Tesi: "Interaction Collaboratives"

1

Ragoonaden, Karen. "Les interactions collaboratives dans des cours à distance sur Internet". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ65329.pdf.

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2

Simon, Cassandre. "Interaction collaborative et multimodalité pour la formation médicale en réalité virtuelle". Electronic Thesis or Diss., université Paris-Saclay, 2024. http://www.theses.fr/2024UPASG073.

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Le compagnonnage, modèle traditionnel de la formation médicale, soulève des enjeux éthiques et de sécurité car les novices s'exercent sur de vrais patients. Pour y remédier, la Haute Autorité de Santé (HAS) a instauré la directive « jamais la première fois sur un patient », encourageant l'usage de la simulation. La réalité virtuelle (RV) s'impose alors comme un outil prometteur, offrant un environnement immersif où les étudiants peuvent s'exercer sans risque pour les patients. Cependant, les simulateurs actuels sont majoritairement centrés sur l'apprentissage autonome, limitant ainsi la présence d'un instructeur pour guider les apprenants. Cette absence soulève la question de comment réintégrer un instructeur dans les simulateurs immersifs pour optimiser la formation.Dans cette thèse, nous explorons la conception d'interactions multimodales et collaboratives dans des environnements virtuels collaboratifs (EVCs), afin de permettre à un instructeur de superviser et d'accompagner un apprenant dans l'apprentissage de gestes techniques. Nous avons étudié les interactions entre instructeur et apprenant à la fois dans le monde réel et le virtuel, en adaptant une approche centrée sur l'humain. Sur la base de l'analyse de terrain, nous avons modélisé ces interactions et conçu plusieurs environnements virtuels collaboratifs pour tester différentes modalités de communication.Trois études expérimentales ont été réalisées pour évaluer l'impact des modalités de communications sur le transfert des compétences techniques. Les résultats des deux premières études montrent que les instructions visuo-haptiques offrent les meilleures performances en termes de rapidité et de précision, tandis que l'ajout de la modalité verbale améliore l'expérience utilisateur. Dans la troisième étude, les feedbacks visuels ont accéléré l'exécution des tâches, tandis que les feedbacks visuo-haptiques ont optimisé l'expérience utilisateur en réduisant la charge cognitive et en renforçant la collaboration.Nos travaux fournissent des recommandations pour la conception d'EVCs destinés à la formation aux gestes techniques. Ils montrent que l'intégration d'une communication multimodale améliore significativement les interactions entre l'instructeur et l'apprenant, en optimisant la communication et la collaboration. Ces résultats offrent des pistes prometteuses pour réintégrer efficacement l'instructeur dans les environnements virtuels de formation
The traditional mentorship model in medical training raises ethical and safety concerns because novices often practice on real patients. In response to this, the Haut Autorité de Santé (HAS) established the directive "never the first time on a patient," encouraging the use of simulation as an alternative. Virtual reality (VR) has emerged as a promising solution, offering an immersive environment for students to practice without posing any risk to patients. However, current simulators primarily emphasize autonomous learning, which limits the presence of an instructor to guide learners. This raises the important question of reintroducing instructors into immersive simulators to enhance the effectiveness of training.In this thesis, we explore the design of multimodal and collaborative interactions in collaborative virtual environments (CVEs), enabling an instructor to supervise and support a learner in acquiring technical skills. We studied the interactions between instructor and learner in both real and virtual worlds, adapting a human-centered approach. Based on field analysis, we modeled these interactions and designed several collaborative virtual environments to test different communication modalities.Three experimental studies were conducted to evaluate the impact of communication modalities on the transfer of technical skills. The results of the first two studies show that visuo-haptic instructions yield the best performance in terms of speed and accuracy, while the addition of verbal modality enhances the user experience. In the third study, visual feedback accelerated task execution, while visuo-haptic feedback optimized the user experience by reducing cognitive load and enhancing collaboration.Our work provides recommendations for the design of CVEs intended for training in technical skills. It demonstrates that integrating multimodal communication significantly improves interactions between the instructor and learner, optimizing both communication and collaboration. These results provide promising avenues for effectively reintroducing instructors into virtual training environments

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3

Aguerreche, Laurent. "Partage d'interactions en environnements virtuels : de nouvelles techniques collaboratives basées sur un protocole de dialogue générique". Phd thesis, INSA de Rennes, 2010. http://tel.archives-ouvertes.fr/tel-00514269.

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La réalité virtuelle permet à des utilisateurs de manipuler des objets virtuels depuis un même lieu ou des sites géographiques distants. Toutefois, un objet virtuel ne peut souvent être manipulé que par une seule personne à la fois. Dans cette thèse, nous définissons un protocole d'interaction décrivant le dialogue entre des outils d'interaction et des objets interactifs. Ce protocole basé messages gère les interactions locales ou distantes sur des objets interactifs en mono et multi-utilisateurs. Il inclut également une gestion des permissions pour les accès des outils d'interaction. Par ailleurs, le développement de ce protocole a permis de définir ce que sont des outils d'interaction et des objets interactifs. Cette caractérisation a donné lieu à une implémentation reposant sur un ensemble de composants logiciels réutilisables qui permettent notamment à un outil d'interaction de modifier la méthode de sélection et de modification d'objets interactifs, et à un objet interactif de modifier son comportement lorsqu'il est manipulé. De plus, cette caractérisation a permis de proposer des extensions du format COLLADA afin d'y incorporer une gestion d'interactions collaboratives. Une nouvelle technique d'interaction multi-utilisateurs est proposée. Elle déduit des mouvements selon 6 degrés de liberté à partir des positions (sans les orientations) de 3 mains virtuelles. Cette technique permet donc à deux ou trois utilisateurs de manipuler ensemble un objet virtuel. La possibilité d'un positionnement précis des mains virtuelles d'un utilisateur lui permet de mieux imiter la réalité. En effet, selon les positionnements des mains, le ressenti de l'utilisateur lors de la manipulation d'un objet, en particulier des objets encombrants, peut varier. Cette technique cherche donc à obtenir des placements des mains et des gestes réalistes chez l'utilisateur. Son implémentation a été réalisée au dessus du protocole d'interaction. Un nouveau concept d'interface tangible reconfigurable pour des interactions en mono ou multi-utilisateurs est également proposée. Cette interface constitue une solution pour la manipulation d'objets virtuels 3D en approximant leur forme. En effet, l'interface tangible reconfigurable, nommée RTD, propose un maillage physique reconfigurable constitué de points de manipulation à placer sur un objet virtuel, tels des points d'accroche. Ce maillage de points esquisse ainsi l'objet à manipuler. Deux sortes de RTD sont illustrées dans cette thèse. Une première sorte est de forme triangulaire. Elle est nommée RTD-3 et comporte donc trois points de manipulation. Les expérimentations effectuées montrent une nette préférence des utilisateurs envers l'usage de cette technique plutôt que celui des techniques classiques de la réalité virtuelle telles que la moyenne de mouvements et la séparation des degrés de liberté selon les utilisateurs. Une deuxième sorte de RTD comporte quatre points de manipulation et se trouve sous deux versions. Le RTD-4 plan place ses quatre points sur un plan et permet d'obtenir un quadrilatère. Le RTD-4 non-plan dispose en ses quatre points de manipulation d'articulations permettant d'obtenir un tétraèdre. Une forme 3D pour le RTD devrait conduire à une meilleure correspondance entre la forme du RTD et la forme de l'objet virtuel à manipuler.

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4

Altamimi, Loay. "Exploring information technology's potential for, and effect of, interaction and collaboration in the web survey process". Chambéry, 2010. http://www.theses.fr/2010CHAML005.

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Le Web et l'évolution rapide de ses technologies offrent des possibilités prometteuses pour l'interaction et la collaboration dans le processus d'enquête sur le Web. Toutefois, il reste encore un manque dans la littérature en ce qui concerne le traitement de cet aspect. Cette étude commence à combler ce manque en explorant le potentiel des outils des technologies de l'information (TI) et leurs effets dans le cadre de l'interaction et la collaboration dans le processus d'enquête sur le Web. Ce faisant, l'étude fait le point sur l'état actuel de la littérature traitant le sujet indiqué, étudie l'évolution des technologies qui pourraient soutenir la collaboration du processus d'enquête sur le Web, se focalise sur les avantages potentiels attendus d'un tel processus, et définit la notion de "l'enquête collaborative sur le Web". En somme, le travail présenté explore empiriquement le potentiel et les effets de trois outils informatiques, email, blog et un service d'enquête sur l'interaction et collaboration pendant deux projets d'enquête collaborative sur le Web. Cette étude exploratoire est un effort initial pour combler les manques de la littérature, et, à terme, pour préparer le terrain pour un nouveau domaine de recherche sur les enquêtes web, qui explore en profondeur le potentiel de la technologie et l'effet de l'interaction et la collaboration dans le processus d'enquête web
The World Wide Web and the rapid developments in its technologies offer promising possibilities for interaction an collaboration in the web survey process. However, there is still a deficiency in the literature in addressing this aspect. This study begins to fill this gap by exploring the potential of information technology (IT) tools for, and the effects of, interaction and collaboration in the web survey process. In doing so, it reviews the current state of the literature on the indicated topic, discusses technology developments that could support collaborative web survey process, sheds light on the potential advantages to be expected from such a process, and presents the notion of "collaborative web survey" with proposing a definition for it. Ultimately, the work presented herein empirically explores the potential of three IT tools, email, blog and a survey service for, and the effect of interaction and collaboration in two collaborative web survey projects. This exploratory study is an initial effort towards filling the gaps in the literature, and ultimately, to lay the ground for a new research area on web surveys which further and thoroughly explores the potential of technology for, and the effect of, interaction and collaboration in the web survey process

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5

Warnier, Mathieu. "Gestion des croyances de l'homme et du robot et architecture pour la planification et contrôle de tâches collaboratives homme-robot". Thesis, Toulouse, INSA, 2012. http://www.theses.fr/2012ISAT0061/document.

