Evaluating Engagement in Reading

Rubegni, Elisa; Landoni, Monica

doi:10.1145/2930674.2930696

Cited by 3 publications

References 20 publications

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Cyber Chronix, Participatory Research Approach to Develop and Evaluate a Storytelling Game on Personal Data Protection Rights and Privacy Risks

Gioia

Stephane

Monica

et al. 2019

Lecture Notes in Computer Science

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This paper describes the participatory approach chosen to develop and evaluate a new serious game called Cyber Chronix developed in the format of a digital comic strip with storytelling branches. The aim of the story entitled "Finding Data" is to raise awareness about the privacy risks and the data protection rights in the new European Union (EU) General Data Protection Regulation (GDPR), whilst delivering a pleasant and enjoyable experience. In the evaluation phase, students acted as assessors with the assignment of looking at the key factors contributing to engage in reading, to enhance curiosity and to raise awareness of EU GDPR concepts. Here we report on how students perceived the different dimensions of the story and how the game can help to disseminate knowledge of EU GDPR rights and raise awareness of privacy risks.

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Cyber Chronix, Participatory Research Approach to Develop and Evaluate a Storytelling Game on Personal Data Protection Rights and Privacy Risks

Gioia

Stephane

Monica

et al. 2019

Lecture Notes in Computer Science

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When deictic gestures in a robot can harm child-robot collaboration

Yadollahi

Johal

Paiva

et al. 2018

Proceedings of the 17th ACM Conference on Interaction Design and Children

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This paper describes research aimed at supporting children's reading practices using a robot designed to interact with children as their reading companion. We use a learning by teaching scenario in which the robot has a similar or lower reading level compared to children, and needs help and extra practice to develop its reading skills. The interaction is structured with robot reading to the child and sometimes making mistakes as the robot is considered to be in the learning phase. Child corrects the robot by giving it instant feedbacks. To understand what kind of behavior can be more constructive to the interaction especially in helping the child, we evaluated the effect of a deictic gesture, namely pointing on the child's ability to find reading mistakes made by the robot. We designed three types of mistakes corresponding to different levels of reading mastery. We tested our system in a within-subject experiment with 16 children. We split children into a high and low reading proficiency even-though they were all beginners. For the high reading proficiency group, we observed that pointing gestures were beneficial for recognizing some types of mistakes that the robot made. For the earlier stage group of readers pointing were helping to find mistakes that were raised upon a mismatch between text and illustrations. However, surprisingly, for this same group of children, the deictic gestures were disturbing in recognizing mismatches between text and meaning. CCS Concepts •Human-centered computing → User studies; •Applied computing → Collaborative learning; •Social and professional topics → K-12 education;

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