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An Intelligent Task Assignment and Personalization System for Students’ Online Collaboration

Leonidis, A., Margetis, G., Antona, M., & Stephanidis, C. (2011) An Intelligent Task Assignment and Personalization System for Students’ Online Collaboration In C. Stephanidis (Ed.), Universal Access in Human-Computer Interaction. Applications and Services - Volume 8 of the combined Proceedings of the 14th International Conference on Human-Computer Interaction (HCI International 2011), Orlando, FL, USA, 9-14 July, pp. 548-557. Berlin Heidelberg: Lecture Notes in Computer Science Series of Springer (LNCS 6768, ISBN: 978-3-642-21656-5).

Abstract

This paper discusses a framework that supports collaborative learning activities in smart environments. When designing or developing collaborative environments numerous fundamental requirements should be taken into consideration to maximize their potentials. These best-practices outline strategies regarding (i) group formation, (ii) role assignment, (iii) personalized support, and (iv) activity monitoring. A multi-tier architecture scheme is employed, on top of the “ClassMATE” system, where every module addressees some of these aspects and their combination results in a complete framework that enables both online and offline collaboration in the smart classroom.

Intelligent Working Environments for the Ambient Classroom.

Korozi, M., Ntoa, S., Antona, M., & Stephanidis, C (2011) Intelligent Working Environments for the Ambient Classroom. In C. Stephanidis (Ed.), Universal Access in Human-Computer Interaction. Design for All and eInclusion - Volume 5 of the combined Proceedings of the 14th International Conference on Human-Computer Interaction (HCI International 2011), Orlando, FL, USA, 9-14 July, pp. 381-390. Berlin Heidelberg: Lecture Notes in Computer Science Series of Springer (LNCS 6765, ISBN: 978-3-642-21671-8).

Abstract

This paper introduces a suite of Window Managers purposed for the technologically enhanced classroom. The overall objective is to instantiate a common look and feel across various classroom artifacts, thus providing a unified working environment for the students and teachers. To achieve optimal interaction and application display, the workspaces for each artifact are designed keeping in mind both the platform’s characteristics and the user’s requirements. The usability evaluation of the developed system is reported.

Study-Buddy: Improving the Learning Process through Technology-Augmented Studying Environments

Margetis, G., Ntoa, S., Bouhli, M., & Stephanidis, C. (2011) Study-Buddy: Improving the Learning Process through Technology-Augmented Studying Environments In C. Stephanidis (Ed.), HCI International 2011 - Posters' Extended Abstracts (Part II) - Volume 23 of the combined Proceedings of HCI International 2011 (14th International Conference on Human-Computer Interaction), Orlando, FL, USA, 9-14 July, pp. 504-508. Berlin Heidelberg: Communications in Computer and Information Science (CCIS 174, ISBN: 978-3-642-22094-4).

Abstract

Taking into account the potential of ICT in education and recognizing the need for smart environments and artifacts, this paper presents Study-Buddy, a context aware system aiming to augment the learning process. The system is constituted of an intelligent reading lamp that monitors students’ interaction with reading material and provides appropriate information through any near computational device (e.g., tablet, notebook, etc.). Study-Buddy is accompanied by LexiMedia, an educational software targeted to language learning.

Ambient Intelligence in the classroom: an augmented school desk

Antona, M., Margetis, G., Ntoa, S., Leonidis, A., Korozi, M., Paparoulis, G. & Stephanidis, C. (2010) Ambient Intelligence in the classroom: an augmented school desk In W. Karwowski & G. Salvendy (Eds.), Proceedings of the 2010 AHFE International Conference (3rd International Conference on Applied Human Factors and Ergonomics), Miami, Florida, USA, 17-20 July. [CD-ROM]. USA Publishing (ISBN: 978-0-9796435-4-5).

Abstract

This paper discusses the opportunities and challenges of Ambient Intelligence (AmI) technologies in the context of classroom education, and presents the methodology and preliminary results of the development of an augmented school desk which integrates various AmI educational applications. The overall objective is to assess how AmI technologies can contribute to support common learning activities and enhance the learner’s experience in the classroom. Young learners were involved from the first phases of the design of the desk and its applications using scenario-based techniques.

PUPIL : pervasive UI development for the ambient classroom.

Korozi, M (2010) PUPIL : pervasive UI development for the ambient classroom. MSc Thesis. Computer Science Department, University of Crete, Heraklion, Crete, Greece.
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