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Ce travail de thèse a eu pour objectif de définir et mettre en oeuvre l'architecture décisionnelle d'un robot réalisant une tâche en collaboration avec un homme pour atteindre un but commun. Un certain nombre de fonctionnalités existaient déjà ou ont été développées conjointement avec ce travail au sein de l'équipe. Ce travail a d'abord consisté en l'étude puis à la formalisation des différentes capacités nécessaires. Il s'est traduit concrètement par l'approfondissement de certains des modules fonctionnels existants par l'auteur ou par d'autres membres de l'équipe en lien étroit avec l'auteur. La première contribution principale de l'auteur a consisté à développer une couche de contrôle de haut niveau qui a permis l'intégration et la mise en oeuvre des différentes capacités du robot découpée en 3 activités : la construction et la mise à jour de l'état du monde ; la gestion des buts et des plans de haut niveau ; l'exécution et le suivi des mouvements de manipulation. La deuxième contribution principale a consisté à améliorer les raisonnements géométriques et temporels pour d'abord permettre au robot de mieux suivre l'évolution de l'état du monde puis lui donner la capacité à inférer quand l'homme a des croyances distinctes de celles du robot
Goal of this thesis was to formalize and to implement a decisional layer for a robot achieving tasks collaboratively with a human to achieve a shared goal. Some functionalities were already there or were built during my own thesis by other inside the team. My first task was to study and formalize the skills needed by the robot. Consequently some of the existing functional modules were improved by some other members of the team or myself. My first main contribution was to develop a new high level control component to integrate and manage the different robot skills according to 3 main activities : state of the world build and update; goals and plans management; manipulation motions execution and monitoring. My second main contribution was to improve geometric and temporal reasoning skills so that first, the robot could better understand and track changes in the world and second, infer when the human had some beliefs about the world that were distinct from its own beliefs

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6

Fournier, Etienne. "Intérêt de la prise en compte des variabilités de l’activité et de l’acceptabilité dans le cadre d’une conception centrée utilisateurs des situations de travail collaboratives Humain-Robot". Electronic Thesis or Diss., Université Grenoble Alpes, 2024. http://www.theses.fr/2024GRALH011.

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La Commission Européenne encourage l’utilisation de robots collaboratifs (cobots) pour assister l’humain dans son travail. Cependant, les cobots semblent avoir des difficultés à transformer favorablement les situations de travail lorsqu’ils ne prennent pas en compte les variabilités des situations. Cette thèse s’est donc donnée comme objectifs de caractériser les variabilités dans le cadre d’une l’implémentation cobotique et de guider une démarche de conception centrée sur les futurs utilisateurs en mobilisant les approches d’acceptabilité, d’acceptation et d’expérience utilisateur. Une analyse de l’activité a été conduite dans un laboratoire de chimie dans le cadre d’une future implémentation cobotique. 11 opérateurs ont été observés durant leur activité et 34 ont participé à des entretiens semi-directifs. Les résultats ont permis d’identifier que l’activité en boîte à gants était le poste de travail qui bénéficierait le plus d’une collaboration cobotique. De même, ils ont montré une invisibilisation de certaines activités due à un écart entre le travail prescrit et l’activité d’où résultent des expositions aux risques régulières qui pourraient être évitées via une implémentation cobotique. Nous avons ainsi identifié plusieurs variabilités ayant des effets sur l’activité des opérateurs. Celles-ci ont servi à élaborer des paradigmes expérimentaux afin de tester l’effet d’une collaboration cobotique. Trois Tests Utilisateurs ont été réalisés avec au total 212 participants qui devaient réaliser des tâches d’assemblage de type industriel où une ou plusieurs variabilités étaient prises en charge dès la conception cobotique. La tâche était réalisée ou bien seul, ou bien en binôme avec un autre humain ou avec un cobot (YuMi d’ABB). Différents types de mesure ont été effectués : la charge de travail (évaluée via la NASA TLX, Hart, 2006 ; Hart & Staveland, 1988), le nombre d’erreurs, le nombre de gestes, le temps de réalisation, le degré d’acceptabilité de la collaboration cobotique (évalué via le TAM, Venkatesh et al., 2012) et l’exposition aux risques simulée. La collaboration cobotique a diminué les effets négatifs de plusieurs variabilités (e.g. variabilité du niveau de difficulté, variabilité de l’expertise de l’opérateur) sur la charge mentale de l’opérateur et sur le succès à la tâche. Les participants ont eu un meilleur taux de succès à la tâche lorsqu’ils collaboraient avec un cobot, même s’ils mettaient par ailleurs plus de temps à réaliser la tâche. De plus, les participants ont déclaré avoir plaisir à collaborer avec un cobot et avoir confiance en les informations qu’il fournissait (mesurés via une échelle d’items issus de l’étude de Martin, 2018). Enfin, quand le cobot s’adaptait aux contraintes de sécurité de l’humain, ce dernier s’exposait à moins de risques. D’un point de vue théorique, ces études empiriques ont permis de proposer un cadre intégrant les modèles de variabilités au travail et d’apporter des précisions sur les effets de la collaboration cobotique sur l’humain et sa tâche. D’un point de vue pratique, ces différentes études nous ont permis de proposer une grille de repérage des variabilités et de formuler des recommandations visant à accompagner l’implémentation d’une collaboration cobotique
The European Commission is encouraging the use of collaborative robots (cobots) to assist humans in their work. However, cobots seem to have difficulty in favorably transforming work situations when they do not consider the variabilities of the situations. The aim of this thesis was therefore to characterize variability in the context of a cobotic implementation, and to guide a design approach focused on future users, using acceptability, acceptance and user experience approaches. An activity analysis was carried out in a chemical laboratory as part of a future cobotic implementation. 11 operators were observed during their activity and 34 took part in semi-directive interviews. The results identified glovebox activity as the workstation that would benefit most from cobotic collaboration. They also showed that certain activities were rendered invisible due to a discrepancy between prescribed work and actual activity, resulting in regular exposure to risks that could be avoided through cobotic implementation. We have thus identified several variabilities with effects on operator activity. These were used to design experimental paradigms to test the effect of cobotic collaboration. Three User Tests were carried out with a total of 212 participants, who were asked to perform industrial assembly tasks where one or more variabilities were considered in the cobotic design. The task was performed either alone, or in pairs with another human or with a cobot (ABB's YuMi). Different types of measurement were carried out: workload (assessed via NASA TLX, Hart, 2006; Hart & Staveland, 1988), number of errors, number of gestures, completion time, degree of acceptability of cobotic collaboration (assessed via TAM, Venkatesh et al., 2012) and simulated risk exposure. Cobotic collaboration reduced the negative effects of several variabilities (e.g. variability in difficulty level, variability in operator expertise) on operator mental load and task success. Participants had a higher task success rate when collaborating with a cobot, even though they otherwise took longer to complete the task. In addition, participants reported enjoying collaborating with a cobot and having confidence in the information it provided (measured via a scale of items from Martin, 2018). Finally, when the cobot adapted to the human's safety constraints, the latter exposed himself to fewer risks. From a theoretical point of view, these empirical studies made it possible to propose a framework integrating models of variability at work, and to shed light on the effects of cobotic collaboration on the human and his task. From a practical point of view, these different studies have enabled us to propose a grid for identifying variabilities and to formulate recommendations designed to support the implementation of cobotic collaboration

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7

Dodds, Trevor James. "Collaborative interaction in virtual environments". Thesis, University of Leeds, 2009. http://etheses.whiterose.ac.uk/1372/.

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Collaborative virtual environments (CVEs) extend existing virtual environment (VE) technology to enable it to run over a network (e.g. the Internet), and introduce mechanisms that allow multiple people to co-exist, be aware of each other’s presence (e.g. through avatars) and communicate. CVEs are useful for when teams of people want to collaborate when they are geographically separated, e.g. in games [14], social communication [65], visualisation [120], computational steering [17], or alternatively people might be spatially collocated in the real world but wish to work together in a VE, e.g. military training [99]. The dream is for interaction in CVEs to be more effective than interaction in the real world. The increase in globalisation and geographically distributed personnel who need to collaborate, act as a driving force for the development of effective collaborative technologies, which would allow businesses to save time and money, help distributed communities stay in touch, and reduce the impact on the world’s environment. The work presented in this thesis aims to make collaborative interaction in virtual environments more effective, more like that of face-to-face interaction, without unnecessarily restricting virtual collaboration to the naturalistic constraints of the ‘real world’ (cf. [79], [39]). This thesis describes the implementation and evaluation of techniques to support synchronous and asynchronous collaborations in virtual environments. The techniques were evaluated in the context of an urban planning application, where proposed developments could be modelled in 3D and evaluated by members of the public (and potentially clients, architects) to decide if they support or object to the designs (e.g. [30]). Synchronous collaborations were supported by a suite of techniques called Mobile Group Dynamics (MGDs), which were introduced and evaluated in two stages (Chapters 4 and 5). First, a novel ‘group graph’ metaphor was used to explicitly show the groups that people had formed themselves into (and help people locate the whereabouts of their collaborators), and techniques were provided to help people move around together and communicate over extended distances. The techniques were evaluated by providing one batch of participants with MGDs and another with an interface based on conventional CVEs. Participants with MGDs spent nearly twice as much time in close proximity (within 10m of their nearest neighbour), communicated seven times more than participants with a conventional interface, and exhibited real-world patterns of behaviour such as staying together over an extended period of time and regrouping after periods of separation (Chapter 4). Second, three additional techniques were introduced (teleporting, awareness and multiple views) which, when combined, produced a four times increase in the amount that participants communicated in the CVE and also significantly increased the extent to which participants communicated over extended distances in the CVE (Chapter 5). Asynchronous working in CVEs was assisted using the metaphor of Virtual Time (VT), where the utterances of previous users were embedded in a CVE as conversation tags (Chapter 6). With VT, participants chose to listen to a quarter of the conversations of their predecessors while performing the task. The embedded conversations led to a reduction in the rate at which participants travelled around, but an increase in the live communication that took place. Taken together, the studies have implications for CVE designers, because they provide quantitative and qualitative data on how group dynamics functioned in a CVE, and how synchronous and asynchronous groupwork was improved by using MGDs and VT techniques. In addition, the rich complexity of possible functionality for VT highlights a number of possibilities for future research.

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Colás, Álvarez Joaquim. "Interaction and participation in collaborative storytelling systems". Doctoral thesis, Universitat Pompeu Fabra, 2017. http://hdl.handle.net/10803/456037.

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Storytelling is one of the oldest models of cultural expression in human history. Thanks to the evolution of information technologies, the Web 2.0 paradigm has impacted in this field: some modern audiences actively participate in their favorite narrative worlds. We define Shared Narrative spaces as informative spaces concerning narratives created, developed and maintained through the collaboration of multiple authors. Our research aims to understand the perception of SNS using a HCI (human-computer interaction) lens, and to define the determinant factors affecting users’ interaction (exploration, comprehension and contribution) with them. We approach the issues of multiple authoring as an opportunity for collaboration through a storyline paradigm grounded on classic narratology, and use it to examine the users’ perception and exploration of SNS. We propose an analysis framework that suits the comparative analysis of narrative systems of very diverse nature, which allows us to study the interplay of fundamental HCI aspects. Finally, we lay out the bases of a general model to approach the design of a wide range of collaborative narrative systems.

