User-interruption in human-computer interaction (HCI) is an increasingly important problem. Many of the useful advances in intelligent and multitasking computer systems have the significant side effect of greatly increasing user-interruption. This previously innocuous HCI problem has become critical to the successful function of many kinds of modern computer systems. Unfortunately, no HCI design guidelines exist for solving this problem. In fact, theoretical tools do not yet exist for investigating the HCI problem of user-interruption in a comprehensive and generalizable way. This report asserts that a single unifying definition of user-interruption and the accompanying practical taxonomy would be useful theoretical tools for driving effective investigation of this crucial HCI problem. These theoretical tools are constructed here. A comprehensive analysis is conducted through the existing literature. Theoretical constructs from several relevant but diverse fields are identified and discussed. A unifying definition of user-interruption is synthesized. This new definition is supported with an array of postulates, assertions, and a taxonomy of human interruption to facilitate its practical application.

This paper introduces the special issue of Knowledge-Based Systems on HumanComputer Collaboration (HCC). It derives a set of fundamental issues from a definition of collaboration, introduces two major approaches to HCC, and surveys each approach, showing how it formulates and addresses the issues. It concludes by proposing some themes that should characterize a unified approach to human-computer collaboration. 1 Introduction Collaboration is a process in which two or more agents work together to achieve shared goals. Thirty researchers came together in Raleigh, North Carolina in October of 1993 for a AAAI Fall Symposium dedicated to this topic. The goal of the symposium was to achieve a better understanding of Human-Computer Collaboration (HCC), collaboration involving at least one human and one computational agent. In particular, the symposium sought to explore the fundamental nature of collaborative problem solving, understand the constraints brought to bear by the differing charac...

Abstract. Universities, experiencing growths in student enrollment and reductions in operating budgets, are faced with the problem of providing adequate help resources for students. Help resources are needed at an institution-wide and also at a course-specific level, due to the limited time of instructors to provide help and answer questions. The Intelligent IntraNet Peer Help Desk provides an integration and application of previously developed ARIES Lab tools for peer help to university teaching. One of its components, CPR, provides a subject-oriented discussion forum and FAQ-list providing students with electronic help. Another component, PHelpS, suggests an appropriate peer to provide human help. In both cases it is peer help, since the help originates from students themselves. The selection of the appropriate help resource (electronic or human) is based on modelling student knowledge and on a conceptual model of the subject material. 1

Software development remains mentally challenging despite the continual advancement of training, techniques, and tools. Because completely automating software development is currently impossible, it makes sense to seriously consider how tools can improve the mental activities of developers apart from automating them away. Such mental assistance can be called “cognitive support”. Understanding and developing cognitive support in software engineering tools is an important research issue but, unfortunately, at the moment our theoretical foundations for it are inadequately developed. Furthermore, much of the relevant research has occurred outside of the software engineering community, and is therefore not easily available to the researchers who typically develop software engineering tools. Tool evaluation, comparison, and development are consequently impaired. The present work introduces a theoretical framework intended to seed further systematic study of cognitive support in the field of software engineering tools. This theoretical framework, called RODS, imports ideas and methods from a field of cognitive science called “distributed cognition”. The crucial concept in RODS is that cognitive support can be understood and explained in terms of the computational advantages that are conferred when cognition is redistributed between software developer and their tools and environment. The name RODS, in fact, comes from the

Abstract: When students attempt to solve problems collaboratively in learning environments they may miss opportunities to use available resources for achieving learning goals. We present an approach to qualitative analysis of such "missed opportunities " ("MOs") in collaborative problem-solving interactions, and discuss how the analysis can contribute to the design of the "CHENE " Computer Supported Collaborative Learning ("CSCL") system, that is used to support physics modelling tasks. Since benefits of collaboration require involvement of both partners, we concentrate on MOs to use one's partner as a resource in achieving goals of coconstructing domain concepts. After presenting analyses of different cases of MOs of this type, we discuss why MOs occur and how they may be identified. In conclusion, we propose a "minimal graded intervention " approach to guidance in CSCL environments that is intended to address the problem of MOs for learning.

