Interaction Design And Creative Collaborative Spaces

How can we use technology to nourish spaces such as classrooms and museums, mediating processes between people and people, people and products, people and environment.


A Distributed Cognition Perspective for Collaboration and Coordination

This study focused on the understanding of the interactions evident in an artifact ecology around a design task. The researchers delved into the physical and digital space of several learning groups to obtain a rich understanding of their collaboration around design tasks. Through the rich data set – interviews, focus groups, reflective diaries, online interactions, and video recordings for face-to-face sessions – we constructed a summative description of the group work and extended the methodological framework of Distributed Cognition for Teamwork.

[e.g., Vasiliou, C., Ioannou, A., Stylianou-Georgiou, A., & Zaphiris, P. (2017). A Glance into Social and Evolutionary Aspects of an Artifact Ecology for Collaborative Learning through the Lens of Distributed Cognition. International Journal of Human-Computer Interaction, 33(8), 642-654.]


Problem-Based Learning in Multimodal Information Spaces

In a  series of studies we enhanced a Problem Based Learning (PBL) environment with affordable, everyday technologies that can be found in most university classrooms (e.g., projectors, tablets, owned smartphones, traditional paper-pencil, and Facebook). The work was conducted over a three-year period, with 60 post-graduate learners in design (HCI) courses, following a PBL approach. We contributed a detailed description of how PBL can be enacted in a multimodal, technology-rich classroom. We also presented evaluation data on learners’ technology adoption experience while engaging in PBL.

[e.g., Ioannou, A., Vasiliou, C., Zaphiris, P., Arh. T., Klobučar, T., & Pipan, M. (2015). Creative multimodal learning environments and blended interaction during problem-based activity in HCI education. TechTrends, 59 (2), 47-56.
Ioannou, A., Vasiliou, C.,& Zaphiris, P. (2016). Problem Based Learning in Multimodal Learning Environments: Learners’ Technology Adoption Experiences. Journal of Educational Computing Research, 54 (7), 1022-1040.]


Multitouch Interactive Tabletops for Collaboration and Peacemaking

In his work, a tabletop application was used to mediate dialog and collaborative construction of a taxonomy of ideas based on the participants’ consensus. The scenarios for discussion concerned the promotion of global peace and the social integration of immigrants in the society.The study contributes a systematically developed coding scheme capturing the cognitive and physical elements of problem-based group collaboration around the interactive tabletop. Also, the consistent themes and ideas contributed across the participating groups highlight a number of areas where research could focus in terms of using technology for peace.

[e.g., Ioannou, A., Zaphiris, P., Loizides, F., & Vasiliou, C. (2013).  Let’s talk about Technology for Peace: A systematic assessment of problem-based group collaboration around an interactive tabletop. Interacting with Computers, doi: 10.1093/iwc/iwt061.]


Collaborative Learning around an Interactive Tabletop in a Museum Space 

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 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.

[e.g., Ioannou, A., Christofi, M., & Vasiliou, C. (2013). A Case Study of Interactive Tabletops in Education: Attitudes, Issues of Orientation and Asymmetric Collaboration. In Scaling up Learning for Sustained Impact (pp. 466-471). Springer Berlin Heidelberg.]

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