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Clayphan, Andrew. "Harnessing the Affordances of Interactive Tabletops for Collaborative Activities". Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/15290.

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The key contributions of this thesis are: a greater understanding of how to harness tabletop affordances to support small-group work and collaboration; the effectiveness of tabletops compared with other forms of single display groupware; the power of computer-supported collaborative scripts; and validation of the work in real settings. These contributions are presented as a series of carefully designed user studies. Each explores a key dimension to create new forms of support for collocated individuals to work together. The thesis is in two parts. The first part presents a set of foundational studies that explored rich collaboration at interactive tabletops. This includes: comparing a tabletop with a non-digital whiteboard, with adults brainstorming in a lab setting; comparing a tabletop to both an interactive vertical display and traditional index cards, run as part of a university design class; and comparing a tabletop with an interactive whiteboard as part of a museum visit by children, where they collected content using tablets and built a shared poster at different groupware devices. The second part of the thesis reports exploration of ways to scaffold people in learning to collaborate more effectively. This was motivated by findings in the foundational studies as they highlighted difficulties people faced in coordination and complying with recommended methods. This presents a series of studies that demonstrate the effectiveness of: computer supported collaborative scripts for tabletop brainstorming; support for reflection to learn about brainstorming; and a final study which moves beyond in-the-lab prototypes to an in-the-wild multi-session tabletop setting, with a focus on the mechanisms required to support the needs of students and teachers. In summary, this thesis provides a body of research that provides a foundation for new ways to harness the affordances of tabletops to provide new forms of support for a rich class of small group collaborative activities.

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Domingues, Christophe. "Interaction 3D Collaborative en Réalité Virtuelle". Phd thesis, Université d'Evry-Val d'Essonne, 2010. http://tel.archives-ouvertes.fr/tel-00542170.

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Les Environnements Virtuels Collaboratifs (EVCs) sont des environnements virtuels peuplés où les utilisateurs interagissent entre eux pour réaliser des actions communes (déplacement en groupe, sélection et manipulation d'objets en commun, communication, etc.). Dans les EVCs, la complexité se situe au niveau de l'interaction d'un groupe d'utilisateurs avec les objets. En effet, il y a plusieurs contraintes à respecter notamment celles liées à la coordination des actions des différents utilisateurs et la conscience de présence d'un utilisateur par rapport aux objets de l'environnement et par rapport aux autres utilisateurs. Notre travail de recherche s'inscrit dans le cadre de l'interaction 3D et de la collaboration en Réalité Virtuelle. Il développe la notion d'assistance à l'interaction 3D collaborative et à son évaluation. Pour l'assistance à l'interaction 3D collaborative, une approche basée sur un Workflow intégrant l'anticipation et la gestion des interactions du groupe est proposée. Pour l'assistance à l'évaluation des techniques d'interaction 3D, une approche basée sur les méthodes empiriques d'évaluation intégrant les outils statistiques de recherche d'informations est proposée. L'objectif de cette thèse est de modéliser, concevoir, implémenter et évaluer un système d'assistance à l'interaction 3D collaborative.

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11

Bulmer, Lee Richard. "A model-driven collaborative interaction architecture". Thesis, University of Leeds, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.410636.

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12

Hor, Joon Suk 1976. "Social interaction in collaborative engineering environments". Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/80156.

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13

Simonsson, Huck Andreas. "Exploring gesture based interaction and visualizations for supporting collaboration". Thesis, Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-12896.

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This thesis will introduce the concept of collaboratively using freehand gestures to interact with visualizations. It could be problematic to work with data and visualizations together with others in the traditional desktop setting because of the limited screen size and a single user input device. Therefore this thesis suggests a solution by integrating computer vision and gestures with interactive visualizations. This integration resulted in a prototype where multiple users can interact with the same visualizations simultaneously. The prototype was evaluated and tested on ten potential users. The results from the tests show that using gestures have potential to support collaboration while working with interactive visualizations. It also shows what components are needed in order to enable gestural interaction with visualizations.

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14

Nneamaka, Chigbo Onyinyechukwu. "Exploring collaborative agreement in interactions". Thesis, University of Central Lancashire, 2017. http://clok.uclan.ac.uk/20670/.

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The benefits of play and collaboration in children’s learning and development cannot be overemphasized. Through play, children learn many social skills and how to be creative but children’s play is not always harmonious as it relies on power relations between groups. As children grow, they build peer groups where they prefer to play with same-sex peers and may display gender-typed behaviours, which grows stronger as they grow into adolescence. On the other hand, working in small groups enhances children’s problem solving skills and motivation, encourages development of skills of critical thinking and communication and allows longer retention of concepts. To reap the benefits associated with collaboration, there is need for children to develop and practice skills for effective collaboration. Collaborative games provide platforms for children to practice the skills required for effective collaboration however, in some collaborative games where players are expected to collaborate and learn the skills associated with collaboration, competition still occurs. This can be detrimental especially in the classroom settings as it can increase hostility between students and weaken the intrinsic motivation to learn due to focus on winning. In this research, the concept of Enforced Collaborative Agreement (ECA) is introduced and explored. ECA is a type of interaction whereby collaborative agreement is required in order to play a digital game. It is believed that ECA games would make co-located children play together in an equitable and inclusive way thus allowing them to contribute and participate equally when working together. The aim of the research is to understand the behaviours participants aged between 11-16 years old grouped in pairs and within co-located spaces exhibit to reach agreement while playing an ECA enabled game using a range of interaction methods. While several research works have been undertaken to explore collaboration in enforced situations none has explored collaboration in the way described in this thesis (using a range of data gathering approaches and focusing on how participants reach agreement). Additionally, this research explores the effects of ECA on the participants’ enjoyment, one of the dimensions of gameplay experience and highlights the importance of ECA in enabling collaborative interactions. A mixed methods and user-centred approach was taken where established methods such as observation of the participants’ behaviours during interaction, survey (fun Toolkit and questionnaire), logging participants’ actions and unstructured interview were used. The key contribution of this research is the understanding of ECA as a concept and methods to study it. Additional contributions are the understanding of how participants collaborate to reach agreement within one part of the larger space where ECA can be applied and associated design guidelines for designers wishing to design games/applications that support ECA.

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15

Wan, Ngai-teck Alice, e 溫艾狄. "Collaborative interactions in knowledge building process". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256697.

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16

Martinez, Maldonado Roberto. "Analysing, visualising and supporting collaborative learning using interactive tabletops". Thesis, The University of Sydney, 2013. http://hdl.handle.net/2123/10409.

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The key contribution of this thesis is a novel approach to design, implement and evaluate the conceptual and technological infrastructure that captures student’s activity at interactive tabletops and analyses these data through Interaction Data Analytics techniques to provide support to teachers by enhancing their awareness of student’s collaboration. To achieve the above, this thesis presents a series of carefully designed user studies to understand how to capture, analyse and distil indicators of collaborative learning. We perform this in three steps: the exploration of the feasibility of the approach, the construction of a novel solution and the execution of the conceptual proposal, both under controlled conditions and in the wild. A total of eight datasets were analysed for the studies that are described in this thesis. This work pioneered in a number of areas including the application of data mining techniques to study collaboration at the tabletop, a plug-in solution to add user-identification to a regular tabletop using a depth sensor and the first multi-tabletop classroom used to run authentic collaborative activities associated with the curricula. In summary, while the mechanisms, interfaces and studies presented in this thesis were mostly explored in the context of interactive tabletops, the findings are likely to be relevant to other forms of groupware and learning scenarios that can be implemented in real classrooms. Through the mechanisms, the studies conducted and our conceptual framework this thesis provides an important research foundation for the ways in which interactive tabletops, along with data mining and visualisation techniques, can be used to provide support to improve teacher’s understanding about student’s collaboration and learning in small groups.

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17

Chen, Hsinchun. "Collaborative Systems: Solving the vocabulary problem". IEEE, 1994. http://hdl.handle.net/10150/105966.

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Artificial Intelligence Lab, Department of MIS, University of Arizona
Can on-line information retrieval systems negotiate the diverse vocabularies of different users? This article suggests a robust algorithmic solution to the vocabulary problem in collaborative systems.

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18

Bengeler, Benedikt. "Let's walk up and play! : design and evaluation of collaborative interactive musical experiences for public settings". Thesis, Queen Mary, University of London, 2015. http://qmro.qmul.ac.uk/xmlui/handle/123456789/9544.

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This thesis focuses on the design and evaluation of interactive music systems that enable non-experts to experience collaborative music-making in public set- tings, such as museums, galleries and festivals. Although there has been previous research into music systems for non-experts, there is very limited research on how participants engage with collaborative music environments in public set- tings. Informed by a detailed assessment of related research, an interactive, multi-person music system is developed, which serves as a vehicle to conduct practice-based research in real-world settings. A central focus of the design is supporting each player's individual sense of control, in order to examine how this relates to their overall playing experience. Drawing on approaches from Human-Computer Interaction (HCI) and interac- tive art research, a series of user studies is conducted in public settings such as art exhibitions and festivals. Taking into account that the user experience and social dynamics around such new forms of interaction are considerably in u- enced by the context of use, this systematic assessment in real-world contexts contributes to a richer understanding of how people interact and behave in such new creative spaces. This research makes a number of contributions to the elds of HCI, interactive art and New Interfaces for Musical Expression (NIME). It provides a set of de- sign implications to aid designers of future collaborative music systems. These are based on a number of empirical ndings that describe and explain aspects of audience behaviour, engagement and mutual interaction around public, in- teractive multi-person systems. It provides empirical evidence that there is a correlation between participants' perceived level of control and their sense of cre- ative participation and enjoyment. This thesis also develops and demonstrates the application of a mixed-method approach for studying technology-mediated collaborative creativity with live audiences.

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19

Sams, Ivan. "Using multi-touch interaction techniques to support Collaborative Information Retrieval". Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1020156.

