Research


Towards Real-World Impact of Technology Research

Constructivist Pedagogy; Co-design with Stakeholders;
Mediating technologies; Authentic learning environments/Real-world settings


EMBODIED PLAY FOR LEARNING USING TECHNOLOGY
 
How can technologically-mediated ‘play-like’ activities enrich the learning experience and support the development of knowledge and skills, based on the assumption that we Learn as we Play while engaging our (physical or digital) Bodies and Brains.
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Embodied Play for Learning using Interactive Floors

Embodied learning is kinesthetic, collaborative, and multimodal and requires the involvement of the human body as a whole for the transport of messages. This work investigates the effectiveness and acceptability of an interactive floor which is based on multi-sensor technology and mediates interactive math games. A number of 1st grade students in the public schools of Cyprus participated in the study. Results provided evidence that embodied learning methods are acceptable by both students and teachers, can be successfully used in formal educational settings, can enrich teaching and learning and children’s engagement, and can help researchers to advance their views of the mechanisms of cognitive processing.

 
Don’t Read My Lips: Assessing Listening and Speaking Skills Through Play with a Humanoid Robot

This study investigates the potential of using the humanoid robot, NAO, as a playful tool for assessing the listening and speaking skills of seven hearing-impaired students who use cochlear implant(s) and sign language as their main communication modality. NAO does not have a human mouth and therefore, students cannot do lip-reading; we considered this to be a unique characteristic of the technology that can help make the assessment of listening and speaking skills efficient and accurate. Three game-like applications were designed and deployed on NAO for the purpose of this study.

 
Preschoolers’ interest and caring behaviour around a humanoid robot

The study involved NAO and four children in pre-primary school aged 3-5 years. NAO was placed in a playground together with other toys and children were encouraged to interact with NAO and play as they wished. The results of the study showed that children can easily interact with this humanoid robot. They showed particular interest to NAO when he danced and when he was in need of help (for example when he fell down) demonstrating caring behavior such as kisses, hugs and cuddling.

 
Learning about the “Plants of Cyprus” around an Interactive Tabletop

This work is concerned with the exploration of an educational tabletop application designed to facilitate collaboration amongst young learners while they learn about the “Plants of Cyprus”. The application was used by 28 third-graders during a scheduled visit at the Cyprus Center of Environmental Research and Education. We report empirical findings concerning the participants’ interactions around the table as well as their attitudes regarding the activity. Findings demonstrated that the students collaborated intensively in completing the task and they were overwhelmingly positive about the experience.

 
Movement-based learning for SEN children

This pilot research project aimed at exploring the effectiveness of Kinems for children with special educational needs and multiple learning disabilities.The suite of Kinems games engages children in learning through natural interaction using the Microsoft Kinect camera which detects hand and body movement and gestures. Findings from this pilot revealed that students improve not only their emotional state but also their academic performance in mathematics and language. The Kinems games based on motion capture technology have helped enriched the participants’ vocabulary, visual perception, motor skills and attention and concentration across intervention sessions.

 


AFFORDABLE, DIGITAL, COLLABORATIVE SPACES
 
How can we nourish classrooms and spaces with existing everyday technologies and further build on the capabilities of digital learning to promote collaboration and knowledge construction?
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A Distributed Cognition Perspective for Collaboration and Coordination

Through in-class investigations, this study focused on the understanding of the interactions evident in an artifact ecology around a design task. Using Distributed Cognition we mapped learner-learner and learner-artifact interactions and extracted design guidelines for artifact ecologies used collaborative around a design task.

 

EMERGING TECHNOLOGY, INCLUSIVE DESIGN AND SOCIAL CHANGE
 
How can computing and emerging technology enact the inclusion of the disabled or underrepresented in societal activities and experiences.
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Inclusive access to emergency services: focused on hearing impaired citizens

In case of emergency, hearing impaired people are not always able to access emergency services and, hence, they do not have equal access to social support and infrastructure. In this work we describe an action research study that undertakes the development and evaluation of a system aiming to meet the communication needs of hearing impaired citizens in cases of emergency. The system consists of (i) a mobile application that records and sends the details of an emergency event, and (ii) a central management system that handles these calls from the operation center at the emergency services. The system was completed in four cycles of design, development and evaluation with the involvement of 74 hearing impaired users and three officers from the Cyprus Police (Emergency Response Unit).

 


Visit the Cyprus Interaction Lab Google Scholar profile to view a list of publications.