technology coupling. In this work, we present results from a systematic literature review of studies that supported creative learning using interactive environments with enactive characteristics, in educational contexts. The systematic review was conducted based on works published during the period of 2012–2022. The methodology details the research questions, selection criteria, search string, data collection and the quality and relevance of the selected documents. Results showed that environments of the selected studies present mainly the embodiment and emergence characteristics as part of their interaction. These environments promoted user initiatives, enabled users to think creatively and encouraged communication and collaboration. Results also point out other aspects of enactive approaches to cognition such as autonomy, sense-making, and intersubjectivity.

People’s interaction with computers has been explained through several theories and methods throughout the history of computers and their uses; more complex scenarios of ubiquitous and pervasive computing experimented nowadays invite other ways of considering human-technology interaction. The enactive approach to cognition, centered in human experience in the environment, has shown itself as a possibility to understand interaction in these new scenarios. In this paper we present a view of interaction, named socioenactive, to explain our relation with contemporary computational technologies in scenarios of ubiquitous and pervasive systems, understood from the enactivist perspective. After presenting core concepts related to intersubjectivity that helped to build up what we mean by socioenactive interaction, we illustrate it with some scenarios of ubiquitous and pervasive technology (situated in a school, a museum and a hospital), designed for the study of the phenomena of interaction. Graspable aspects of intersubjectivity are raised in the considered scenarios and affordances for the socioenactive interaction are illustrated. Implications of the study are discussed leading to aspects to consider in a research agenda in the field.

As new technologies constantly change what we understand as a computer, Human–Computer Interaction (HCI) educators need to stay updated and prepare their students to work with an ever-growing number of socio-technical situations. This phenomenon constitutes a challenge for HCI syllabuses and practices, demanding diversified approaches to HCI education. In this article, we articulate Papert’s constructionism with Dewey’s theory of experience to propose an experience-based constructionism approach to practices in HCI education. We illustrate our approach in a case study with 55 computing undergraduate students engaged in the design and construction of open-ended, physical interactive artworks. Nine interactive artifacts were created. The students have shown an effective experience with our approach, reporting an expanded view of HCI, and demonstrating competence in appropriating new methods and instruments, suggesting the effectiveness of our approach to HCI education. Results of this work may encourage other HCI educators and practitioners to experience the proposed approach in their specific contexts.

Abstract The Coronavirus pandemic and the consequent situation of social isolation have affected research design, especially in fields working directly with people. While online tools enable communication and collaboration, some specific domains involving contemporary technology-based systems, such as socioenactive systems, demand a deeper understanding of human-embodied action in real-world scenarios with ubiquitous technology. This work addresses this issue by presenting a study in which a research team used the OpenDesign Platform (ODP) to conduct a process of ideation and consolidation of a socioenactive-based system solution during pandemics and physical presence limitations. The contributions are twofold: addressing the demands of the research team working remotely and envisaging an interaction scenario for people in a socioenactive system, even without their copresence in the same physical space. Results have shown the strengths and weaknesses of the ODP and lessons learned towards supporting systems for teamwork in such systems’ ideation context.

Abstract Ubiquitous computing has brought new challenges for the design of scenarios for people–technology interactions. Despite considerable research on formal accessibility standards, related work has hardly investigated them in ubiquitous computing contexts. In this work, we investigate means of analyzing accessibility aspects in ubiquitous environments based on two standard instruments: the Universal Design (UD) Principles and Guidelines and the W3C-WCAG (Web Content Accessibility Guidelines of the World Wide Web Consortium). Both instruments were applied to the context of socioenactive ubiquitous environments, providing insights into their applicability and shortcomings. As a result of this analysis we constructed UbiAccess, an instrument to evaluate access in ubiquitous scenarios, which combines and extends characteristics of both UD and W3C-WCAG, filling in some of the gaps we identified. The application of UbiAccess to a case study shows the advantages of its use in informing the evaluation of access in ubiquitous scenarios.

The difficulty in reading and interpreting the text has been a common problem in several types of intellectual disability, such as autism and dyslexia. Moreover, it triggers numerous damages to students throughout their academic life. However, this work presents an approach to the inclusive learning of reading, using beauty technology, a playful activities box, and an emotional assessment tool. To verify the approach’s applicability, we tarried out a learning workshop with six students with some literacy difficulty in elementary school. The results showed that the playful experience of nails with the activity box and the tangible evaluation of use could make students feel good when practicing a challenging discipline.

The vision of the ubiquity of computing, present since the ideas of Mark Weiser, takes concrete form today with the Internet of Things (IoT). The concept of a system in which digital and physical entities are linked through adequate information and communication technologies demands new ways of thinking its construction. At the same time, as new demands appear for engineering of such systems, our teaching practices also need to be revised. This paper presents a proposal for the discipline of Software Engineering inspired by the Active Learning approach. Our proposal is illustrated with the development of Internet of Things scenarios by groups of students.