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Collaborative Information Retrieval (CIR) is a branch of Computer Supported Cooperative Work (CSCW). CIR is the process by which people search for and retrieve information, working together and using documents as data sources. Currently, computer support for CIR is limited to single user systems. Collaboration takes place either with users working at different times or in different locations. Multi-touch interaction has recently seen a rise in prominence owing to a reduction in the cost of the technology and increased frequency of use. Multi-touch surface computing allows multiple users to interact at once around a shared display. The aim of this research was to investigate how multi-touch interaction techniques could be used to support CIR effectively in a co-located environment. An application architecture for CIR systems that incorporates multi-touch interaction techniques was proposed. A prototype, called Co-IMBRA, was developed based on this architecture that used multi-touch interaction techniques to support CIR. This prototype allows multiple users to retrieve information, using the Internet as a shared information space. Documents are represented as visual objects that can be manipulated on the multi-touch surface, as well as rated, annotated and added to folders. A user study was undertaken to evaluate Co-IMBRA and determine whether the multi-touch interaction techniques effectively supported CIR. Fifteen teams of two users each participated in the user study. High task completion rates and low task times showed that the system was effective and efficient. High levels of user satisfaction were reported in the post-test questionnaires. Participants rated the system as highly useful and several commented that it promoted collaboration and that they enjoyed the test. The successful implementation of Co-IMBRA provides evidence that multi-touch interaction techniques can effectively support CIR. The results of the user evaluation also enabled recommendations for future research to be made.

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20

Guerchouche, Rachid. "Analyse multi-vues d'objets 3D pour interactions collaboratives". Evry, Institut national des télécommunications, 2008. http://www.theses.fr/2008TELE0022.

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Cette thèse traite de la reconstruction 3D d'objets réels pour des applications d'interactions collaboratives. L'objectif est de reconstruire un objet 3D à partir d'un faible nombre de vues calibrées (entre 8 et 12), puis d'insérer les modèles obtenus dans des environnements collaboratifs partagés distants, où ils peuvent être visualisés et manipulés par un ensemble d'utilisateurs. En premier lieu, dans l'introduction générale, nous présentons le contexte des travaux engagés avec la description du système d'acquisition mis en œuvre au sein de notre laboratoire et en soulignant le lien entre le calibrage de ce système, l'acquisition d'images, la reconstruction 3D d'objets réels et les interactions collaboratives. Ensuite, dans le premier chapitre nous rappelons les principes de la géométrie 3D appliqués à la vision par ordinateur. En particulier, nous présentons les deux modèles de caméra les plus utilisés (linéaire et non-linéaire), ainsi que des éléments de vision stéréoscopique utiles à la compréhension du reste du document. Le deuxième chapitre aborde la problématique du calibrage de caméras. Après un état de l'art sur les méthodes de calibrage existantes, nous proposons une nouvelle méthode de calibrage fondée sur une estimation robuste de la matrice de projection perspective. La mire utilisée est un cube dont les faces sont de couleurs différentes. Dans sa formulation de base, la méthode utilise une seule image du cube par caméra. Toutefois, pour augmenter la précision de l'estimation, plusieurs images du cube peuvent être également utilisées. La grand avantage de la méthode est lié à l'interaction utilisateur requise, qui est minimisée. Pour valider notre approche, une méthdologie d'évaluation et de comparaison des méthodes de calibrage, avec nouveaux critères de performances objectifs, est également proposée. Les critères introduits sont fondés sur la rectification et la reconstruction 3D d'un ensemble de points 3D coplanaires, l'utilisation d'une mire virtuelle, ainsi qu'une ré-estimation des paramètres connus d'un capteur stéréoscopique. La méthode de calibrage proposée est enfin testée et validée en utilisant l'ensemble de ces critères. Dans le troisième chapitre, nous abordons la reconstruction 3D d'objets réels. Après un état de l'art des méthodes existantes, nous proposons une nouvelle méthode de reconstruction 3D avec une approche par vision passive multi-résolution. Deux nouvelles contributions permettent l'estimation de la visibilité et de la photo-cohérence d'un voxel. Cette méthode de reconstruction 3D est adaptée à l'application d'interactions collaboratives avec objets 3D. Des expérimentations en utilisant des images issues de différentes bases de données sont présentées pour valider les performances de l'algorithme proposé. Le dernier chapitre est consacré aux interactions collaboratives avec objets 3D reconstruits. Dans un premier lieu, nous présentons un positionnement de nos travaux de recherche au sein des laboratoires de France Télécom R\&D - Orange Labs. Le protocole de calibrage du système d'acquisition mis en œuvre est ensuite présenté, ainsi que les résultats des reconstructions 3D de différents objets réels. Enfin, nous présentons la manipulation des objets 3D reconstruits au sein des trois interfaces MOWGL, DigiTable et Spin3D disponibles chez France Télécom R&D? Cela nous permet de valider l'ensemble de la chaîne méthodologique proposée et de démontrer sa pertinence pour des applications d'interaction collaborative. Enfin, une section de conclusions générales synthétise les différentes contributions proposées dans ce travail de thèse et ouvre des perspectives de travail futur
The objective of this thesis is the 3D reconstruction of real objects for collaborative interactions. Within this framework, the goal is to reconstruct an object from a small number of calibrated views (8 to 12 images), and then insert the obtained numerical models into shared collaborative environments for further visualization and manipulation. The thesis is organized as follows. First, in the general introduction, we introduce the context of the research presented in this work. We present the acquisition system developed within our laboratory, and show the relationship between the calibration of this system, the image acquisition process, and the collaborative interactions with the reconstructed objects. Then, in a first chapter, we present some aspects of 3D geometry applied to computer vision. We present the projective geometry theory, the classical linear and non-linear camera models, and some stereoscopic vision results useful for the rest of the document. The second chapter is dedicated to the issue of camera calibration. After a state-of-the-art of camera calibration methods, we propose a robust camera calibration method based on the robust estimation of the perspective projection matrix. The calibration pattern used is a cube with faces of different colours. The proposed calibration algorithm uses one image per camera to perform the calibration. However, in order to increase the accuracy of the camera parameters estimation, multiple images can also be used. Our method yields a robust estimation of the camera parameters while minimizing the amount of user interaction requested. In order to validate the method, we introduce a set of new objective criteria for evaluation and comparison of camera calibration methods. The proposed criteria are based on rectification and 3D reconstruction of an unknown coplanar point set, a virtual pattern, and the re-estimation of the known parameters of stereoscopic systems. Our calibration method is finally validated according to the proposed criteria. The third chapter3D tackles the issue of 3D reconstruction of real objects. After a comprehensive state-of-the-art of 3D reconstruction methods, we present our proposed multiresolutiuon 3D reconstruction algorithm, which is adapted to collaborative interaction tasks. Our contributions specifically concern new algorithms for voxel visibility and photo-consistency estimation. The proposed 3D reconstruction method is then tested and validated upon a set of images of real objects from existing benchmark databases. The fourth chapter handles the collaborative interactions with 3D objects. First, the calibration of our acquisition system composed of eight cameras is presented. Experimental results concerning 3D reconstruction of objects available in our laboratory are then presented. Finally, collaborative interactions with the reconstructed objects are illustrated within the framework of three existing interfaces in the France Telecom R\&D laboratories: MOWGLI, DigiTable and Spin3D. A concluding section summarizes the contributions of this thesis and opens perspectives of future work

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21

Fencott, Robin. "Computer musicking : designing for collaborative digital musical interaction". Thesis, Queen Mary, University of London, 2012. http://qmro.qmul.ac.uk/xmlui/handle/123456789/8487.

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This thesis is about the design of software which enables groups of people to make music together. Networked musical interaction has been an important aspect of Sound and Music Computing research since the early days, although collaborative music software has yet to gain mainstream popularity, and there is currently limited research on the design of such interfaces. This thesis draws on research from Computer Supported Cooperative Work (CSCW) to explore the design of systems for Collaborative Digital Musical Interaction (CDMI). A central focus of this research is the concept of Awareness: a person’s understanding of what is happening, and of who is doing what. A novel software interface is developed and used over three experimental studies to investigate the effects different interface designs have on the way groups of musicians collaborate. Existing frameworks from CSCW are extended to accommodate the properties of music as an auditory medium, and theories of conventional musical interaction are used to elaborate on the nature of music making as a collaborative and social activity which is focused on process-oriented creativity. This research contributes to the fields of Human-Computer Interaction (HCI), Computer Supported Cooperative Work, and Sound and Music Computing through the identification of empirically derived design implications and recommendations for collaborative musical environments. These guidelines are demonstrated through the design of a hypothetical collaborative music system. This thesis also contributes towards the methodology for evaluating such systems, and considers the distinctions between CDMI and the forms of collaboration traditionally studied within CSCW.

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22

Xu, Yicong. "Goal Based Human Swarm Interaction for Collaborative Transport". Digital WPI, 2018. https://digitalcommons.wpi.edu/etd-theses/597.

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Human-swarm interaction is an important milestone for the introduction of swarm-intelligence based solutions into real application scenarios. One of the main hurdles towards this goal is the creation of suitable interfaces for humans to convey the correct intent to multiple robots. As the size of the swarm increases, the complexity of dealing with explicit commands for individual robots becomes intractable. This brings a great challenge for the developer or the operator to drive robots to finish even the most basic tasks. In our work, we consider a different approach that humans specify only the desired goal rather than issuing individual commands necessary to obtain this task. We explore this approach in a collaborative transport scenario, where the user chooses the target position of an object, and a group of robots moves it by adapting themselves to the environment. The main outcome of this thesis is the design of integration of a collaborative transport behavior of swarm robots and an augmented reality human interface. We implemented an augmented reality (AR) application in which a virtual object is displayed overlapped on a detected target object. Users can manipulate the virtual object to generate the goal configuration for the object. The designed centralized controller translate the goal position to the robots and synchronize the state transitions. The whole system is tested on Khepera IV robots through the integration of Vicon system and ARGoS simulator.

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23

VENDITTI, Antonello. "The importance of interaction mechanisms in collaborative learning". Doctoral thesis, Università degli studi del Molise, 2019. http://hdl.handle.net/11695/90884.

