Hola! / Hello! / Fit like?!

I am Sergio Sayago. As of September 2019, I am a faculty member at Universitat de Lleida (UdL), based in its new (2018) Campus Universitari Igualada – UdL. I hold a PhD Cum Laude in Computer Science / Human-Computer Interaction by Universitat Pompeu Fabra (UPF, 2009). I hold two degrees in Software Engineering by UPF (2002, 2004). I have worked thus far at five universities: University of Barcelona (2016-19), UdL (2014-16; 2019 – now), UC3M (2012-14), University of Dundee (2010-12) and UPF (2004-10). I am a Computer Scientist with a strong interest in the human side of digital technologies.

RESEARCH: My principal research interests are in Human-Computer Interaction / Digital Technologies and Ageing from an Ethnographic approach. My vision of Computer Science is about what people (can) do with computers. In my view, computers are, in a broad sense, no longer only just for computation, and end-users are the key measure of the success or failure of most of those digital technologies designed to be used by humans. Hence my interest in Human-Computer Interaction. Despite the central role of people in Human-Computer Interaction, an ever-increasing  ageing population, and the fact that all of us will eventually grow older, older people have largely been overlooked in Human-Computer Interaction research until relatively recently (2000s, approx).  A key tenet of Human-Computer Interaction is to know your user/s, the task/s they carry out and the context/s where users interact with technologies. Ethnography, which is is widely seen as a research method – I see it more as a way of knowing and living – enables us to develop a profound understanding of these three key issues.

RESEARCH CONTRIBUTIONS: Within Human-Computer Interaction, we always strive, or should do, in my view, to have an impact on people – beyond citations. My research, which adopts an ethnographic approach, has contributed to improve some aspects of the lives of most of my participants. By teaching (in Barcelona, Dundee and Madrid thus far) older people interested in technologies how to use computers  over extended periods of time, I have enabled them to feel (and be) more social and digitally included. By observing and talking to them while using digital technologies, my participants have shaped my research agenda, taking on a central role in my activities and contributions. My research has introduced a change of paradigm (from Human Factors to Social Actors) and a methodological approach (ethnography, which has become more mature over time and evolved into a ‘turn to community’) to Human-Computer Interaction research with older people. Much research in this field regards older adults as individuals with a set of declines in need of help, and has typically been conducted in laboratory conditions or by using surveys. After years of ethnographic research in adult educational centers and computer clubhouses with active and motivated older people with different cultural backgrounds, my research has introduced an alternative view of older adults in HCI. Older people, who do have a set of age-related declines in functional abilities, might aspire to be active, ordinary, social and independent computer users. These contributions are mostly theoretical or conceptual. Theory is very important in engineering and sciences, in general, and in HCI, in particular, since they enable us to frame the design and development of technologies, and understand technology use and surrounding issues. In more practical terms, these contributions have thus far paved the way for worth playing digital games, in which older people can both play and create their own games, and suggestions for improving  guidelines and techniques for web accessibility. These contributions have also deepened current understanding of the relationship between computer programming and older people, and devise ways of making computer programming more appealing and meaningful to them.

RESEARCH PLAN: My long-term research goals are to understand and improve ageing (and living) with existing digital technologies, and to bring insights developed from ethnographic studies to help in the design of technological tools that will be a good fit for people who use them. I aim to keep pushing the boundaries of HCI research with (and for) older people. I am currently looking into (a) Conversational User Experience, mostly (embodied) voice assistants and chatbots; (b) Computer Programming for All, programming learning experiences; and (c) Human-AI interaction, exploring AI as a design material and trust. I am also very interested in Cultural HCI. I am looking into older people’s experiences of digital use from a cultural perspective, and the extent to which HCI has addressed culture thus far.  I also aim to understand better the role of ethnography (in its different versions: sensory, online, …) to understand technology use by older people and make methodological contributions to HCI. To achieve this goal, it is my conviction that interdisciplinary research is of the utmost importance. I am very fortunate to be able to collaborate with colleagues from different areas, from Computer Science and Sociology to Psychology, Information, and Communication, at the universities of – I intend to keep this list growing – Abertay (Scotland), Monash (Australia), UPF, UOC & UB (Spain), College Dublin (Ireland). I am also open to collaborations and very willing to work with other user groups, as doing so can (and should) allow me to achieve my research objectives, and satisfy my scientific curiosity.

