Immersive analytics (IA) is a new term referring to the use of immersive technologies for data analysis. Yet such applications are not new, and numerous contributions have been made in the last three decades. However, no survey reviewing all these contributions is available. Here we propose a survey of IA from the early nineties until the present day, describing how rendering technologies, data, sensory mapping, and interaction means have been used to build IA systems, as well as how these systems have been evaluated. The conclusions that emerge from our analysis are that: multi-sensory aspects of IA are under-exploited, the 3DUI and VR community knowledge regarding immersive interaction is not sufficiently utilised, the IA community should focus on converging towards best practices, as well as aim for real life IA systems.

International audienceActive reading and hypermedia usage are an integral part of scholar daily practices, but the full exploitation of their potentialities still lies far ahead. In the search for new methods and tools, we focus in this article on the use of audiovisual material in a scholar context. One of the results of active reading applied to audiovisual material can be hypervideos, that we define as views on audiovisual documents associated with an annotation structure. The notion of hypervideo is useful to analyse existing video-based hypermedia systems as well as building new systems. The Advene project proposes an implementation of hypervideos through a framework that allows experimentations of new visualisation and interaction modalities for enriched videos

This paper deals with the subject of personalization in technology-enhanced learning (TEL) Systems. As we want user centred solutions, we claim that considerable advantage can be gained from allowing observation and interpretation of learnerspsila interactions traces in TEL systems. The key concepts of our approach are modelled traces, and trace transformations. These transformations such as abstraction or filtering enable a better understanding of the interactions taking place in the TEL systems and allow to provide services for personalization.

Background: In neuropsychology, fully immersive virtual reality (VR) has been spotlighted as a promising tool. It is considered that VR not only overcomes the existing limitation of neuropsychological tests but is also appropriate for treating executive functions (EFs) within activities of daily living (ADL) due to its high ecological validity. While fully immersive VR offers new possibilities of neuropsychological tests, there are few studies that overview the intellectual landscape and academic trends in the research related to mainly targeted EFs with fully immersive VR. Objective: The objective of this study is to get an overview of the research trends that use VR in neuropsychological tests and to analyze the research trends using fully immersive VR neuropsychological tests with experimental articles. Methods: This review was carried out according to Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Articles were searched in three web databases using keywords related to VR, EFs, and cognitive abilities. The study was conducted in two steps, keyword analysis and in-depth systematic review. In the web database search from 2000 to 2019, 1167 articles were initially collected, of which 234 articles in the eligibility phase were used to conduct keyword analysis and a total of 47 articles were included for systematic review. Results: In keyword analysis, the number of articles focused on dementia including the keywords “MCI,” “SCD,” and “dementia” were highlighted over the period, rather than other symptoms. In addition, we identified that the use of behavioral and physiological data in virtual environments (VEs) has dramatically increased in recent studies. In the systematic review, we focused on the purpose of study, assessment, treatment, and validation of usability and structure. We found that treatment studies and uncategorized studies including presence and cybersickness issues have emerged in the recent period. In addition, the target symptoms and range of participants were diversified. Conclusions: There has been a continuously increasing interest in dealing with neuropsychology by using fully immersive VR. Target cognitive abilities have been diversified, as well as target symptoms. Moreover, the concept of embodied cognition was transplanted in this research area.

This case study focuses on the feedback that is provided by tutors to learners in the course of synchronous online teaching. More specifically, we study how trainee tutors used the affordances of Visu, an experimental web videoconferencing system, to provide negative feedback. Visu features classical functionalities such as video and chat, and it also offers a unique marking tool that allows tutors to take time-coded notes during the online interactions for later pedagogical remediation. Our study shows that tutors mainly use verbal and chat feedback, with significant inter-individual variability, and that tutors who provide verbal feedback are more likely to use markers. Marking takes time because of the dual task that it entails for the tutor. Idiosyncratic strategies in the use of markers are evidenced. These results clearly show the value of markers for negative feedback, signal the need for their explicitness, and also call for an evolution of the Visu interface so that tutors can better negotiate the task of online tutoring and the pedagogical stance they have to take on in their interactions with the learners.