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Le politiche europee indicano le competenze necessarie che i cittadini dovrebbero avere per adattarsi facilmente ai cambiamenti nel mondo del lavoro. Il problem solving è una delle competenze più importanti richieste ed è un tema importante che ci interessa. In particolare, ci concentriamo sul tema della collaborazione, poiché l'integrazione di diverse intelligenze è più efficace del contributo individuale. Abbiamo definito un insieme minimo di requisiti per i meccanismi di interazione per supportare le attività di problem solving da svolgere in collaborazione. In particolare, il nostro interesse mira a definire quei requisiti che consentono di distinguere i contributi di un membro da quelli degli altri membri del gruppo. Nel contesto dell'insegnamento-apprendimento, la nostra proposta consente innanzitutto agli studenti di essere maggiormente coinvolti per contribuire al progetto complessivo, al fine di ottenere risultati migliori. Inoltre, il nostro lavoro può essere utile anche in altri contesti in cui il problem solving è strategico, come il mondo del lavoro. La nostra definizione di insieme minimo di requisiti per i meccanismi di interazione non definisce il software che l'insegnante e gli studenti dovranno utilizzare, ma indica i requisiti che il software deve soddisfare, in quanto essi definiscono il modo in cui l'insegnante e gli studenti interagiscono per svolgere le attività di problem solving pianificate. Per questo motivo, la nostra definizione, per essere messa in pratica, richiede la scelta di un software esistente o di svilupparne uno che soddisfi il nostro insieme minimo di requisiti, dopodiché sarà necessario spiegare all'insegnante e agli studenti il modo in cui dovrà essere utilizzato per svolgere le attività. In questo lavoro presentiamo una prima sperimentazione della nostra definizione di insieme minimo di requisiti per i meccanismi di interazione. In questo caso abbiamo utilizzato un software esistente, ovvero GitHub, che non è un software sviluppato per svolgere attività di e-learning, ma lo abbiamo scelto perché soddisfa i nostri requisiti minimi. I risultati della sperimentazione hanno confermato l'efficacia della nostra proposta ed, inoltre, oltre ad aver messo in evidenza degli aspetti per migliorare la proposta. Inoltre, abbiamo deciso di progettare un software per implementare direttamente la nostra definizione, che abbiamo chiamato Problem Solving Support Environment (PSSE). Anche in questo caso abbiamo eseguito una sperimentazione e i risultati ottenuti hanno pienamente soddisfatto le aspettative. Entrambe le sperimentazioni hanno dimostrato che gli studenti del gruppo sperimentale hanno ottenuto risultati migliori rispetto a quelli del gruppo di controllo, ma la seconda sperimentazione ha previsto la progettazione di un software specifico per ottenere un risultato migliore in termini di usabilità del sistema, in modo che sia possibile utilizzarlo nei contesti più diversi.
European policies indicate the necessary competences that citizens should have to adapt easily to changes in the working world. Problem solving is one of the most important required competences and it is an important subject that interests us. In particular, we focus on the theme of collaboration, since the integration of different intelligences is more effective than individual contribution. We defined a minimal set of requirements for interaction mechanisms to support problem solving activities to be carried out in collaboration. In particular, our interest aims to define those requirements that make it possible to distinguish the contributions of a member from those of the other members of the group. In the teaching-learning context, our proposal mainly allows students to be more involved in contributing to the overall project, in order to achieve better results. Moreover, our work can also be useful in other contexts in which problem solving is strategic, as in the working world. Our definition of minimal set of requirements for interaction mechanisms does not define the software that the teacher and the students will have to use, but it indicates the requirements that the software must meet, as they define the ways in which the teacher and the students will interact to carry out the planned problem solving activities. For this reason, our definition, to be put into practice, requires choosing an existing software or develop one that meets our minimal set of requirements, after which it will be necessary to explain to the teacher and students the way in which it will be used to carry out the activities. In this work we present a first experimentation of our definition of minimal set of requirements for interaction mechanisms. In this case we used an existing software, that is GitHub, which is not a software developed to carry out e-learning activities, but we chose it because it meets our minimal set of requirements. The results of the experimentation confirmed the effectiveness of our proposal, as well as highlighting aspects to improve the proposal. Furthermore, we decided to design a software to directly implement our definition, which we called Problem Solving Support Environment (PSSE). Also in this case we performed an experimentation and the results obtained fully met the expectations. Both experiments showed that the students of the experimental group obtained better results than those of the control group, but the second experimentation involved the design of a specific software to obtain a better result in terms of usability of the system, so that it is possible to use it in the most different contexts.

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McKenzie, Monica M., e n/a. "The word amongst us : a descriptive study of the perceptions of communication problems in a traditionally hierarchical organisation moving to a more lateral form of collaborative ministry". University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061003.114719.

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This paper attempts to isolate some implications for secondary and adult education emerging from an exploratory study of perceived effective interactional communication in a religious organisation. Leaders of the local parishes of the Catholic Church in Australia are in the process of moving from the traditional basic communication structure of an hierarchical model to the lateral and collaborative interaction of a more participative model of management. This descriptive study records the perceptions of a sample of parish workers in the Church throughout Australia as they describe some of the problems they experienced in communication processes and attempted to identify the reason why these problems emerged. In doing so, they also identified the more effective communication processes emerging in this new form of pastoral ministry. They listed a number of attitudes which they believed would lead to greater communication effectiveness and without which genuine constructive communication usually does not take place (Carl Rogers 1957 in Bolton, 1983 p. 259). The media and written communication are not explored, except in their relation to effective meeting procedures. Verbal and non-verbal communication amongst people interacting with one another in the interpersonal organisational setting is the focus of this work. The findings of this study point in the short term, to the need for empowering people engaged in pastoral work with the necessary skills of effective communication processes. In the long term, the paper proposes the need for continuing educational emphasis on communication skills especially in secondary schools when students move towards a more personalised form of self-assertion.

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Sinmai, Kanida. "Supporting collaborative work using interactive tabletop". Thesis, University of Newcastle upon Tyne, 2016. http://hdl.handle.net/10443/3193.

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Collaborative working is a key of success for organisations. People work together around tables at work, home, school, and coffee shops. With the explosion of the internet and computer systems, there are a variety of tools to support collaboration in groups, such as groupware, and tools that support online meetings. However, in the case of co-located meetings and face-to-face situations, facial expressions, body language, and the verbal communications have significant influence on the group decision making process. Often people have a natural preference for traditional pen-and-paper-based decision support solutions in such situations. Thus, it is a challenge to implement tools that rely advanced technological interfaces, such as interactive multi-touch tabletops, to support collaborative work. This thesis proposes a novel tabletop application to support group work and investigates the effectiveness and usability of the proposed system. The requirements for the developed system are based on a review of previous literature and also on requirements elicited from potential users. The innovative aspect of our system is that it allows the use of personal devices that allow some level of privacy for the participants in the group work. We expect that the personal devices may contribute to the effectiveness of the use of tabletops to support collaborative work. We chose for the purpose of evaluation experiment the collaborative development of mind maps by groups, which has been investigated earlier as a representative form of collaborative work. Two controlled laboratory experiments were designed to examine the usability features and associated emotional attitudes for the tabletop mind map application in comparison with the conventional pen-and-paper approach in the context of collaborative work. The evaluation clearly indicates that the combination of the tabletop and personal devices support and encourage multiple people working collaboratively. The comparison of the associated emotional attitudes indicates that the interactive tabletop facilitates the active involvement of participants in the group decision making significantly more than the use of the pen-and-paper conditions. The work reported here contributes significantly to our understanding of the usability and effectiveness of interactive tabletop applications in the context of supporting of collaborative work.

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Harris, Amanda. "The role of Achievement goals in Children's Collaborative interaction". Thesis, University of Sussex, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536538.

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Beaton, Robert John. "On Digital Drumming: Collaborative, Dyadic, Co-Located, Coordinated Interaction". Thesis, Virginia Tech, 2012. http://hdl.handle.net/10919/32890.

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The use of digital technology can be seen in many aspects of daily lives. Once a symbol of business and the corporate world, digital devices such as computers and cell phones are now common artifacts to adults and children alike. While these devices become more practical and common, questions of their impact on behavior and interactions begin to arise. Digital Drumming is a series of three experiments that examined the impact of known computer participation as a partner in a dyadic creative, experience-driven task. The subjective processes associated with the task of rhythmic music production by inexperienced and experienced participants working collaboratively either with a human or computer partner to produce complex poly-rhythm sounds were investigated. Specifically, the research question asked is: How do inexperienced versus experienced drummers solve problems of what to produce when they have a human partner, versus a computer partner? This is a problem of coop- eration, synchronization, and microcoordination(Lee, Tatar, & Harrison, 2010). Data was collected through self-reported questionnaires and audio transcriptions of the actual sessions. Behavioral data and subjective experience responses suggested that participants viewed a computerâ s role differently depending on their experience level. Participants demonstrated a propensity to simultaneous interaction, often sharing a common tempo with variable rhyth- mic patterns. The importance of partner, as well as the perception of leader were influenced by the partner type, and the experience level of the participant. This work identifies differ- ent perceptions and expectations that humans of varying prior experience levels have when interacting with and responding to technology, and suggests deeper investigation into how people view technology in creative activities.
Master of Science

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Albloushi, Shaima Abdullah. "Online Collaborative Learning and Interaction Among Pre-Service Teachers". Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1553088752167938.

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Ullah, Sehat. "Multi-modal assistance for collaborative 3D interaction : study and analysis of performance in collaborative work". Thesis, Evry-Val d'Essonne, 2011. http://www.theses.fr/2011EVRY0003.

