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Multimodal Interaction in the Cyberspace
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Multimodal Interaction in the Cyberspace

A special issue of Multimodal Technologies and Interaction (ISSN 2414-4088).

Deadline for manuscript submissions: closed (31 August 2019) | Viewed by 16905

Special Issue Editor

Prof. Dr. Nicolas Tsapatsoulis

E-Mail Website
Guest Editor
Department of Communication and Internet Studies, Cyprus University of Technology, Limassol 3036, Cyprus
Interests: artificial intelligence; multimedia information retrieval; web data mining; social computing and applications; government data processing; graph data processing
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

The primary aim of this special issue is to give a clear definition of multimodal human-machine interaction in the Cyberspace and identify key research topics within it by providing some practical paradigms. Traditionally multimodal interaction was related with modes such as speech, vision, touch and gestures. Nowadays, physical and virtual locations are probably the main motives that trigger the interaction with our computing devices and the recommendations / suggestions we receive. Our physical actions are heavily mediated by information given to us by devices we carry, such as smartphones, smart watches and health / fitness monitoring gadgets, or by computing devices that exist around us. Is the need to physically interact with computing devices through traditional modes such as speech and vision alive or location and sensor based interaction is, in practice, everything we need? What is the role of user's social media or past action profile in this context?

Prof. Nicolas Tsapatsoulis
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Multimodal Technologies and Interaction is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1600 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • interaction modalities in the Cyberspace
  • human - IoT interaction modes
  • interaction and handheld devices
  • interaction through and with health / fitness monitoring devices
  • biological sensory interaction and recommendation
  • social media profiles as a means for enhancing multimedia interaction
  • multimodal interaction and location based services
  • multimodal interaction in the context of social media

Published Papers (3 papers)

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Research

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21 pages, 1015 KiB  
Article
Investigating Immersion and Learning in a Low-Embodied versus High-Embodied Digital Educational Game: Lessons Learned from an Implementation in an Authentic School Classroom
by Yiannis Georgiou, Andri Ioannou and Marianna Ioannou
Multimodal Technol. Interact. 2019, 3(4), 68; https://doi.org/10.3390/mti3040068 - 12 Oct 2019
Cited by 19 | Viewed by 5090
Abstract
Immersion is often argued to be one of the main driving forces behind children’s learning in digital educational games. Researchers have supported that movement-based interaction afforded by emerging embodied digital educational games may heighten even more immersion and learning. However, there is lack [...] Read more.
Immersion is often argued to be one of the main driving forces behind children’s learning in digital educational games. Researchers have supported that movement-based interaction afforded by emerging embodied digital educational games may heighten even more immersion and learning. However, there is lack of empirical research warranting these claims. This case study has investigated the impact of high-embodied digital educational game, integrated in a primary school classroom, on children’s immersion and content knowledge about nutrition (condition1 = 24 children), in comparison to the impact of a low-embodied version of the game (condition2 = 20 children). Post-interventional surveys investigating immersion indicated that there was difference only on the level of engagement, in terms of perceived usability, while children’s learning gains in terms of content knowledge did not differ among the two conditions. Interviews with a subset of the children (n = 8 per condition) resulted in the identification of (a) media form, (b) media content and (c) context-related factors, which provided plausible explanations about children’s experienced immersion. Implications are discussed for supporting immersion in high-embodied educational digital games. Full article
(This article belongs to the Special Issue Multimodal Interaction in the Cyberspace)
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10 pages, 204 KiB  
Article
Digital Storytelling to Enhance Adults’ Speaking Skills in Learning Foreign Languages: A Case Study
by Emily Kallinikou and Iolie Nicolaidou
Multimodal Technol. Interact. 2019, 3(3), 59; https://doi.org/10.3390/mti3030059 - 2 Aug 2019
Cited by 15 | Viewed by 6990
Abstract
Digital storytelling, including text, images, audio, music, and video, has been researched as a means of enhancing learners’ motivation, autonomy, and engagement and as a way to improve oral and speaking skills in foreign language learning. This study examined the relation between adults’ [...] Read more.
Digital storytelling, including text, images, audio, music, and video, has been researched as a means of enhancing learners’ motivation, autonomy, and engagement and as a way to improve oral and speaking skills in foreign language learning. This study examined the relation between adults’ engagement in digital storytelling (scaffolded by an interactive learning environment) and their speaking skills and motivation when learning a foreign language. The study used a pre-test, post-test control group design with two groups of 20 Russians who were beginners in learning Greek as a foreign language (n = 40). The 12-h intervention was technology-supported only for the experimental group. Even though the comparison of participants’ recorded speech pre- and post-intervention revealed a statistically significant decrease of mistakes made during speech from pre- to post-intervention for both groups, an independent samples t-test to compare the groups’ post-intervention speaking performance revealed a statistically significant difference in favor of the experimental group (t(38) = 4.05, p < 0.05). The analysis of results from a motivation questionnaire administered pre- and post-intervention showed a statistically significant increase in the motivation of the experimental group only. Findings provide an indication that digital storytelling, scaffolded by an interactive learning environment, supports the development of adults’ speaking skills in a foreign language and increases their motivation. Full article
(This article belongs to the Special Issue Multimodal Interaction in the Cyberspace)

Review

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25 pages, 521 KiB  
Review
Interaction Order and Historical Body Shaping Children’s Making Projects—A Literature Review
by Behnaz Norouzi, Marianne Kinnula and Netta Iivari
Multimodal Technol. Interact. 2019, 3(4), 71; https://doi.org/10.3390/mti3040071 - 28 Oct 2019
Cited by 16 | Viewed by 4346
Abstract
The importance of familiarizing children with the Maker Movement, Makerspaces and Maker mindset has been acknowledged. In this literature review, we examine the complex social action of children, aged from 7 to 17 (K-12), engaging in technology Making activities as it is seen [...] Read more.
The importance of familiarizing children with the Maker Movement, Makerspaces and Maker mindset has been acknowledged. In this literature review, we examine the complex social action of children, aged from 7 to 17 (K-12), engaging in technology Making activities as it is seen in the extant literature. The included papers contain empirical data from actual digital Making workshops and diverse research projects with children, conducted in both formal and non-formal/informal settings, such as schools or museums, libraries, Fab Labs and other makerspaces. We utilized the theoretical lens of nexus analysis and its concepts of interaction order and historical body, and as a result of our analysis, we report best practices and helping and hindering factors. Two gaps in the current knowledge were identified: (1) the current research focuses on success stories instead of challenges in the working, and, (2) histories of the participants and interaction between them are very rarely in the focus of the existing studies or reported in detail, even though they significantly affect what happens and what is possible to happen in Making sessions. Full article
(This article belongs to the Special Issue Multimodal Interaction in the Cyberspace)
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