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See detailReflecting on teachers' practices as multimodally co-constructed in spatial reality
Arend, Béatrice UL

in Proceedings of ICERI2018 (2018, November)

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See detail“There Was No Green Tick”: Discovering the Functions of a Widget in a Joint Problem-Solving Activity and the Consequences for the Participants’ Discovering Process
Sunnen, Patrick UL; Arend, Béatrice UL; Maquil, Valérie

in Multimodal Technologies and Interaction (2018), 2(4), 1-23

In recent years, tangible user interfaces (TUI) have gained in popularity in educational contexts, among others to implement problem-solving and discovery learning science activities. In the context of an ... [more ▼]

In recent years, tangible user interfaces (TUI) have gained in popularity in educational contexts, among others to implement problem-solving and discovery learning science activities. In the context of an interdisciplinary and cross-institutional collaboration, we conducted a multimodal EMCA-based video user study involving a TUI-mediated bicycle mechanics simulation. This article focusses on the discovering work of a group of three students with regard to a particular tangible object (a red button), designed to support participants engagement with the underlying physics aspects and its consequences with regard to their engagement with the targeted mechanics aspects. [less ▲]

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See detailSome basic reflections on voice-controlled natural language human-Siri talk: Hey Siri, you are challenging the interface between the oral and the written.
Arend, Béatrice UL; Fixmer, Pierre UL

in Proceedings 10th International Conference on Education and New Learning Technologies (2018, July)

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See detailORBIT - Overcoming Breakdowns in Teams with Interactive Tabletops
Sunnen, Patrick UL; Arend, Béatrice UL; Maquil, Valérie

in Kay, Judy; Luckin, Rose (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018 (2018, June)

ORBIT implements and studies a joint problem-solving activity at an interactive tabletop providing participants with the opportunity to develop their collaboration methods by jointly overcoming breakdowns ... [more ▼]

ORBIT implements and studies a joint problem-solving activity at an interactive tabletop providing participants with the opportunity to develop their collaboration methods by jointly overcoming breakdowns. The design and the research process relies on user-centered design methods and on an ethnomethodological conversation analytic framework. The project will generate scientific knowledge on participants’ collaboration methods and create a powerful collaborative learning tool. [less ▲]

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See detailInvestigating Siri as a virtual assistant in a learning context
Arend, Béatrice UL

in Proceedings of 12th annual International Technology, Education and Development Conference 2018 (2018, March)

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See detail"Wie Zeki zu Göhtisch kommt": Lehrerkonstruktion im Dialog
Arend, Béatrice UL; Sunnen, Patrick UL

Scientific Conference (2017, April 07)

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See detailInvestigating Breakdowns in Human Robot Interaction: A Conversation Analysis Guided Single Case Study of a Human-NAO Communication in a Museum Environment
Arend, Béatrice UL; Sunnen, Patrick UL; Caire, Patrice UL

in International Journal of Mechanical, Aerospace, Industrial, Mechatronic and Manufacturing Engineering (2017), 11(5), 839-845

In a single case study, we show how a conversation analysis (CA) approach can shed light onto the sequential unfolding of human-robot interaction. Relying on video data, we are able to show that CA allows ... [more ▼]

In a single case study, we show how a conversation analysis (CA) approach can shed light onto the sequential unfolding of human-robot interaction. Relying on video data, we are able to show that CA allows us to investigate the respective turn-taking systems of humans and a NAO robot in their dialogical dynamics, thus pointing out relevant differences. Our fine grained video analysis points out occurring breakdowns and their overcoming when humans and a NAO-robot engage in a multimodally uttered multi-party communication during a sports guessing game. Our findings suggest that interdisciplinary work opens up the opportunity to gain new insights into the challenging issues of human robot communication in order to provide resources for developing mechanisms that enable complex HRI. [less ▲]

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See detailCoping with turn-taking:Investigating breakdowns in human-robot interaction from a Conversation Analysis (CA) perspective
Arend, Béatrice UL; Sunnen, Patrick UL

in Proceedings: The 8th International Conference on Society and Information Technologies (2017, March)

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See detail"Okay, yes it's true" - Doing discovering work in a tangible-user-interface-mediated joint problem solving physics activity
Sunnen, Patrick UL; Arend, Béatrice UL; Maquil, Valérie

in Gómez Chova, Luis; López Martínez, Agustín; Candel Torres, Ignacio (Eds.) EDULEARN17 - Conference Proceedings (2017)