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Les progrès récents dans le domaine de l'infographie et la capacité des ordinateurs personnels de rendre les scènes 3D réalistes ont permis de développer des environnements virtuels dans lesquels plusieurs utilisateurs peuvent co-exister et travailler ensemble pour atteindre un objectif commun. Ces environnements sont appelés Environnements Virtuels Collaboratifs (EVCs). Les applications potentielles des EVCs sont dans les domaines militaire, médical, l'assemblage, la conception assistée par ordinateur, la téléopération, l'éducation, les jeux et les réseaux sociaux. Un des problèmes liés aux EVCs est la faible connaissance des utilisateurs concernant l'état, les actions et les intentions de leur(s) collaborateur(s). Ceci réduit non seulement la performance collective, mais conduit également à des résultats non satisfaisants. En outre, les tâches collaboratives ou coopératives réalisées sans aide ou assistance, sont plus difficiles et plus sujettes aux erreurs. Dans ce travail de thèse, nous étudions l'influence de guides multi-modaux sur la performance des utilisateurs lors de tâches collaboratives en environnement virtuel (EV). Nous proposons un certain nombre de guides basés sur les modalités visuelle, auditive et haptique. Dans ce contexte, nous étudions leur qualité de guidage et examinons leur influence sur l'awareness, la co-présence et la coordination des utilisateurs pendant la réalisation des tâches. A cette fin, nous avons développé une architecture logicielle qui permet la collaboration de deux (peut être étendue a plusieurs utilisateurs) utilisateurs (distribués ou co-localisés). En utilisant cette architecture, nous avons développé des applications qui non seulement permettent un travail collaboratif, mais fournissent aussi des assistances multi-modales aux utilisateurs. Le travail de collaboration soutenus par ces applications comprend des tâches de type "Peg-in-hole", de télé-manipulation coopérative via deux robots, de télé-guidage pour l'écriture ou le dessin. Afin d'évaluer la pertinence et l'influence des guides proposés, une série d'expériences a été effectuée au LISA (Laboratoire d'Ingénierie et Systèmes Automatisés) à l'Université d'Angers et au Laboratoire IBISC (Informatique, Biologie Intégrative et Systèmes Complexes) d'Evry. Dans ces expériences, les utilisateurs ont été invités à effectuer des tâches variées, dans des conditions différentes (avec et sans guides). L'analyse a été effectuée sur la base du temps de réalisation des tâches, des erreurs et de l'apprentissage des utilisateurs. Pour les évaluations subjectives des questionnaires ont été utilisés. Ce travail contribue de manière significative au développement de systèmes collaboratifs pour la téléopération, la simulation d'assemblage, l'apprentissage de gestes techniques, la rééducation, la conception assistée par ordinateur et le divertissement
The recent advancement in the field oh high quality computer graphics and the capability of inexpensive computers to render realistic 3D scenes have made it possible to develop virtual environments where two more users can co-exist and work collaboratively to achieve a common goal. Such environments are called Collaborative Virtual Environnment (CVEs). The potential application domains of CVEs are many, such as military, medical, assembling, computer aided designing, teleoperation, education, games and social networks etc.. One of the problems related to CVEs is the user's low level of awareness about the status, actions and intentions of his/her collaborator, which not only reduces user's performance but also leads to non satisfactory results. In addition, collaborative tasks without using any proper computer generated assistance are very difficult to perform and are more prone to errors. The basic theme of this thesis is to provide assistance in collaborative 3D interactiion in CVEs. In this context, we study and develop the concept of multimodal (audio, visual and haptic) assistance of a user or group of users. Our study focuses on how we can assist users to collaboratively interact with the entities of CVEs. We propose here to study and analyze the contribution of multimodal assistance in collaborative (synchronous and asynchronous) interaction with objects in the virtual environment. Indeed, we propose and implement various multimodal virtual guides. Theses guides are evaluated through a series of experiments where selection/manipulation task is carried out by users both in synchronous and asynchronous mode. The experiments were carried out in LISA (Laboratoire d'Ingénierie et Systèmes Automatisés) lat at University of Angers and IBISC (Informatique, Biologie Intégrative et Systèmes complexes) lab at University of Evry. In these experiments users were asked to perform a task under various conditions (with and without guides). Analysis was done on the basis of task completion time, errors and users' learning. For subjective evaluations questionnaires were used. The findings of this research work can contribute to the development of collaborative systems for teleopreation, assembly tasks, e-learning, rehabilitation, computer aided design and entertainment

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Merrad, Walid. "Interfaces tangibles et réalité duale pour la résolution collaborative de problèmes autour de tables interactives distribuées". Thesis, Valenciennes, Université Polytechnique Hauts-de-France, 2020. http://www.theses.fr/2020UPHF0010.

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De nouvelles modalités d’interactions reposant sur les postures et les gestes complètentprogressivement les modalités couramment employées par les ordinateurs de bureau, lestablettes et les surfaces interactives. Ces modalités peuvent être enrichies par l’adjonctiond’objets tangibles, directement tirés de la vie quotidienne ou représentant de manièresymbolique des concepts abstraits de l’interface. Les tables interactives, de par leurhorizontalité et leurs cadres d’utilisation, souvent collaboratifs voire conviviaux, sont unterritoire privilégié d’exploration des usages des objets tangibles et de la manière dont ilssont capables d’enrichir les modalités classiques d’interaction avec ces tables que sont lepointage et le toucher.Le sujet de cette thèse porte sur l’étude des interactions utilisateur avec des tablesinteractives tangibles, dans un contexte d’utilisation en environnement de réalité dualeconstitué de deux mondes symétriques, interconnectés et d’influence mutuellement. Lesinterfaces utilisateur tangibles offrent aux utilisateurs la possibilité d’appréhender et desaisir la signification des informations numériques en manipulant des représentations tangiblesjudicieuses de notre monde physique. Ces métaphores d’interaction établissent unpont entre les deux environnements qui constituent la réalité duale : le monde physiqueet le monde virtuel.Dans cette perspective, ce travail présente une contribution théorique, ainsi que sesapplications. Nous proposons de combiner l’interaction tangible sur table interactiveavec la réalité duale dans un cadre conceptuel, essentiellement destiné aux concepteursd’applications, qui modélise et explique les interactions et les représentations, quifonctionnent dans des configurations de réalité duale. Nous exposons tout d’aborddifférents travaux réalisés dans le domaine de l’interaction tangible en général, puis nousnous concentrons sur des travaux menés sur les tables interactives. Nous proposonségalement de recenser et répertorier 112 tables interactives, classées et caractérisées selonplusieurs critères. Ensuite, nous présentons le concept de la réalité duale et ses domainesd’application possibles. Ensuite, nous proposons un framework de conception, illustronset expliquons ses éléments constitutifs, et comment il peut s’adapter à diverses situationsde réalité duale, notamment avec des tables interactives équipées de la technologie RFID.Enfin, quant à nos contributions applicatives, nous montrons des études de cas que nousavons conçues sur la base de notre proposition, qui illustrent les mises en oeuvre deséléments de notre framework proposé. Les perspectives de recherche sont enfin mises enévidence à la fin du manuscrit
In everyday life, new interactions are gradually replacing the standard computer keyboardand mouse, by using the human body gestures (hands, fingers, head, etc.) as alternativesof interactions on surfaces and in-air. Another type of interaction resides within the manipulationof everyday objects to interact with digital systems. Interactive tabletops haveemerged as new platforms in several domains, offering better usability and facilitatingmulti-user collaboration, thanks to their large display surface and different interactiontechniques on their surfaces, such as multi-touch and tangible. Therefore, improving interaction(s) on these devices and combining it (respectively them) with other conceptscan prove more useful and helpful in the everyday life of users and designers.The topic of this thesis focuses on studying user interactions on tangible interactivetabletops, in a context of use set in a dual reality environment. Tangible User Interfacesoffer users the possibility to apprehend and grasp the meaning of digital information bymanipulating insightful tangible representations in our physical world. These interactionmetaphors are bridging both environments that constitute the dual reality: the physicalworld and the virtual world.In this perspective, this work presents a theoretical contribution along with itsapplications. We propose to combine tangible interaction on tabletops and dual realityin a conceptual framework, basically intended for application designers, that models andexplains interactions and representations, which operate in dual reality setups. First ofall, we expose various works carried out in the field of tangible interaction in general,then we focus on existing work conducted on tabletops. We also propose to list 112interactive tabletops, classified and characterized by several criteria. Next, we presentthe dual reality concept and its possible application domains. Second, we design ourproposal of the framework, illustrate and explain its composing elements, and how itcan adapt to various situations of dual reality, particularly with interactive tabletopsequipped with RFID technology. Finally, and as application contributions, we show casestudies that we designed based on our proposal, which illustrate implementations ofelements from our proposed framework. Research perspectives are finally highlighted atthe end of the manuscript

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Aschermann, Jennifer Leigh. "Children Teaching and Learning in Peer Collaborative Interactions". Thesis, Virginia Tech, 2001. http://hdl.handle.net/10919/31893.

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This study focused on peer teaching and learning in preschool children's peer collaborative interactions. The research took place in the naturalistic setting of a preschool classroom at the Virginia Tech Child Development Laboratory, which is a university-based preschool in Blacksburg, Virginia. The children were videotaped in their collaborative interactions and the interactions were analyzed for moments of teaching and learning between the children. The study found that children use a variety of verbal and non-verbal teaching strategies when collaborating with each other. Children's learning from the interactions was exhibited through many forms of modeling, reciprocation, and exchange of ideas.
Master of Science

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32

Tirado-Ramos, Alfredo. "Collaborative software architectures for interactive biomedical applications". [S.l. : Amsterdam : s.n.] ; Universiteit van Amsterdam [Host], 2007. http://dare.uva.nl/document/48209.

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Bayon, Molino Victor M. "Developing collaborative storytelling tools and interactive spaces". Thesis, University of Nottingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268810.

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34

Babic, Kristopher T. "InterDraw - An Online, Interactive, Collaborative Art Program". Digital WPI, 2000. https://digitalcommons.wpi.edu/etd-theses/825.

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InterDraw is an art program that facilitates the artistic collaboration of multiple users. The goal of this collaboration is the creation of one unique computer image that represents a combination of the ideas and images provided by each of the users. InterDraw extends the already collaborative nature of the World Wide Web through the use of the Java programming language, which provides InterDraw with its cross-platform capabilities. Previously, collaborative art-like programs have been developed for specific operating systems or environments. This limitation prohibits any collaboration with users from other operating systems or environments. InterDraw breaks this limitation by using the power of Java to provide program access from any computer with an Internet connection and a Java enabled browser. The InterDraw clients collaborate by transforming objects drawn by a user into compressed binary strings that are then transported over the Internet to a server application. This server maintains a database of artist contributions and updates all other InterDraw clients collaborating on the same image. These binary strings provide a reliable transmission format that allows the drawn objects to be recreated by the InterDraw clients. Through user testing, InterDraw has been shown to provide an effective and entertaining forum for the creation of collaborative, dynamic images.

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Seo, James Jung-Hoon 1972. "Interactive cinema : collaborative expression with digital video". Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/62358.

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Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2001.
Includes bibliographical references (p. 106-107).
Advances in technologies for digital video editing and streaming have lowered the barrier to entry for aspiring videomakers, and they provide an opportunity to expand the vocabulary for using and sharing video. Custom interfaces for editing and sharing video can suggest and support novel methods of collaborative production, cinematic narration, and casual dialogue with media. This thesis research presents Individeo, an online application with for video browsing and editing, and explores how interface design can enable closer collaboration among online videographers. The thesis evaluates Individeo's custom interfaces through Honeymoon, an experimental collaborative video production, in which geographically separated videomakers attempt to build a cinematic narrative together through online collaboration.
James Jung-Hoon Seo.
S.M.

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Hung, Emilie 1975. "Collaborative interactive methodology for environmental site selection". Thesis, Massachusetts Institute of Technology, 1998. http://hdl.handle.net/1721.1/50022.

