Titlebook: Human-Computer Interaction – INTERACT 2019; 17th IFIP TC 13 Inte David Lamas,Fernando Loizides,Panayiotis Zaphiris Conference proceedings 2

Intervention

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Balance Talking and Doing! Using Google Design Sprint to Enhance an Intensive UCD Courseurse and the students’ qualitative and quantitative feedback on that edition. The results illustrate that students liked the intensive teamwork, clear structure, and the international setting of the course. The main concerns from the students were on inefficient time management and the lack of user

LASH

Evaluating WELI: A Wrist-Worn Application to Assist Young Adults with Neurodevelopmental Disorders i), an assistive wearable application that supports the communication between neurodiverse students and their assistants, providing interventions through smartwatches and smartphones. The results show that students are satisfied with WELI and that interventions should be primarily driven by context a

夾死提手勢

How Do Typically Developing Children and Children with ASD Play a Tangible Game?an the typically developing children in group activities; however, both groups showed similar performance in individual activities. Furthermore, we observed children with ASD had difficulties in using TUI (e.g. placing the tangibles on the iPad) when compared to typically developing children. Based

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Embodied Interaction in Language Learning: Enhancing Students’ Collaboration and Emotional Engagementies, physically and emotionally. The paper contributes to the HCI community by providing a better and evidence-based understanding of the potential of using embodied technology in collaborative settings within a real classroom environment.

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Conference proceedings 2019tion; games and gamification; human-robot interaction and 3D interaction; information visualization; information visualization and augmented reality; interaction design for culture and development I. ..Part III: interaction design for culture and development II; interaction design for culture and de