This paper characterizes collaborative learning systems and identifies some of the dimensions of collaborative learning research. Overview Collaborative learning deals with instructional methods that seek to promote learning through collaborative efforts among students working on a given learning task. Computer Supported Collaborative learning (CSCL) delivers a collaborative environment that deals with "learning". On the other hand, Computer-Supported Cooperative Work (CSCW) deals with workplace collaboration. Most systems that belong to CSCL and CSCW work mostly in a passive fashion, where the system that delivers the collaborative environment does not attempt to exercise active control of the collaborative interactions. Collaborative Learning can be characterized based on a number of dimensions including the type of collaborative control, the type of collaborative tasks, the theory behind the type of collaboration, the context in which collaboration happens, the type of participants, the roles of the collaboration participants, the collaborative domain, and the type of tutoring the thrives in a collaborative environment.

Abstract. Existing approaches to integrating ITS and CSCL environments have not attempted to model the collaborative interaction between human learners in order to exploit its pedagogical potential. We present an approach to modelling such interactions and students ' underlying beliefs, within the framework of a CSCL environment designed for learning the concept of energy in physics (C-CHENE). The environment is based on flexible structuring of the collaborative interaction using a specially designed communication interface, and a dialogue grammar. We propose three types of automatic guidance that could be provided on this basis. 1

The main goal of this article is to analyze the implications of computer supported collaborative learning in higher education. To achieve this goal, we will describe the situation of the current research in this field and will focus our attention on the issues relating to the design of the conditions to promote collaborative processes and knowledge building. In the second part of the article, we will concentrate on the analysis of the results that we have obtained with the use of the programme Knowledge Forum as a support during the collaborative process in higher education. Key words: Collaborative learning. Higher education. Information and communication technologies. RESUMEN El objetivo fundamental de este artículo es analizar las implicaciónes del aprendizaje colaborativo mediado en la enseñanza universitaria. Para alcanzar este objetivo, se realizará una descripción de la situación de las investigaciónes actuales en este ámbito enfatizando los aspectos relativos al diseño de las condiciónes para favorecer el proceso colaborativo y la construcción del conocimiento. En la segunda parte del artículo, nos centraremos en el análisis de los resultados obtenidos con el uso de la plataforma “Knowledge Forum ” como apoyo al aprendizaje colaborativo

Can young children write together on computers? What impact might their interaction patterns during such collaborative composing have on their literacy learning? Patterns of interaction, including power relations and social goals, were investigated over a five-month period by observing first-grade children. Children worked in small groups to compose stories on the computer. Three groups selected for in-depth analysis represent the wide range of observed interaction patterns. Differences in interaction patterns included emphasis on fairness, control, exploration, and social cohesion. Several social goals guided children’s actions, including appearing competent to peers, dominating peers, and creating solidarity with peers. Differential status within the partnership was reflected in the variation in types of social behaviors that children displayed. Commonalities in interaction patterns among groups included using one another as resources, expressing opposition, directing versus instructing, and using self-monitoring and repetition. Agreed-upon strategies and plans emerged as facilitative in maintaining positive affect in contrast with negative and conflict-ridden exchanges. Focus on local concerns in composing was observed in all three groups, consistent with the level of development of first graders ’ writing off the computer. Suggestions are provided for modeling positive social interactions and higher-level compositional planning.

This paper details the implementation of an agent-based educational gaming environment utilizing the REAL cognitive framework (Reflective Agent Learning Environment). REAL provides an interactive learning environment that allows students to 1) construct their imaginary world; 2) reflect upon the quality of their understanding; 3) test it out in the dynamically generated simulation games. The REAL framework stresses reflection as the critical component of thinking processes. The reflective agent’s action is monitored by an expert agent, a pedagogical agent, and a communication agent. With a rule-based reasoning engine and game engine embedded, REAL makes it easier for developers to model domain knowledge and develop simulation games that are otherwise time-consuming. Our studies show that this kind of learning environment engages students in learning and encourages collaboration among researchers in different areas. 1.