New technologies and practices are constantly transforming our interaction with computational systems. These transformations bring challenges to the Human-Computer Interaction (HCI) field, along with a constant need to better understand and describe how the design of interactive systems is changing. Currently, movements and theories such as speculative design and embodied cognition present unconventional perspectives and bring debate into the field. We investigate what kind of artifacts and attitude towards the design of interactive systems emerged in the InsTime project, in which 9 interactive installations were co-designed addressing the concept of deep time. Our discussion draws on a juxtaposition of backgrounds in philosophy of science, speculative design, and embodied cognition to analyze and characterize the empirical data from the InsTime project. As contributions, besides presenting the 9 interactive installations from InsTime and their co-design process, our discussion leads to a characterization of an attitude towards design that we named socioenactive design.

Journal Article Design of Interactive Mechanisms to Support the Communication of Users' Intentions Get access Julio Cesar dos Reis, Julio Cesar dos Reis Institute of Computing at the University of Campinas, Av. Albert Einstein, 1251, 13084-722, Cidade Universitária Zeferino Vaz, Campinas, Sao Paulo, Brazil Corresponding author: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Rodrigo Bonacin, Rodrigo Bonacin Faculty of Campo Limpo Paulista (UNIFACCAMP), Rua Guatemala, 167, 13231-230, Campo Limpo Paulista, Sao Paulo, BrazilCenter for Information Technology Renato Archer, Rodovia Dom Pedro I, km 143,6, 13069-901, Campinas, Sao Paulo, Brazil Search for other works by this author on: Oxford Academic Google Scholar Cristiane Josely Jensen, Cristiane Josely Jensen Faculty of Campo Limpo Paulista (UNIFACCAMP), Rua Guatemala, 167, 13231-230, Campo Limpo Paulista, Sao Paulo, BrazilFAH—Rua Pastor Hugo Gegembauer, 265, Parque Ortolândia, 13184-010, Hortolândia, Sao Paulo, Brazil Search for other works by this author on: Oxford Academic Google Scholar Heiko Horst Hornung, Heiko Horst Hornung Institute of Computing at the University of Campinas, Av. Albert Einstein, 1251, 13084-722, Cidade Universitária Zeferino Vaz, Campinas, Sao Paulo, Brazil Search for other works by this author on: Oxford Academic Google Scholar Maria Cecília Calani Baranauskas Maria Cecília Calani Baranauskas Institute of Computing at the University of Campinas, Av. Albert Einstein, 1251, 13084-722, Cidade Universitária Zeferino Vaz, Campinas, Sao Paulo, Brazil Search for other works by this author on: Oxford Academic Google Scholar Interacting with Computers, Volume 30, Issue 4, July 2018, Pages 315–335, https://doi.org/10.1093/iwc/iwy013 Published: 04 July 2018 Article history Received: 14 May 2017 Revision received: 01 May 2018 Accepted: 01 June 2018 Published: 04 July 2018

To reimagine Logo's ideas in the next years demands imagining ways of reinventing 'programming' in learning environments, making sense in different social contexts. The benefits of storytelling environments built with tangible technologies have shown a successful endeavor favoring the shared construction of the narratives. This article presents a computational environment based on tangible interfaces with the purpose of allowing a group of children and teachers, to create, share and tell stories together. The proposed environment was experimented within an educational context with 9 years old children and their teachers. This environment intends to illustrate the concept of socio-constructionism.

Recent literature indicates that user intention analysis brings benefits for several computational tasks including information retrieval and communication. However, intentions are expressed implicitly in natural language texts. Domain related specificities and cultural language aspects hamper their machine representation and interpretation. This requires thorough investigations of intention recognition methods in free text to permit further exploring them. In this paper, we propose a technique based on the matching with representative key phrases and semantic extension of terms to detect instances of intention classes in natural language sentences. We explore a multidimensional framework of illocution categorization to structure the distinct intention classes. The conducted experiments with Portuguese language datasets of different characteristics reveal the potentialities of our method when analyzing the outcome of state-ofthe- art machine-learning based text-mining techniques.

In this paper, we introduce a real-time face recognition (and announcement) system targeted at aiding the blind and low-vision people. The system uses a Microsoft Kinect sensor as a wearable device, performs face detection, and uses temporal coherence along with a simple biometric procedure to generate a sound associated with the identified person, virtualized at his/her estimated 3-D location. Our approach uses a variation of the K-nearest neighbors algorithm over histogram of oriented gradient descriptors dimensionally reduced by principal component analysis. The results show that our approach, on average, outperforms traditional face recognition methods while requiring much less computational resources (memory, processing power, and battery life) when compared with existing techniques in the literature, deeming it suitable for the wearable hardware constraints. We also show the performance of the system in the dark, using depth-only information acquired with Kinect's infrared camera. The validation uses a new dataset available for download, with 600 videos of 30 people, containing variation of illumination, background, and movement patterns. Experiments with existing datasets in the literature are also considered. Finally, we conducted user experience evaluations on both blindfolded and visually impaired users, showing encouraging results.