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Ali, Muhammad. "Contribution to decisional human-robot interaction: towards collaborative robot companions". Phd thesis, INSA de Toulouse, 2012. http://tel.archives-ouvertes.fr/tel-00719684.

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L'interaction homme-robot arrive dans une phase intéressante ou la relation entre un homme et un robot est envisage comme 'un partenariat plutôt que comme une simple relation maitre-esclave. Pour que cela devienne une réalité, le robot a besoin de comprendre le comportement humain. Il ne lui suffit pas de réagir de manière appropriée, il lui faut également être socialement proactif. Pour que ce comportement puis être mise en pratique le roboticien doit s'inspirer de la littérature déjà riche en sciences sociocognitives chez l'homme. Dans ce travail, nous allons identifier les éléments clés d'une telle interaction dans le contexte d'une tâche commune, avec un accent particulier sur la façon dont l'homme doit collaborer pour réaliser avec succès une action commune. Nous allons montrer l'application de ces éléments au cas un système robotique afin d'enrichir les interactions sociales homme-robot pour la prise de décision. A cet égard, une contribution a la gestion du but de haut niveau de robot et le comportement proactif est montre. La description d'un modèle décisionnel d'collaboration pour une tâche collaboratif avec l'humain est donnée. Ainsi, l'étude de l'interaction homme robot montre l'intéret de bien choisir le moment d'une action de communication lors des activités conjointes avec l'humain.

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Korzetz, Mandy, Romina Kühn, Karl Kegel, Franz-Wilhelm Schumann, Leon Georgi e Thomas Schlegel. "MilkyWay: A Toolbox for Prototyping Collaborative Mobile-Based Interaction Techniques". Springer, 2019. https://tud.qucosa.de/id/qucosa%3A71301.

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Beside traditional multitouch input, mobile devices provide various possibilities to interact in a physical, device-based manner due to their built-in hardware. Applying such interaction techniques allows for sharing content easily, e.g. by literally pouring content from one device into another, or accessing device functions quickly, e.g. by facing down the device to mute incoming calls. So-called mobile-based interaction techniques are characterized by movements and concrete positions in real spaces. Even though such interactions may provide many advantages in everyday life, they have limited visibility in interaction design due to the complexity of sensor processing. Hence, mobile-based interactions are often integrated, if any, at late design stages. To support testing interactive ideas in early design stages, we propose MilkyWay, a toolbox for prototyping collocated collaborative mobile-based interaction techniques. MilkyWay includes an API and a mobile application. It enables easily building up mobile interactive spaces between multiple collocated devices as well as prototyping interactions based on device sensors by a programming-by-demonstration approach. Appropriate sensors are selected and combined automatically to increase tool support. We demonstrate our approach using a proof of concept implementation of a collaborative Business Model Canvas (BMC) application.

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39

Ali, Muhammad. "Contributions to decisional human-robot interaction : towards collaborative robot companions". Thesis, Toulouse, INSA, 2012. http://www.theses.fr/2012ISAT0003/document.

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Abstract (sommario):

L'interaction homme-robot arrive dans une phase intéressante ou la relation entre un homme et un robot est envisage comme 'un partenariat plutôt que comme une simple relation maitre-esclave. Pour que cela devienne une réalité, le robot a besoin de comprendre le comportement humain. Il ne lui suffit pas de réagir de manière appropriée, il lui faut également être socialement proactif. Pour que ce comportement puis être mise en pratique le roboticien doit s'inspirer de la littérature déjà riche en sciences sociocognitives chez l'homme. Dans ce travail, nous allons identifier les éléments clés d'une telle interaction dans le contexte d'une tâche commune, avec un accent particulier sur la façon dont l'homme doit collaborer pour réaliser avec succès une action commune. Nous allons montrer l'application de ces éléments au cas un système robotique afin d'enrichir les interactions sociales homme-robot pour la prise de décision. A cet égard, une contribution a la gestion du but de haut niveau de robot et le comportement proactif est montre. La description d'un modèle décisionnel d'collaboration pour une tâche collaboratif avec l'humain est donnée. Ainsi, l'étude de l'interaction homme robot montre l'intéret de bien choisir le moment d'une action de communication lors des activités conjointes avec l'humain
Human Robot Interaction is entering into the interesting phase where the relationship with a robot is envisioned more as one of companionship with the human partner than a mere master-slave relationship. For this to become a reality, the robot needs to understand human behavior and not only react appropriately but also be socially proactive. A Companion Robot will also need to collaborate with the human in his daily life and will require a reasoning mechanism to manage thecollaboration and also handle the uncertainty in the human intention to engage and collaborate. In this work, we will identify key elements of such interaction in the context of a collaborative activity, with special focus on how humans successfully collaborate to achieve a joint action. We will show application of these elements in a robotic system to enrich its social human robot interaction aspect of decision making. In this respect, we provide a contribution to managing robot high-level goals and proactive behavior and a description of a coactivity decision model for collaborative human robot task. Also, a HRI user study demonstrates the importance of timing a verbal communication in a proactive human robot joint action

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Chen, Chaomei. "Dynamics of writing with collaborative hypertext : analysis and modelling". Thesis, University of Liverpool, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262385.

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Narayanan, Siddharth. "Cinemacraft: Exploring Fidelity Cues in Collaborative Virtual World Interactions". Thesis, Virginia Tech, 2018. http://hdl.handle.net/10919/82142.

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The research presented in this thesis concerns the contribution of virtual human (or avatar) fidelity to social interaction in virtual environments (VEs) and how sensory fusion can improve these interactions. VEs present new possibilities for mediated communication by placing people in a shared 3D context. However, there are technical constraints in creating photo realistic and behaviorally realistic avatars capable of mimicking a person's actions or intentions in real time. At the same time, previous research findings indicate that virtual humans can elicit social responses even with minimal cues, suggesting that full realism may not be essential for effective social interaction. This research explores the impact of avatar behavioral realism on people's experience of interacting with virtual humans by varying the interaction fidelity. This is accomplished through the creation of Cinemacraft, a technology-mediated immersive platform for collaborative human-computer interaction in a virtual 3D world and the incorporation of sensory fusion to improve the fidelity of interactions and realtime collaboration. It investigates interaction techniques within the context of a multiplayer sandbox voxel game engine and proposes how interaction qualities of the shared virtual 3D space can be used to further involve a user as well as simultaneously offer a stimulating experience. The primary hypothesis of the study is that embodied interactions result in a higher degree of presence and co-presence, and that sensory fusion can improve the quality of presence and co-presence. The argument is developed through research justification, followed by a user-study to demonstrate the qualitative results and quantitative metrics.This research comprises of an experiment involving 24 participants. Experiment tasks focus on distinct but interrelated questions as higher levels of interaction fidelity are introduced.The outcome of this research is the generation of an interactive and accessible sensory fusion platform capable of delivering compelling live collaborative performances and empathetic musical storytelling that uses low fidelity avatars to successfully sidestep the 'uncanny valley'. This research contributes to the field of immersive collaborative interaction by making transparent the methodology, instruments and code. Further, it is presented in non-technical terminology making it accessible for developers aspiring to use interactive 3D media to pro-mote further experimentation and conceptual discussions, as well as team members with less technological expertise.
Master of Science

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42

SIEBRA, Sandra de Albuquerque. "Contextual analysis of users interactions in collaborative learning environments". Universidade Federal de Pernambuco, 2007. https://repositorio.ufpe.br/handle/123456789/2026.

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Made available in DSpace on 2014-06-12T15:53:57Z (GMT). No. of bitstreams: 2 arquivo6411_1.pdf: 5236344 bytes, checksum: eb8f36005a668c44d22d18f4691ce07e (MD5) license.txt: 1748 bytes, checksum: 8a4605be74aa9ea9d79846c1fba20a33 (MD5) Previous issue date: 2007
As interações realizadas através de Ambientes de Aprendizagem Colaborativa suportados por Computador (AAC) são um dos aspectos visíveis mais importantes da colaboração. A análise dessas interações pode dar suporte aos processos de reflexão e autoavaliação dos estudantes e às atividades dos professores. Porém, para executar o processo de análise, é importante descobrir e registrar o contexto onde cada interação ocorreu, a fim de entender o verdadeiro significado das interações dos usuários. Entretanto, faltam métodos e ferramentas para a Análise de Interações em AAC que considerem: (1) o contexto onde as interações ocorreram; (2) a diferença de necessidades do ponto de vista do professor e do estudante; e (3) a necessidade de informações históricas contextualizadas, para produzir relatórios mais completos para estudantes e professores. Neste cenário, objetivando prover suporte de boa qualidade para estudantes e professores, essa tese apresenta um Processo para Análise de Interações baseado em Contexto, que estrutura as interações, levando em consideração o contexto onde elas ocorreram. Depois disso, ele armazena as interações em um repositório multidimensional chamado LIM (Memória de Interações de Aprendizagem) e, finalmente, usa consultas analíticas para explorar e analisar as informações armazenadas sob diferentes perspectivas (dimensões), de acordo com as necessidades dos usuários. Essa tese também apresenta um Ambiente Analítico baseado em Contexto chamado SmartChat+: um ambiente para discussões colaborativas de assuntos específicos que segue o Processo baseado em Contexto definido. A experimentação inicial desse ambiente é detalhada e os resultados dos experimentos são discutidos, indicando a viabilidade do processo proposto e seu potencial para apoiar ao aprendizado

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Piotti, Patrizia. "Collaborative interactions between humans and domestic dogs (Canis familiaris)". Thesis, University of Portsmouth, 2017. https://researchportal.port.ac.uk/portal/en/theses/collaborative-interactions-between-humans-and-domestic-dogs-canis-familiaris(11858e1c-55d7-4e5b-8741-f7e8ea6221f2).html.