This paper is a single case analysis of an occurrence of discovery work accomplished by two university students who are jointly engaged in a tangible-user-interface-mediated physics problem solving ... [more ▼]

This paper is a single case analysis of an occurrence of discovery work accomplished by two university students who are jointly engaged in a tangible-user-interface-mediated physics problem solving activity. The latter is a computer simulation of a biker’s applied force and work done to the bike in a changeable landscape. Participants are asked to solve several tasks to eventually find out which factors influence the dependent variables “Force on Pedal” and “Work”. By relying on an ethnomethodological conversation analytic framework to conduct a moment-by-moment video based analysis, we highlight how two students accomplish the interactional work of discovering that a specific factor influences one of the target variables. Also, our analysis points to the need of adapting the described activity to support the triggering of episodes in which participants engage in joint reflections and discoveries. [less ▲]

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See detailA multimodal conversation analytic approach to investigate a joint problem solving task.
Arend, Béatrice UL

Presentation (2016, November 15)

In our paper, we will demonstrate how a multimodal conversation analytic approach can shed light on the complex phenomenon of joint problem solving in a Mathematics classroom. Through a fine-grained video ... [more ▼]

In our paper, we will demonstrate how a multimodal conversation analytic approach can shed light on the complex phenomenon of joint problem solving in a Mathematics classroom. Through a fine-grained video based single case analysis (Mondada, 2013; Arend et al., 2014), we will show how three children collaboratively solve mathematical problems by mobilizing various resources. They address each other by talking, gazing, gesturing, changing body position as well as by manipulating artefacts. Multimodal conversation analysis allows us to investigate the ongoing organisation of the children’s problem solving activity in its temporal and sequential unfolding as well as to study the multimodally embodied multiparty utterances in their mutual responsiveness (Streeck et al, 2011). Favouring an interactional approach interested in the coordinated achievement of activity (Arend & Sunnen, 2016), we consider that the progress and the outcome of the problem solving activity emerge in situ from the children’s interactions. By relying on multimodal CA, we may point out how the children achieve mutual understanding while accomplishing a task in a Mathematics lesson. Our paper seeks to make a contribution to investigate group-based classroom activities (Mercer et al, 2004) as well as to sensitise teachers to the high complexity of mutually accomplished classroom tasks. Arend, B., Sunnen, P. (2016). Dialogic Classroom Talk - Rethinking ‘Messy’ Classroom Interaction. Proceedings of the 10th EAPRIL (European Association for Practitioner Research on Improving Learning in Education and Professional Practice) conference, 424-434. Arend, B., Sunnen, P., Fixmer, P., Sujbert, M. (2014). Perspectives do matter – Expanding Multimodal Interaction Analysis with Joint Screen. Classroom Discourse, Special Issue Multimodality, 5(1), 38-50. Mondada, L. (2013). The conversation Analytic Approach to Data Collection. In J. Sidnell, & T. Stivers (eds.), The Handbook of Conversation Analysis (32-56). Oxford: Wiley Blackwell. Mercer, N., Dawes, R., Wegerif, R., Sams, C. (2004). Reasoning as a scientist: ways of helping children to use language to learn science. British Educational Research Journal, 30, (3), 367-385. Streeck, J., Goodwin, C. & LeBaron, C. (eds.) (2011). Embodied Interaction, Language and Body in the Material World. Cambridge: Cambridge University Press. [less ▲]

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See detailHumans and Robots in Dialogue?!
Arend, Béatrice UL; Caire, Patrice UL

Conference given outside the academic context (2016)

As a follow-up to the CoRobots project presented within the framework of the exhibition Eppur si muove (July 2015-Jan 2016), two research teams in social sciences and in robotics share joint reflections ... [more ▼]

As a follow-up to the CoRobots project presented within the framework of the exhibition Eppur si muove (July 2015-Jan 2016), two research teams in social sciences and in robotics share joint reflections on human-robot interaction. In our presentation, we analyze a case of situated communication between a robot and a visitor of the exhibition and raise the question whether robots and humans can engage in dialogue. Furthermore, we show how the analysis can support the work of roboticians designing social robots. We address these questions by relying on multi-screen video captures of a visitor playing games with a humanoid robot. The current interdisciplinary work is used as a base for further research and development on the interactions between robots and visitors within the context of the Ville de Luxembourg museums. [less ▲]

Detailed reference viewed: 66 (9 UL)