PACMHCI V5, ISS, November 2021 Editorial

It is our great pleasure to welcome you to this issue of the Proceedings of the ACM on Human-Computer Interaction, the second to focus on the contributions from the research community Interactive Surfaces and Spaces (ISS). Interactive Surfaces and Spaces increasingly pervade our everyday life, appearing in various sizes, shapes, and application contexts, offering a rich variety of ways to interact. This diverse research community explores the design, development, and use of new and emerging interactive surface technologies and interactive spaces. The call for articles for this issue on ISS attracted 77 submissions, from all over the world. This issue has 23 papers, 4 submitted in February 2021 and 19 submitted in July 2021. After the winter round, 4 (total of 19 articles, 21.1%) articles were accepted and 5 (26.3%) articles required major revisions. After the summer round, 19 (total of 58 articles, 32.8%) articles were accepted, and 18 (31,0%) articles required major revisions. The editorial committee worked hard over the two iterations of the review process, winter and summer rounds, to arrive at final decisions. In total, counting both the winter and the summer rounds, 23 articles (total of 77 articles, 29.9%) were accepted. All authors of the accepted articles are invited to present at the ISS conference from November 14--17, 2021. This issue exists because of the dedicated volunteer effort of 31 senior editors who served as Associate Chairs (ACs), 105 expert reviewers in the winter round, and 206 expert reviewers in the summer round to ensure high quality and insightful reviews for all articles. Reviewers and committee members were kept constant for papers that submitted to both rounds. The Editorial Board is presented here: https://iss.acm.org/2021/organization/editorial_board

Utilizing Interactive Surfaces to Enhance Learning, Collaboration and Engagement: Insights from Learners’ Gaze and Speech

Interactive displays are becoming increasingly popular in informal learning environments as an educational technology for improving students’ learning and enhancing their engagement. Interactive displays have the potential to reinforce and maintain collaboration and rich-interaction with the content in a natural and engaging manner. Despite the increased prevalence of interactive displays for learning, there is limited knowledge about how students collaborate in informal settings and how their collaboration around the interactive surfaces influences their learning and engagement. We present a dual eye-tracking study, involving 36 participants, a two-staged within-group experiment was conducted following single-group time series design, involving repeated measurement of participants’ gaze, voice, game-logs and learning gain tests. Various correlation, regression and covariance analyses employed to investigate students’ collaboration, engagement and learning gains during the activity. The results show that collaboratively, pairs who have high gaze similarity have high learning outcomes. Individually, participants spending high proportions of time in acquiring the complementary information from images and textual parts of the learning material attain high learning outcomes. Moreover, the results show that the speech could be an interesting covariate while analyzing the relation between the gaze variables and the learning gains (and task-based performance). We also show that the gaze is an effective proxy to cognitive mechanisms underlying collaboration not only in formal settings but also in informal learning scenarios.