Cultural aspects such as values, beliefs, and behavioral patterns influence the way technology is understood and used, and the impact it may cause on the environment and on people. Although there is influential literature devoted to the subject of values and culture in Human–Computer Interaction, there is still a lack of principled and practical artifacts and methods to support researchers and practitioners in their activities. In this paper, we present a Value-oriented and Culturally Informed Approach (VCIA) to sensitize and support Computer Science and Engineering professionals in taking values and culture into consideration throughout the design of interactive systems. The approach is grounded on theoretical and methodological bases of Organizational Semiotics, Building Blocks of Culture, and Socially Aware Computing. VCIA offers a set of artifacts and methods articulated to support the design process in its different stages and activities: from the identification of stakeholders and their values, to the organization of requirements and the evaluation of the designed solution. In this paper, we present VCIA’s principles, artifacts, and illustrate its usefulness in bringing values into consideration, supporting a socially aware system design.

Learning Design (LD) is a key factor to improve results of educational practices. LD has started to become an important and recognized activity among teachers and, in recent years, many LD software tools have been developed, to simplify the process of design and to foster the reflection about teaching. However, these tools, also because of usability problems, seem to suffer of an incompatibility between the support of design sharing and the encouragement of teaching reflection. This paper investigates the problem and presents the LEDITA tool, a LD editor developed within a participatory research project for the representation and sharing of designs between a community of teachers of Italian as a second/foreign language. A usability test was conducted with the objective to take a holistic look at the LEDITA system and gathering data concerning the process of creation of a learning design and the effectiveness of the LEDITA tool. Results from the study show a good usability level and a consistent support to the reflection on teaching practice, especially in relation to the organization and management of knowledge and content.

In recent years, the multiplicity of educational resources and tools available have opened discussions about the role of the teacher in his/her professional practices. This paper investigates the relationship between Learning Design and teaching practice, based on research literature and on a study involving structured interview conducted with Italian language teachers from 16 countries. As a result, a new perspective to promote the diffusion of Learning Design among professional teachers is proposed inspired by the epistemology of practice. The proposed process may further inform the design of tools to support Learning Design.

Table-top Role Playing Games (RPGs) can be a powerful educational tool, but many teachers either aren’t aware of that, or don’t know how the game works. This problem could be alleviated with an authoring tool that facilitates the process of creating educational table-top RPG adventures and, at the same time, provide an introduction and computer-based support to this game genre. Literature on available authoring tools oriented to the creation of games in educational contexts is still scarce. Therefore, this article presents our efforts towards the design of a web authoring tool that aims at helping both teachers and students in the creation of educational table-top RPG adventures and also in the posterior use of these adventures in the classroom. The goal behind this work is to promote this genre of games and computers in education.

One approach for suiting the diverse and mutable interaction requirements is to tailor interfaces according to the users' preferences or needs. Although literature regarding flexible systems presents results with diverse foci, there has been a lack of works with a sociotechnical view to the problem and which consider methods and techniques to support designers in their practice. This paper presents PLuRaL - a framework to design flexible systems that considers a broader and deeper understanding of the domain and the context of use and proposes a norm-based representation for the different “behaviors” the system should have. A feasibility study was conducted, and the results suggest a positive evaluation of PLuRaL's utility, flexibility in supporting design changes, creative freedom and satisfaction with the results.

TV is an artifact present in 90% of Brazilian homes and it is the main source of information for a major part of the population. The moment of definition and consolidation of an interactive digital TV technology in Brazil provides us with a unique opportunity to cope with the digital divide issues. Making sure that iDTV contents and devices are flexible enough so that people are able to perceive, understand and interact with them is an essential requirement for the democratization of information via TV broadcasting. This paper investigates the basis for setting an interactive digital TV in Brazil by analyzing the Brazilian scenario and by proposing recommendations for the design of accessible user interfaces for iDTV applications; this basis is illustrated with the design of ciT-goV, a t-gov application prototype.

Most work activities in organizations involve problem discussion, interpretation and decision-making. Literature has shown that an understanding of the nature of groups and their organizational work context is essential to the designs of systems to support these activities. Andon is a CSCW (Computer-Supported Cooperative Work) system, designed to support discussion during problem-solving processes in a manufacturing organization. This paper addresses the reuse of results from participatory techniques applied to the Andon interface design to propose an artificial agent structure aimed at improving decision-making in workgroups.