We present design guidelines for incorporating fidgeting into the virtual world as a tool for students in online lectures. Fidgeting is associated with increased attention and self-regulation, and has the potential to help students focus. Currently there are no fidgets, physical or virtual, designed for preserving attention specifically in online learning environments, and no heuristics for designing fidgets within this domain. We identify three virtual fidget proxies to serve as design probes for studying student experiences with virtual fidgeting. Through a study of eight students using our virtual fidget proxies in online lectures, we identify eight emergent themes that encompass student experience with virtual fidgeting in lectures. Based on these themes, we present four principles for designing domain-specific virtual fidgets for online lectures. We identify that virtual fidgets for lectures should be context-aware, visually appealing, easy to adopt, and physically interactive.
翻译:我们提出了将手玩引入虚拟世界作为在线课堂学生工具的设计指南。手玩与提高注意力和自我调节有关,有助于帮助学生专注。目前尚无专门为在线学习环境中保持注意力而设计的手玩,无法设计手玩中的启发式原则。我们确定了三个虚拟手玩代理,作为研究学生在虚拟玩中的体验的设计探针。通过研究八名学生在在线课堂使用我们的虚拟手玩代理,我们确定了八个涵盖学生在虚拟玩手玩课堂中的体验的主题。根据这些主题,我们提出了四个设计原则,为在线课堂设计专业虚拟手玩。我们确定,用于讲座的虚拟手玩应具有情境感知,视觉吸引力,易于采用和物理互动。