AHCI RESEARCH GROUP
Publications
Papers published in international journals,
proceedings of conferences, workshops and books.
OUR RESEARCH
Scientific Publications
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You can expand the Abstract, Links and BibTex record for each paper.
2024
Sikström, P.; Valentini, C.; Sivunen, A.; Kärkkäinen, T.
Pedagogical agents communicating and scaffolding students' learning: High school teachers' and students' perspectives Journal Article
In: Computers and Education, vol. 222, 2024, ISSN: 03601315 (ISSN).
Abstract | Links | BibTeX | Tags: Adversarial machine learning, Agents communication, Augmented Reality, Contrastive Learning, Federated learning, Human communications, Human-Machine Communication, Human-to-human communication script, Human–machine communication, Human–machine communication (HMC), pedagogical agent, Pedagogical agents, Scaffolds, Scaffolds (biology), Secondary education, Student learning, Students, Teachers', Teaching, User-centered design, User-centred, Virtual environments
@article{sikstrom_pedagogical_2024,
title = {Pedagogical agents communicating and scaffolding students' learning: High school teachers' and students' perspectives},
author = {P. Sikström and C. Valentini and A. Sivunen and T. Kärkkäinen},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85202198552&doi=10.1016%2fj.compedu.2024.105140&partnerID=40&md5=dfb4a7b6c1f6352c5cc6faac213e938f},
doi = {10.1016/j.compedu.2024.105140},
issn = {03601315 (ISSN)},
year = {2024},
date = {2024-01-01},
journal = {Computers and Education},
volume = {222},
abstract = {Pedagogical agents (PAs) communicate verbally and non-verbally with students in digital and virtual reality/augmented reality learning environments. PAs have been shown to be beneficial for learning, and generative artificial intelligence, such as large language models, can improve PAs' communication abilities significantly. K-12 education is underrepresented in learning technology research and teachers' and students' insights have not been considered when developing PA communication. The current study addresses this research gap by conducting and analyzing semi-structured, in-depth interviews with eleven high school teachers and sixteen high school students about their expectations for PAs' communication capabilities. The interviewees identified relational and task-related communication capabilities that a PA should perform to communicate effectively with students and scaffold their learning. PA communication that is simultaneously affirmative and relational can induce immediacy, foster the relationship and engagement with a PA, and support students' learning management. Additionally, the teachers and students described the activities and technological aspects that should be considered when designing conversational PAs. The study showed that teachers and students applied human-to-human communication scripts when outlining their desired PA communication characteristics. The study offers novel insights and recommendations to researchers and developers on the communicational, pedagogical, and technological aspects that must be considered when designing communicative PAs that scaffold students’ learning, and discusses the contributions on human–machine communication in education. © 2024 The Authors},
keywords = {Adversarial machine learning, Agents communication, Augmented Reality, Contrastive Learning, Federated learning, Human communications, Human-Machine Communication, Human-to-human communication script, Human–machine communication, Human–machine communication (HMC), pedagogical agent, Pedagogical agents, Scaffolds, Scaffolds (biology), Secondary education, Student learning, Students, Teachers', Teaching, User-centered design, User-centred, Virtual environments},
pubstate = {published},
tppubtype = {article}
}
Pedagogical agents (PAs) communicate verbally and non-verbally with students in digital and virtual reality/augmented reality learning environments. PAs have been shown to be beneficial for learning, and generative artificial intelligence, such as large language models, can improve PAs' communication abilities significantly. K-12 education is underrepresented in learning technology research and teachers' and students' insights have not been considered when developing PA communication. The current study addresses this research gap by conducting and analyzing semi-structured, in-depth interviews with eleven high school teachers and sixteen high school students about their expectations for PAs' communication capabilities. The interviewees identified relational and task-related communication capabilities that a PA should perform to communicate effectively with students and scaffold their learning. PA communication that is simultaneously affirmative and relational can induce immediacy, foster the relationship and engagement with a PA, and support students' learning management. Additionally, the teachers and students described the activities and technological aspects that should be considered when designing conversational PAs. The study showed that teachers and students applied human-to-human communication scripts when outlining their desired PA communication characteristics. The study offers novel insights and recommendations to researchers and developers on the communicational, pedagogical, and technological aspects that must be considered when designing communicative PAs that scaffold students’ learning, and discusses the contributions on human–machine communication in education. © 2024 The Authors
Zhang, L.; Pan, J.; Gettig, J.; Oney, S.; Guo, A.
