Category: Articles

PhD Thesis, Tengjia Zuo

Contemporary young generations face numerous 21st-century learning challenges. Young students living in a technologically and information-rich culture benefit from advances in educational technology yet are distracted by the clutter that information technology brings. Previous work suggested that educators showed concerns about the effect of learning with digital technology in schools, and many students were disengaged and unsatisfied with e-learning environments.

PhD Thesis, Mengru Xue

Stress is a cultural phenomenon that is socially distributed in organizations. Collective stress, the stress within a group or an organization, describes the stress perceived by the whole group or organization. Similar to individual stress, excessive collective stress may affect individuals’ health as well as social collaborations, so the management of these stressors is equally essential. Current solutions for collective stress are mainly distributed in the social psychology field. These approaches contain subjective bias, require specific attention, and can hardly be applied in office workers’ busy working routines. With the aid of technologies, Human-Computer Interaction (HCI) researchers provide users with actionable, data-driven self-insight to help them change their behavioral patterns for wellbeing. However, such technological interventions are mainly designed for individual stress management instead of a workgroup. Therefore, we see an opportunity to use technology to facilitate people to catch every nuance of change, to balance the subjective bias, and to improve office workers’ understanding of collective stress toward coping with it.

PhD Thesis, Jingya Li

Today’s children are born in a world with rapid growth of multimedia technologies and are used to handling all kinds of digital devices, they furthermore appear to be attracted to digital games and spend a lot of time with them. Consequently, digital games for educational purposes, also known as serious games, have become an increasingly important method for learning and instruction. However, empirical evidence of serious games being more motivating is still lacking, and as many serious games focus on single-player instruction, serious gameplay can sometimes be a physically and socially isolating experience.

PhD thesis by Siti Aisyah Binti Anas

Nowadays, objects are embedded with various sensors, making the objects knowledgeable and smart, gradually reducing users’ need to intervene. As a result, these intelligent objects that work quietly in the background are perceived as passive and reactive objects when interacting with users. The lack of communication between the objects and the users impedes the objects from being smarter and understanding the users’ requirements. Recently, many researchers actively and continuously research to improve the users’ interaction and engagement with the objects. The research objectives are to increase and improve the users’ awareness when interacting and engaging with the objects. Hence, it is essential to design useful feedback or feed-forward methods to indicate the objects’ internal operation state and facilitating communication with engaging users. Another different method, direct manipulation of the objects that exploits the human skills, also enhanced the interaction and engagement between the objects and the users. Looking at that, yet most human-object communication adopts one-directional communication, where the human always acts as the initiator when interacting and engaging with the objects. Thus, it is questionable and remains arguable to understand the objects’ smartness that could initiate and continuously communicate with the users.