RESEARCH IMPACT: Since 2010, when I published my first journal paper (indexed in the Journal Citation Reports list), I have published 15 journal papers (12 Journal Citation Reports, 3 Scimago) in the Science Citation Index and Social Sciences Citation Index. I am the first or second author of 14 of them – 7 of them in the last 5 years (2015 – 2020). Since 2010, I have published 9 book chapters published by Springer (LNCS) and Routledge. I am the first or second author of all of them. In the last 5 years (2015-2020), I have edited 2 books – one of them as the main editor, with over 6K downloads since March 2019, published in Springer Human-Computer Interaction Series – and a special issue. I have co-supervised 3 PhDs to completion. I have over 8K reads in ResearchGate since 2014. The number of citations (in Google Scholar) is now 948 (h-index: 16, i10-index: 25), which is a modest number as compared to other much more established, and older, research areas. Yet, this number of citations is important in my area, I am among the top 40 researchers in the category ‘older people’ in Google Scholar. The number of citations is also important within the context of an interdisciplinary research, which is difficult to achieve (for example, with papers published in the journals of Games and Culture and CoDesign, and chapters in books published by Routledge). I have also published in ACM conferences, such as CHI, CHI PLAY, MobileHCI, W4A, and CUI. I have also published in Interacción (Spanish CHI conference). I have published all these papers while taking part in 10 EU projects, coordinating the work package of evaluation of 6 of them, and doing UX research in the other 4. I have managed to secure approximately 500K euros for my universities in competitive calls for funding (WorthPlay: 245K euros, digital games and older people; Life 2.0, 200K euros, independent living; AGORA 4.0, 50K euros, 3D printing and programming with vulnerable people at risk of social exclusion, funded by FGCSIC-la Caixa, UE, and Barcelona City Council. I have not coordinated any project because being the IP is very difficult (if not impossible) when you are a post-doc.

LECTURING: I have been lecturing over 15 years. I have lectured at 4 different universities in degrees of Computer Science. The total number of lecturing hours is over 1.500 (both theory and laboratories). I have coordinated 8 undergraduate courses (Data Structures, 3 courses; Object Oriented Programming, 1 course; Software Management and Quality, 2 courses; Interaction Engineering, 1 course; Databases, 3 courses; HCI, 1 course; User Experience, 1 course; Software Engineering, 1 course), most of them mandatory, and 1 post-graduate course (Design and Evaluation of Interactive Products, 1 course). Undergraduate lecturing is more extensive than postgraduate lecturing because I have been asked to lecture in those courses where my universities needed more help. The assessment of my lecturing activities by my students is very good – excellent. I care about them and take very seriously their comments and criticisms. I have supervised approximately 40 students’ dissertation projects on HCI / CS topics with several user groups (web, mobile apps; young and older adults, children, professionals…). I am the organizer of the annual workshop on learning technologies and methodologies at EPS-UdL (Igualada Campus). I have published 2 papers in CIDUI (International Conference on University Teaching and Innovation).

LECTURING PROJECT / PHILOSOPHY: Putting my students first is the hallmark of my teaching philosophy. My lecturing project for the next 5-10 years aims to explore the role of potentially more human technologies, namely smartphone-based voice assistants, which students wear in their pockets all the time, and  methodological approaches with an active participation of the students, i.e.s peer teaching and assessment, in teaching Computer Science in the classrooms of  universities of the 21st century. I have highlighted classrooms,  either physical, virtual, or hybrid ones, because I consider that much of the value of higher education and universities lies in the interactions between faculty and students. The relevance of interaction (and therefore, communication) is particularly evident in times of social distancing (COVID-19). I believe that higher education is deeply intertwined with digital technologies, and the classroom of the future should make the most of them. Society changes and universities should change accordingly. We no longer live in the Industrial Revolution. Our students – at least, those in Computer Science – have grown up with digital technologies and expect to use them everywhere. I also consider that students should play a central role in their own education, because the courses / modules are for them, not for us (the lecturer). We – the lecturers – are not the owners of the modules we teach. This impacts on how I design the curricula of the modules and the activities I conduct as a lecturer. I ask myself what my students should do to learn and how I can facilitate it. I do so by providing them with frequent and constructive feedback, establishing an open relationship, and playing active roles, from sage on the stage to guide on their side, among other aspects. I also believe that ‘teaching is to learn twice‘. Hence, I introduce activities in my classes wherein students play a very active role, such as ‘teacher for a day’, or engage in activities within the context of the flipped classroom – to make the most of my interactions with my students.