VRCopilot: Authoring 3D Layouts with Generative AI Models in VR Proceedings Article
In: UIST - Proc. Annual ACM Symp. User Interface Softw. Technol., Association for Computing Machinery, Inc, 2024, ISBN: 979-840070628-8 (ISBN).
Abstract | Links | BibTeX | Tags: 3D layouts, 3D modeling, 3D scenes, Automatic creations, Co-creation, Direct manipulation, Fluid interactions, Generative adversarial networks, Generative AI, Human-AI Co-creation, Immersive authoring, Scaffolds, Three dimensional computer graphics, User agencies, Virtual environments, Virtual Reality
@inproceedings{zhang_vrcopilot_2024,
title = {VRCopilot: Authoring 3D Layouts with Generative AI Models in VR},
author = {L. Zhang and J. Pan and J. Gettig and S. Oney and A. Guo},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85215072893&doi=10.1145%2f3654777.3676451&partnerID=40&md5=3f0845d0dd85ef93b97750f4a7d8b44e},
doi = {10.1145/3654777.3676451},
isbn = {979-840070628-8 (ISBN)},
year = {2024},
date = {2024-01-01},
booktitle = {UIST - Proc. Annual ACM Symp. User Interface Softw. Technol.},
publisher = {Association for Computing Machinery, Inc},
abstract = {Immersive authoring provides an intuitive medium for users to create 3D scenes via direct manipulation in Virtual Reality (VR). Recent advances in generative AI have enabled the automatic creation of realistic 3D layouts. However, it is unclear how capabilities of generative AI can be used in immersive authoring to support fluid interactions, user agency, and creativity. We introduce VRCopilot, a mixed-initiative system that integrates pre-trained generative AI models into immersive authoring to facilitate human-AI co-creation in VR. VRCopilot presents multimodal interactions to support rapid prototyping and iterations with AI, and intermediate representations such as wireframes to augment user controllability over the created content. Through a series of user studies, we evaluated the potential and challenges in manual, scaffolded, and automatic creation in immersive authoring. We found that scaffolded creation using wireframes enhanced the user agency compared to automatic creation. We also found that manual creation via multimodal specification offers the highest sense of creativity and agency. © 2024 ACM.},
keywords = {3D layouts, 3D modeling, 3D scenes, Automatic creations, Co-creation, Direct manipulation, Fluid interactions, Generative adversarial networks, Generative AI, Human-AI Co-creation, Immersive authoring, Scaffolds, Three dimensional computer graphics, User agencies, Virtual environments, Virtual Reality},
pubstate = {published},
tppubtype = {inproceedings}
}
Immersive authoring provides an intuitive medium for users to create 3D scenes via direct manipulation in Virtual Reality (VR). Recent advances in generative AI have enabled the automatic creation of realistic 3D layouts. However, it is unclear how capabilities of generative AI can be used in immersive authoring to support fluid interactions, user agency, and creativity. We introduce VRCopilot, a mixed-initiative system that integrates pre-trained generative AI models into immersive authoring to facilitate human-AI co-creation in VR. VRCopilot presents multimodal interactions to support rapid prototyping and iterations with AI, and intermediate representations such as wireframes to augment user controllability over the created content. Through a series of user studies, we evaluated the potential and challenges in manual, scaffolded, and automatic creation in immersive authoring. We found that scaffolded creation using wireframes enhanced the user agency compared to automatic creation. We also found that manual creation via multimodal specification offers the highest sense of creativity and agency. © 2024 ACM.