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- Jää-Aro, Kai-Mikael, 1966-
(författare)
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Reconsidering the avatar : From user mirror to interaction locus
- 2004
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis is concerned with shared virtual environmentsfor collaborative work. An important aspect of shared virtualenvironments is the avatar, the representation of the user inthe virtual world. The proper design of the avatar has been thesubject of considerable research, aimed at allowing the avatarsto express as much as possible of human non-verbalcommunication and, as it were, tie the user closer to thevirtual world.I will go through the historical development of sharedvirtual environments and how the design principles for avatarshave followed the available technology over time. I describeearlier research on extending avatars and environments in orderto better support collaboration in virtual spaces. I will thendescribe a user study where pairs of subjects cooperated on aconstruction task, and the implications for design ofcollaborative applications in VEs that can be drawn from thisstudy. In particular I show how the subjects used the availableresources in the environment to negotiate a sharedunderstanding of the environment and the task. Some of thesubjects had no visible avatars, but still solved the task byusing the environment itself to orient themselves and drawattention to important features of the environment.Following this, I and co-workers have designed virtualenvironments which have had no explicit avatars, nor have usedtraditional methods for navigation in 3D space, but ratherrelied on task-oriented features of the space, such asagglomerations of other users or interesting objects in orderto present a relevant view of the environment. A view positionmay be shared by several users, or be“unoccupied”,merely representing a potential site for interaction.Based on these experiences, I make the claim that atraditional anthropomorphic avatar is neither necessary norsuffcient for successful collaboration in virtual spaces, butthe design of navigation and user representation is contingenton the specific application, some reasonable applications notutilising a user representation at all.
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| 2. |
- Avatare, Anneli, et al.
(författare)
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The APS/AMID Project
- 1991
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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- Josefsson, Pernilla, et al.
(författare)
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The Immeasurable Math Homework : When digital education resources are put to use
- 2022
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This ongoing case study examines the use of a subscription-based digital educational resource for mathematics learning. In this case, the digital resource Skolplus (https://skolplus.se/), is used by over 60% of Sweden's primary schools and contains both exercises, games, and printed material for the primary school year FK-6. In this study, we explore how the application is perceived by teachers, parents, and students (ages 7-8). We are specifically interested in what kind of digital features our user groups perceive as important and useful. Likewise, we want to know which expectations of use were not incorporated and why. Teachers' intentions are compared with parents' descriptions of what children do in Skolplus when they use it at home, as well as where dissonance occurs during use.While previous research has shown that digital technologies enable for example representation of objects to improve mathematical learning processes, see for example Young (2017), less attention has been paid to the use of subscription-based digital solutions. One of those that has drawn attention specifically to primary schools' use of online platforms for learning mathematics is Darragh and Franke (2021) showing that "...schools face pressure to provide mathematics programs that are at the same time traditional, modern, high-tech and balanced." Based on previous research, as well as data collected during this ongoing case study, preliminary findings include the use of subscription-based solutions for mathematics learning and the role of homework. The study aims to contribute to technology-related mathematics teaching.
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