CAREER: I have developed my academic career at 5 universities (4 in Spain, 1 in Scotland), with two competitive post-doctoral fellowships (Beatriu de Pinós, acceptance rate 25%; Alliance 4 Universities, best young doctors to four top Spanish universities – UC3M, UAM, UAB, UPF. I have also worked as a visiting lecturer (6 years) in 3 universities. The international mobility could have been wider without the teaching load associated with temporal contracts.

SCIENTIFIC COMMUNITY AND OUTREACH: My contribution to the scientific community is growing – and I would like to contribute more in the future. I am Associate Editor of International Journal of Human-Computer Studies. I am PC member of ACM Intelligent User Interfaces (IUI)  and ACM Conversational User Interfaces (CUI). I was member of the Organization Committee of ACM Mobile HCI 2018 and First Lego League Igualada 2019. I have also served as the external examiner of two PhDs (Portugal, Australia). I was member of the advisory board of the (EU) BRAID project, external reviewer of the FP7 Value Ageing project, and meta-reviewer of ACM-W4A 2012. I have reviewed papers for ACM-CHI and HCI journals. I contributed to set up, and review applications for, UPF-CIREP (ethics review board). I have also organized workshops on programming to introduce students in secondary education (in Spain, 14-16 years, approx) to aspects of Computer Science and Software Engineering. I set up the TIDIC Seminars (a research seminar for students, faculty members of the EPS, students in the Igualada Campus, and ICT companies) in September 2020 and I am currently its main organizer.

OTHER INFORMATION: I am accredited as Lecturer (Assistant Professor) and Senior Lecturer (Associate Professor) by The Catalan University Quality Assurance Agency (Agència per a la Qualitat del Sistema Universitari de Catalunya / AQU Catalunya) and ANECA (The National Agency for Quality Assessment and Accreditation of Spain). I am also accredited as a Lecturer at Private Universities by ANECA. If you are not familiar with the Spanish university system, there are two main accreditation bodies (AQU – for Catalonia; ANECA – for Spain). I work hard to achieve an important professional objective for me: to get a more permanent position. The academic climate has in general become very disheartening and crazy – I don’t know how it was 20 years ago. I speak from 2010 onwards. I hope the future will provide me with an opportunity soon, because I have a passion for what I do and a strong appetite for learning and teaching.

Welcome to my blog!

In this blog, you can find up-to-date information about myself, my research and lecturing activities, and whereabouts. You can also find further information and material in the links below:

• My profile in Google Scholar, ORCID, SCOPUS-ID, and Researcher-ID
• Free access to some of my publications
• Full list of publications up to October 2016
• R&D projects in which I have taken part until October 2016

COVID-19, face-to-face education, and learning: some personal reflections and actions

There is no denying that we are in the midst of a crisis in education. The COVID-19 pandemic has turned upside down face-to-face education and learning. A key element has (almost) disappeared: face-to-face interaction. We want to get back to normal. I desperately want to get back to normal. Yet, over the past few months I have been reflecting on whether we could (and perhaps, should) make the most of this unpleasant situation to create the type of normal we want to get back to post COVID-19. “In the midst of every crisis, lies great opportunity”⁽¹⁾.

In this post, I share some of the lessons I have learned from teaching at university in the ‘new normal’. I draw on them to outline my vision of the ‘normal’ I plan to create in my lecturing activities after this nightmare.

1) Before the coronavirus pandemic, I did not record videos of my face-to-face plenary or laboratory sessions. I thought this was not needed at all. However, these videos have turned out to be one of the best aspects of learning in times of COVID-19 for my students. The videos complement the course notes. They can watch the videos to prepare their exams, to work on their lab assignments, or to understand better something they did not understand at class. Recording videos of my face-to-face plenary and laboratories sessions – noted.  

2) How do my students learn? Students are somehow expected to make appointments with their teachers during their office hours. During the pandemic, I have done otherwise. I set up meetings with each and every one of my students to check on their progress and know how they are coping in this difficult situation. These meetings helped me identify their learning strategies. Some of them did not practice at home. Others read the course notes just once before the exams. Others did not do well in exams because they need a lot of time to think… I was not aware of all of this! These comments reveal learning strategies that, in light of their marks, are not effective enough, and encouraged me to share with them those who work for me. Having regular meetings with my students to check on their learning strategies and ‘how they are getting on’ – noted.