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Domestic dogs (Canis familiaris) are ideal subjects for the comparative study of collaboration: they form stable social groups, engage in cooperative behaviour, and are characterised by human-like social skills. Moreover, dogs understand when human communication is intended for them, they obtain information about the emotional valence of human facial expressions and vocalisations, and readily form attachment bonds with humans. It has been hypothesised that, during the domestication process, dogs have been selected for collaborative activities with humans and evolved some human-like social skills as an adaptation to life with humans. However, collaborative interactions between dogs and humans are understudied and not well understood. The aim of this research is to explore dogs’ behaviour in contexts seen as the building blocks for successful collaboration: informative communication, reputation forming, and other regarding preferences. In the first chapter of the thesis I review the literature on these topics. In Chapter 2, I explore the applicability to dogs of an experimental method for the comparative study of informative communication. In Chapter 3, with a simplified protocol, I provide evidence that dogs have some level of understanding of the relevance of the target for a human partner. Chapter 4 investigates reputation forming in dogs, suggesting that they do not take into account their previous experience about a human partner’s skilfulness when they communicate to request human help. In Chapter 5, I use a novel apparatus for the study of other-regarding preferences, confirming that, in a food sharing situation, dogs do not act altruistically towards humans but are rather motivated by the expectation of obtaining the food reward. Finally, in Chapter 6 I discuss the findings in the light of the current literature. The research presented in this PhD provides evidence that dogs may possess some of the building blocks of collaboration but not others. Specifically, they may have some understanding of the relevance of a target of communication for a human partner. However, there is no evidence that dogs’ can use reputation judgments in collaborative contexts as flexibly as humans or chimpanzees, and in terms of other-regarding preferences, dogs do not appear to act altruistically towards humans when food is involved. Overall, the current results may be taken as a confirmation that dogs’ human-like social skills may represent a specialisation to receive human communication.

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Shahrimin, Mohamad I. "Young children's collaborative interactions in an educational computer environment". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1515.

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This study investigated the collaborative interaction patterns exhibited by five-year old pre-primary children in an educational computer environment. The case study method was used in one pre-primary centre in metropolitan Perth, Western Australia, to examine the patterns of collaborative interaction among young children whilst engaged with the computer. The one event case study was of the interactions exhibited by pre-primary children whilst engaged, in dyads, with the computer within a naturalistic classroom environment. This study involved three phases of data collection. Phase I consisted of observations and videotaping sessions, compilation of written observations, narrative descriptions and relevant field notes on each participant. To assess the children's current social skills and computer competence and their general social interaction with peers, the researcher interviewed the children and their teacher using a semi-structured interview schedule to guide the discussion. Phase IT comprised reviewing and transcribing the videotapes and coding children's interactions, while Phase III consisted of analysing all the data obtained. Both observational comments and descriptions and data analyses were presented with anecdotes. 243 interactions were identified and classified into 16 interaction patterns. They were: directing partner's actions; self-monitor/repetition; providing information; declarative planning; asking for information/explanation; disagreeing with partner; accepting guidance; terminal response; exclaiming; correcting others; defending competence; showing pleasure; showing displeasure; sharing control; defending control; and suggesting ideas. Frequency of occurrence of identified interactions was analysed in the form of descriptive statistics. Factors facilitating the collaborative interaction of children whilst engaged with the computer activities were found to be: developmental appropriateness of the software; preexisting computer competency between children; children's preexisting positive attitude towards computer; mutual friendship between collaborators; children's social goals; appropriate structure of enjoyable learning environment; mutual understanding of turn-taking system; and positive non-isolated physical settings of the computer environment. Factors inhibiting collaborative interaction were identified as: non-developmentally appropriate software; lack of computer competency between children; negative attitude (on the part of both children and teacher) towards computer and learning; sense of competition between collaborators; social goals of each child; inappropriate structure to promote enjoyable learning environment; no mutual understanding of turn-taking system; and isolate physical settings of the computer environment. Associated with the findings were three major variables: (1) the classroom teacher variable (philosophy and educational beliefs, task-structure and computer management); (2) the software variable (developmentally appropriateness, content, design, and programmed task-structure); and (3) the child variable (computer competency and attitude towards computer, social goals, social skills, and personal relationship with collaborators). By identifying the collaborative interactions of children, and factors that may facilitate or inhibit these interactions, early childhood educators will be in a better position to integrate the computer into their classroom and to promote positive prosocial interaction among children whilst engaged at the computer. In general, findings suggest that computers should be integrated into all early childhood classrooms and afforded the same status as other traditional early childhood learning materials and activities.

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Riddle, Austin Christopher. "Interactive graphical timelines as collaborative scenario management tools". Texas A&M University, 2008. http://hdl.handle.net/1969.1/85915.

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Training emergency response decision makers using live, virtual and/or constructive simulations can be highly complex since certain situations can generate stimulusresponse cycles that depend significantly on unpredictable human judgments. In particular, effective training scenarios require a combination of content contributed via pre-authored scripts and content generated dynamically during the training exercise. Large-scale exercises require multiple domain experts contributing oversight and content to the scenario as it proceeds. Such real-time adaptation requires situational and group awareness based on an understanding of pre-scripted materials and the adaptations of others. This thesis describes the evolution and evaluation of a collaborative graphical timeline system, called the Scenario Timeline System (STS), which facilitates asynchronous and synchronous collaborative timeline management, and its application in large-scale, computer-supported emergency response training exercises.

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Chao, Crystal. "Timing multimodal turn-taking in human-robot cooperative activity". Diss., Georgia Institute of Technology, 2015. http://hdl.handle.net/1853/54904.

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Turn-taking is a fundamental process that governs social interaction. When humans interact, they naturally take initiative and relinquish control to each other using verbal and nonverbal behavior in a coordinated manner. In contrast, existing approaches for controlling a robot's social behavior do not explicitly model turn-taking, resulting in interaction breakdowns that confuse or frustrate the human and detract from the dyad's cooperative goals. They also lack generality, relying on scripted behavior control that must be designed for each new domain. This thesis seeks to enable robots to cooperate fluently with humans by automatically controlling the timing of multimodal turn-taking. Based on our empirical studies of interaction phenomena, we develop a computational turn-taking model that accounts for multimodal information flow and resource usage in interaction. This model is implemented within a novel behavior generation architecture called CADENCE, the Control Architecture for the Dynamics of Embodied Natural Coordination and Engagement, that controls a robot's speech, gesture, gaze, and manipulation. CADENCE controls turn-taking using a timed Petri net (TPN) representation that integrates resource exchange, interruptible modality execution, and modeling of the human user. We demonstrate progressive developments of CADENCE through multiple domains of autonomous interaction encompassing situated dialogue and collaborative manipulation. We also iteratively evaluate improvements in the system using quantitative metrics of task success, fluency, and balance of control.

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47

Johansson, Martin. "Participatory inquiry : Collaborative Design". Doctoral thesis, Karlskrona : Malmö : Blekinge Institute of Technology ; School of Arts and Communication, Malmö University, 2005. http://www.bth.se/fou/Forskinfo.nsf/allfirst2/729114bd11f9d4bcc1256f6b0045fd91?OpenDocument.

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48

Agravante, Don Joven. "Human-humanoid collaborative object transportation". Thesis, Montpellier, 2015. http://www.theses.fr/2015MONTS224/document.

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Les robots humanoïdes sont les plus appropriés pour travailler en coopération avec l'homme. En effet, puisque les humains sont naturellement habitués à collaborer entre eux, un robot avec des capacités sensorielles et de locomotion semblables aux leurs, sera le plus adapté. Cette thèse vise à rendre les robot humanoïdes capables d'aider l'homme, afin de concevoir des 'humanoïdes collaboratifs'. On considère ici la tâche de transport collaboratif d'objets. D'abord, on montre comment l'utilisation simultanée de vision et de données haptiques peut améliorer la collaboration. Une stratégie combinant asservissement visuel et commande en admittance est proposée, puis validée dans un scénario de transport collaboratif homme/humanoïde.Ensuite, on présente un algorithme de génération de marche, prenant intrinsèquement en compte la collaboration physique. Cet algorithme peut être spécifié suivant que le robot guide (leader) ou soit guidé (follower) lors de la tâche. Enfin, on montre comment le transport collaboratif d'objets peut être réalisé dans le cadre d'un schéma de commande optimale pour le corps complet
Humanoid robots provide many advantages when working together with humans to perform various tasks. Since humans in general have alot of experience in physically collaborating with each other, a humanoid with a similar range of motion and sensing has the potential to do the same.This thesis is focused on enabling humanoids that can do such tasks together withhumans: collaborative humanoids. In particular, we use the example where a humanoid and a human collaboratively carry and transport objectstogether. However, there is much to be done in order to achieve this. Here, we first focus on utilizing vision and haptic information together forenabling better collaboration. More specifically the use of vision-based control together with admittance control is tested as a framework forenabling the humanoid to better collaborate by having its own notion of the task. Next, we detail how walking pattern generators can be designedtaking into account physical collaboration. For this, we create leader and follower type walking pattern generators. Finally,the task of collaboratively carrying an object together with a human is broken down and implemented within an optimization-based whole-bodycontrol framework

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49

Billinghurst, Mark. "Shared space : explorations in collaborative augmented reality /". Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/6056.

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50

Manninen, T. (Tony). "Rich interaction model for game and virtual environment design". Doctoral thesis, University of Oulu, 2004. http://urn.fi/urn:isbn:9514272544.

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Abstract The focus of this thesis is on perceivable interaction forms that can be utilised in multi-player computer games and Collaborative Virtual Environments (CVEs). Interaction forms are manifestations of user-user and user-environment interaction. These forms convey the actions of the user to others, and to oneself, during synchronous communication and interaction partially resembling face-to-face encounters in the physical world. The communication, co-ordination and collaboration difficulties in current 3D CVEs have yet to be overcome. The aim of this thesis is to conceptualise and delineate the available mutually perceivable interaction forms. The research analyses entertainment industry solutions and examines their potential as providers of design implications for CVE systems in general. Furthermore, games are used as platforms in the construction phases of the research. The research answers the problems of what interaction forms exist in multi-player games and what are their main characteristics and how to apply the understanding of possible interaction forms in order to help the design of games and professionally used CVEs? The problems are approached with conceptual analytical and constructive methods. Delineation and categorisation of various interaction forms in games and CVEs is presented. The gap between theoretical models and practical design is bridged by using several empirical cases as a constructive part of the research. The significance of this research is related to the increasingly important role of CVEs in global organisations and virtual enterprises, as well as in the everyday life of people. The communicational and functional enhancements of the virtual environments and multi-player games make the interpersonal interaction more usable and applicable in computer mediated settings. The research provides a deeper understanding of the concept of interaction forms in the context of CVEs and multi-player games. The results can be used to create more supportive, appealing and communicative applications by applying interaction models and theories in the form of rich interaction design guidelines. The main contributions of this research are the conceptual models of interaction forms and corresponding rich interaction design suggestions. The results reveal important and neglected aspects of interaction forms to the world of game and virtual environment designers. Combined with the descriptions of interaction design processes the overall outcome of the work is applicable to a wide audience designing or using computer systems that support communication, co-ordination and collaboration.

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Tesi sul tema "Interaction Collaboratives"

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