Multimodal Technol. Interact., Volume 7, Issue 1 (January 2023) – 6 articles

Despite the increasing use of technologies in the classroom, there are concerns that technology-enhanced learning environments may hinder students’ communication and interaction. In this study, we investigated how tangible technologies can enhance students’ multimodal communication and interaction during equation-solving pair work compared to working without such technologies. A tangible app for learning equation solving was developed and tested in fourth- and fifth-grade classrooms with two class teachers and 24 students. Video data of the interventions were analysed using deductive and inductive content analysis. Coded data were also quantified for quantitative analysis. Additionally, teacher interview data were used to compare and contrast the findings. The findings showed that the tangible app better promoted students’ multimodal communication and peer interaction than working only with paper and pencil. When working in pairs, tangible-app students interacted with one another much more often and in more ways than their paper-and-pencil peers. The implications of this study are discussed in terms of its contributions to research on tangible technologies for learning, educational technology development, and the use of tangibles in classrooms to support students’ multimodal communication and peer interaction. Full article

Due to the perishable nature of tourist products, which impacts supply and demand, the possibility of analysing the relationship between customers’ satisfaction and service quality can contribute to increased revenues. Machine learning techniques allow the analysis of how these services can be improved or developed and how to reach new markets, and look for the emergence of ideas to innovate and improve interaction with the customer. This paper presents a decision-support system for analysing consumer satisfaction, based on consumer feedback from the customer’s experience when transported by a transfer company, in the present case working in the Algarve region, Portugal. The results show how tourists perceive the service and which factors influence their level of satisfaction and sentiment. One of the results revealed that the first impression associated with good news is what creates the most value in the experience, i.e., “first impressions matter”. Full article

Before autonomous vehicles (AVs; SAE levels 4 and 5) become broadly available, acceptance challenges such as trust and safety concerns must be overcome. In the development of appropriate HMIs that will tackle these challenges, physical and social context play essential roles. Contextual factors thus need to be considered in early prototyping stages. Based on a qualitative semi-systematic literature review and knowledge from our research, this paper elaborates on the value of context-based interface prototyping in the AV domain. It provides a comprehensive overview and a discussion of applicable methods, including physical lab-based prototyping (mock-up, ride simulation with virtual and mixed reality, and immersive video), social context simulation (actors, enactment, items and props, and sound), wizard-of-oz, and experimental vehicles. Finally, the paper discusses factors affecting the impact of prototyping and derives recommendations for the application of prototyping methods in future AV studies. Full article

Mid-air collision is one of the top safety risks in general aviation. This study addresses the description and experimental assessment of multimodal Augmented Reality (AR) applications for training of traffic procedures in accordance with Visual Flight Rules (VFR). AR has the potential to complement the conventional flight instruction by bridging the gap between theory and practice, and by releasing students’ time and performance pressure associated with a limited simulator time. However, it is critical to assess the impact of AR in the specific domain and to identify any potential negative learning transfer. Multimodal AR applications were developed to address various areas of training: guidance and feedback for the correct scanning pattern, estimation if an encountering traffic is on collision course and application of the relevant rules. The AR applications also provided performance feedback for collision detection, avoidance and priority decisions. The experimental assessment was conducted with 59 trainees (28 women, 31 men) assigned to an experimental group (AR training) and a control group (simulator training). The results of tests without AR in the flight simulator show that the group that trained with AR obtained similar levels of performance like the control group. There was no negative training effect of AR on trainees’ performance, workload, situational awareness, emotion nor motivation. After training the tasks were perceived as less challenging, the accuracy of collision detection has improved, and the trainees reported less intense negative emotions and fear of failure. Furthermore, a scanning pattern test in AR showed that the AR training group performed the scanning pattern significantly better than the control group. In addition, there was a significant gender effect on emotion, motivation and preferences for AR features, but not on performance. Women liked the voice interaction with AR and the compass hologram more than men. Men liked the traffic holograms and the AR projection field more than women. These results are important because they provide experimental evidence for the benefits of multimodal AR applications that could be used complementary to the flight simulator training. Full article

Teaching and learning theoretical subjects, such as History, although important, is considered by many students to be non-appealing. Alternative teaching approaches include the use of educational games and augmented reality (AR) applications, or more recently, AR educational games. Such games are considered to increase students’ interest for the subject and lead to better learning outcomes. However, studies about the use of AR educational games in the classroom are sparse and further research is necessary. In this article, we present an AR-enhanced educational game for teaching History (Greek Mythology) to 3rd grade Primary school students in Greece. The game, called “AR The Gods of Olympus” consists of three mini games: an AR game with the gods/goddesses of Olympus using narration; a memory game with cards depicting the gods and their symbols; and a quiz game. In order to study the effectiveness of the game and students’ experience and perceptions on it, a study was carried out with primary school students that used the game in classroom. The study utilized a pre-/post-test design, a brief questionnaire based on the MEEGA+ model for evaluating educational games, and observation of students during game playing. Students’ performance was improved after playing the game but the difference was not statistically significant, while the game was positively perceived by students. Especially the AR mini game raised students’ interest and as the students themselves stated helped them “learn while playing”. Full article