3) During the pandemic, I have learned a lot from the functionalities of the virtual campus⁽²⁾ we use at my current university. I have used tools I had never used before or I did not know they even existed. I am grateful to those people who have made the transition to online teaching at my university possible. I owe them a lot. However, I would have also liked to learn more about pedagogy. A strong focus on technology without good pedagogy is futile. COVID-19 has shown me that I do not know enough about how to effectively provide my students with an effective, motivating and welcoming learning environment in online and blended scenarios. Another task to be added to my ‘to-do’ list.

⁽¹⁾ https://www.azquotes.com/quote/894807

⁽²⁾ https://cv.udl.cat/portal

Accepted paper in IJHCS! Older people and computer programming

Sayago, S., Bergantiños, A. (2021). Exploring the first experiences of computer programming of older people with low levels of formal education: a participant observational case study. International Journal of Human-Computer Studies (Authors’ Accepted Version) (Institutional Access)

Abstract: Computer programming is widely regarded as a key skill in the 21st century. Yet, and despite a growing ageing population and interest in promoting computer programming for all, research on this topic with older people (60+) is scant in the Human-Computer Interaction literature. This paper presents a qualitative case study aimed to explore the first experiences of computer programming of a group of older active computer users with low levels of educational attainment (i.e., primary school / K-12). Over a 6-month period, we provided a hands-on introduction to several textual and visual programming languages and environments to (N=29) older and adult people in three courses in an adult educational center. We reveal and explain relevant factors that shape, and help us understand, the participants’ computer programming learning experiences, including their motivations, difficulties, and identity, along with strategies that hindered and fostered empowerment. Implications for research and design are discussed.

Highlights:

• Non-English speaking older adults with basic education learning computer programming
• Older people in HCI: from consumers of digital content to programmers
• Learning to read and write programs but not to think in abstract terms
• Empowered by programming when connecting coding with their lives and their identity

New publication! Apple Siri (input) + Voice Over (output) = a de facto marriage

Abstract: People who are blind or have severe low vision (BLVP) often rely on synthesized voice (output) to interact with computers. Thanks to Voice Assistants (VAs), BLVP can now use voice commands to interact (input) with a range of devices. Yet, very little is known about how they use VAs. This exploratory paper reports on semi-structured, face-to-face interviews with (N=10) legally blind adults, including typhlotechnicians, who teach other BLVP to use digital technologies and may themselves be blind people. Whilst the current impact of VAs on our everyday lives focuses on aiding in the completion of simple day-to-day activities, the results show that the ‘couple’ Apple Siri and Voice Over has a strong, positive impact on the everyday lives of our participants. They reported using VAs mostly as a tool, not as a social actor, and that productivity was more important for them than privacy in their everyday use of Siri. Implications for design and research are outlined

Reference: Sergio Sayago, Mireia Ribera. 2020. Apple Siri (input) + Voice Over (output) = a de facto marriage: an exploratory case study with blind people. In DSAI’20: 9th International Conference on Software Development and Technologies for Enhancing Accessibility and Fighting Info-exclusion, December 02-04, 2020, virtual, ACM, New York, NY, USA, 8 pages

Authors’ Accepted Version (PDF)

Interacció amb la intel·ligència artificial centrada en l’ésser humà

Seminari TIDIC 25.11.2020

Human-Centered Artificial Interaction 3.0 (Interacció amb la Intel·ligència Artificial (IA) centrada en l’ésser humà) serà el tema d’aquest SEMINARI-TIDIC. Desenvolupaments i tendències tecnològiques, com els assistents de veu, els robots socials, recommenders, i els cotxes intel·ligents, entre altres, indiquen que ens estem movent cap a una d’interacció entre Persones i Intel·ligència Artificial (IA). Aquesta interacció planteja un canvi de paradigma en el disseny de les TIC i de la #UX: Com es dissenya una tecnologia que evoluciona, que és imprevisible? El nou ordinador, i material de disseny, és la IA. Com es prototipa aquesta interacció? Són les eines actuals suficient? Necessitem noves? També s’estan desenvolupament directrius o principis de disseny que ajudin als professionals a dissenyar tecnologies intel·ligents centrades en l’ésser humà, perquè l’actual coneixement de disseny (web, mòbil…) no resulta suficient. En aquest SEMINARI TIDIC presentarem investigacions que s’estan realitzant en aquest camp a nivell internacional i també discutirem sobre la seva relació amb un col·lectiu cada cop més nombrós, però majoritàriament oblidat, i molt estereotipat, al món de les TIC: les persones grans (60/65+).

Link to the presentation [PDF]

Special issue!

