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dc.contributor.authorGreenwald, Scott Wilkins
dc.contributor.authorKhan, Mina
dc.contributor.authorVazquez Machado, Christian David
dc.contributor.authorMaes, Patricia
dc.date.accessioned2016-07-20T18:43:01Z
dc.date.available2016-07-20T18:43:01Z
dc.date.issued2015-10
dc.identifier.isbn978-989-8533-43-2
dc.identifier.urihttp://hdl.handle.net/1721.1/103780
dc.description.abstractQuestions often arise spontaneously in a curious mind, due to an observation about a new or unknown environment. When an expert is right there, prepared to engage in dialog, this curiosity can be harnessed and converted into highly effective, intrinsically motivated learning. This paper investigates how this kind of situated informal learning can be realized in real-world settings with wearable technologies and the support of a remote learning companion. In particular, we seek to understand how the use of different multimedia communication mediums impacts the quality of the interaction with a remote teacher, and how these remote interactions compare with face-to-face, co-present learning. A prototype system called TagAlong was developed with attention to features that facilitate dialog based on the visual environment. It was developed to work robustly in the wild, depending only on widely-available components and infrastructure. A pilot study was performed to learn about what characteristics are most important for successful interactions, as a basis for further system development and a future full-scale study. We conclude that it is critical for system design to be informed by (i) an analysis of the attentional burdens imposed by the system on both wearer and companion and (ii) a knowledge of the strengths and weaknesses of co-present learning.en_US
dc.description.sponsorshipGoogle (Firm) (Google Research Faculty Award)en_US
dc.language.isoen_US
dc.publisherInternational Association for Development of the Information Society (IADIS)en_US
dc.relation.isversionoffiles.eric.ed.gov/fulltext/ED562093.pdfen_US
dc.rightsCreative Commons Attribution-Noncommercial-Share Alikeen_US
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/4.0/en_US
dc.sourceMIT web domainen_US
dc.titleTagalong: Informal Learning from a Remote Companion with Mobile Perspective Sharingen_US
dc.typeArticleen_US
dc.identifier.citationGreenwald, Scott W., Mina Khan, Christian D. Vazquez, and Pattie Maes. "Tagalong: Informal Learning from a Remote Companion with Mobile Perspective Sharing." 12th International Conference on Cognition and Exploratory Learning in the Digital Age (Celda, 2015) Maynooth, Greater Dublin, Ireland, Oct. 24-26, 2015, p. 19-27.en_US
dc.contributor.departmentMassachusetts Institute of Technology. Media Laboratoryen_US
dc.contributor.departmentProgram in Media Arts and Sciences (Massachusetts Institute of Technology)en_US
dc.contributor.mitauthorGreenwald, Scott Wilkinsen_US
dc.contributor.mitauthorKhan, Minaen_US
dc.contributor.mitauthorVazquez Machado, Christian Daviden_US
dc.contributor.mitauthorMaes, Patriciaen_US
dc.relation.journalProceedings of the 12th International Conference on Cognition and Exploratory Learning in the Digital Age (Celda, 2015)en_US
dc.eprint.versionAuthor's final manuscripten_US
dc.type.urihttp://purl.org/eprint/type/ConferencePaperen_US
eprint.statushttp://purl.org/eprint/status/NonPeerRevieweden_US
dspace.orderedauthorsGreenwald, Scott W.; Khan, Mina; Vazquez, Christian D.; Maes, Pattieen_US
dspace.embargo.termsNen_US
dc.identifier.orcidhttps://orcid.org/0000-0002-7722-6038
dc.identifier.orcidhttps://orcid.org/0000-0001-7881-0976
mit.licenseOPEN_ACCESS_POLICYen_US


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