Special Issue “Design for Older Adults: The COVID-19 Pandemic and Human-AI Interaction”

Dear Colleagues,

This special issue addresses technology design for older people (65+) in two timely and important design scenarios: the COVID-19 pandemic and Human–Artificial Intelligence (AI) interaction.

The COVID-19 pandemic has focused increased attention on social isolation and loneliness for all ages, particularly older people as the most vulnerable, at-risk segment of the population. Many of the traditional strategies for engaging older adults have become obsolete in the new normal. Over the course of the pandemic, we have seen evidence of openly ageist discourses (e.g., #BoomerRemover), which complicates the experiences of living through COVID-19 for older people. How can digital technologies be designed to improve connectivity in a time of recommended and required physical distancing for older people (and all of us)? What lessons can we learn from the COVID-19 pandemic to design better technologies for a growing ageing population?

We are moving toward an era of Human–AI interaction, as autonomous and intelligent systems, from voice assistants and product recommenders to smart-home devices, smart cars, and social robots, are becoming increasingly common in our lives. This has led to claims for examining AI as the new design material, exploring ways of prototyping Human–AI, and putting forward new design guidelines, as the best user experience no longer comes only from usability but from trustworthy, personalized, and ethical machine intelligence. At the same time, population ageing is poised to become one of the most significant social transformations of the 21st century, with implications for nearly all sectors of society. How do we design Human–AI interaction for, and with, older people?

This interdisciplinary Special Issue aims to bring together a selection of high-quality papers (e.g., case studies, insightful reviews, theoretical and critical perspectives, and viewpoint articles) that contribute to technology design for older people by addressing topics including, but not limited to:  

• Older people, COVID-19, social isolation, loneliness, and ICTs;
• Designing digital technologies for a growing ageing population post-COVID 19;
• COVID-19 and digital ageism;
• Artificial Intelligence as a design material and older people;
• Ways of prototyping Human–AI interaction and older people;
• Guidelines for Human–AI interaction and older people;
• Ethically designed Human–AI interactions and older people.

Dr. Sergio Sayago
Dr. Paula Forbes
Guest Editors

https://www.mdpi.com/journal/mti/special_issues/Design_Older_Adults

Accepted paper in ACM CHI PLAY 2020!

Abstract: This paper presents work in progress that informs current understanding of intersectional themes (age, gender, and digital games) that are important, but under-studied, in the player- computer interaction community. This paper draws on a 4-month participant observational study of game play and interest among active older women (aged 63-83, N=14). The results show how gender and age shape digital game interest and play among the participants. For them, being an older woman now means keeping up with the times, being active and helping others. They disregarded digital games that clashed with this identity. When the digital games projected it, their play was fun and productive, recommending the games to others. Current and future work research activities are outlined

Authors’ Accepted Version

Reviews scores: AC = 30/34. R1 = 33/34. R2 = 29/34. Acceptance rate: 60%.

Accepted paper in ACM Mobile HCI 2020 – Late breaking results!!

Title: Voice Assistants as Learning Companions: An Initial Exploration With Computer Science Students

Abstract: With the hands-free and mobile interaction capabilities, and conversational potential, Voice Assistants (VA) like Apple Siri and Google Assistant can become ubiquitous learning companions that students wear in their pockets. Yet, studies addressing the potential and challenges of using VA in education are scant in Human-Computer Interaction. To begin filling this gap, this paper is an initial, qualitative exploration of how smartphone-based VA like Apple Siri and Google Assistant play the role of learning companions of Computer Science (CS) students. Without having been designed for this purpose, there is room for thinking that neither Apple Siri nor Google Assistant can play this role. Yet, the results of a participant observational study conducted over a semester in two modules, show that Apple Siri played the role of a convenient and motivating collaborator, who also clashed with, and changed, students’ perceived use of VA. Open-ended questions prompted by this study are raised.

Author’s accepted version: available MobileHCI2020-SIGCHIEA-AAV

Please note that some changes will be made in the final version to incorporate reviewers’ comments and suggestions.

Special Track @ DSAI 2020

Submissions are open for this Special Track! EXTENDED DEADLINES

Conference: International Conference on Software Development and Technologies for Enhancing Accessibility and Fighting Info-exclusion (DSAI 2020). DSAI 2020 will be virtual this year.

Special Track: Ageing, ICT, Accessibility, and Inclusion: Past, Present, and Future

(Accepted papers will be archived in the ACM digital library)

Organizer: Sergio Sayago (sergio.sayago@udl.cat)

Overview: Population ageing—the increasing share of older people in the population—is poised to become one of the most significant social transformations of the 21st century, with implications for nearly all sectors of society. Population ageing is occurring in a context in which digital technologies are having a profound influence on the world. Successful use of technology by older people is a complex mix of design, socio-cultural, psychological, and physiological factors that are highly dynamic in nature. Stereotyped views of older people, and questionable assumptions of what they need, want, and should be given, threaten a future where technology has the potential to enrich later life. There is also a pressure to develop and design new technology that does more, and in new ways, making it harder to focus on delivering inclusive solutions that provide a quality user experience for ‘extraordinary’ users. The aim of this special track is to reflect on the past and present of ICT & Ageing, and provide new perspectives on this exciting field, by exchanging ideas, experiences, best practices, and software projects intended to create a more inclusive, ageing society.

Paper submission: Please send the paper directly to me via e-mail (PDF)  – via the DSAI conference system – by Sept 4 2020 –  September 15, 2020. You can send your paper before this deadline. Information regarding the length and format of the submissions (up to 8 pages, English, ACM) can be found online

Peer review: Authors will be asked to review one or two papers. I believe that peer reviewing is very important to achieve high quality publications. I estimate that you will have approximately 40 days to review the paper/s I assign to you. The review period will be from Sept 5 to Sept 25 – September 15 to Oct 25.

Notification of acceptance: September 30, 2020 – October 30, 2020. The special track organizer will make the final selection of papers for the session, based on the reviews of the papers.

Registration: All authors accepted for the special track are required to register and provide full payment by the conference registration deadline. See the Registration Page at the conference’s website.

Camera ready papers and registration: November 15, 2020

Conference dates: December 02-04, 2020

I look forward to reading your paper, talking to and working with you in this special track!

Further details about the DSAI conference can be found online.

I will keep this page updated with the list of accepted papers, authors, discussion, etc.

Reimagining Communication with Conversational User Interfaces

Abstract: Conversational user interfaces (CUIs) like Amazon Echo and Apple Siri are revolutionizing the way we interact with a range of applications by enabling us to “talk” to them. This chapter discusses two important open issues, anthropomorphism and conversational user experience, in the CUIs community. Although current voice assistants look nothing like a person, we are prone to anthropomorphize them. How does anthropomorphism – implemented in anthropomorphic design – facilitate our interaction with them? We no longer need to click on or tap any element on a computer screen to send emails, set the alarm clock or listen to a song. When the interaction metaphor is natural human conversation, how do we design conversational user experiences? In this chapter, the authors review seminal and recent studies, and present their ongoing research aimed at addressing anthropomorphism and conversational user experience. CUI is a fascinating growing field, one in which its members have much to contribute to reimagining communication at the beginning of the 21st century

Reference: Sayago, S., Blat, J. 2020. Reimagining Communication with Conversational User Interfaces: Anthropomorphic Design and Conversational User Experience. In Michael Filimowicz, Veronica Tzankova (Eds). Reimagining Communication: Mediation. Routledge: London, 287-302. ISBN: 978-1-351-01543-1

Available at Amazon and Routledge

Authors’ accepted version available upon request.

Two papers accepted in the 11th International Conference on University Teaching and Innovation (CIDUI 2020)

The following two papers have been accepted for publication in the 11th International Conference on University Teaching and Innovation (CIDUI). Both papers report on innovative teaching experiences introduced in two of the courses I coordinate in the Degree in Digital Interaction and Computing Techniques.

Introducing Teacher of the Day in the Databases Course of the New Degree on Digital and Computing Interaction Techniques at Universitat de Lleida. A pilot study, by Sergio Sayago

Abstract:

This paper discusses the lessons learned from introducing teacher of the day, a variant of peer tutoring, in an undergraduate course of the new Degree of Digital and Computing Interaction Techniques at Universitat de Lleida. Teacher of the day fostered a learning environment wherein students engaged in active learning over a semester, playing new roles for them (peer teaching and assessment). Students rated the activity as excellent and reported learning about academic and non-academic aspects.

Author’s Accepted Version

Are Voice Assistants Good Learning Companions of Generation-Z students of Computer Science in the Classroom? A pilot study, by Sergio Sayago

Abstract:

This paper investigates whether Apple Siri and Google Assistant, two of the most used Voice Assistants, can become good learning companions of Generation-Z students of Computer Science. Based on a participant observational study conducted over a semester in two courses, we show that beyond cheering students up by adding fun to exercises, Siri and Assistant were not useful learning companions, as they did not behave as competent human tutors, and were seldom used by our students in class.

Author’s Accepted Version