There is a proliferation of learning analytics (LA) dashboards aimed at supporting teachers. Yet, teachers still find it challenging to make sense of LA dashboards, thereby making informed decisions. Two main strategies to address this are emerging: i) upskilling teachers’ data literacy; ii) improving the explanatory design features of current dashboards (e.g., adding visual cues or text) to minimise the skills required by teachers to effectively use dashboards. While each approach has its own trade-offs, no previous work has explored the interplay between the dashboard design and such "data skills". In this paper, we explore how teachers with varying visualisation literacy (VL) skills use LA dashboards enhanced with (explanatory) data storytelling elements. We conducted a quasi-experimental study with 23 teachers of varied VL inspecting two versions of an authentic multichannel dashboard enhanced with data storytelling elements. We used an eye-tracking device while teachers inspected the students’ data captured from Zoom and Google Docs, followed by interviews. Results suggest that high VL teachers adopted complex exploratory strategies and were more sensitive to subtle inconsistencies in the design; while low VL teachers benefited the most from more explicit data storytelling guidance such as accompanying complex graphs with narrative and semantic colour encoding.

Human activity recognition (HAR) is an important research area due to its potential for building context-aware interactive systems. Though movement-based activity recognition is an established area of research, recognising sedentary activities remains an open research question. Previous works have explored eye-based activity recognition as a potential approach for this challenge, focusing on statistical measures derived from eye movement properties---low-level gaze features---or some knowledge of the Areas-of-Interest (AOI) of the stimulus---high-level gaze features. In this paper, we extend this body of work by employing the addition of mid-level gaze features; features that add a level of abstraction over low-level features with some knowledge of the activity, but not of the stimulus. We evaluated our approach on a dataset collected from 24 participants performing eight desktop computing activities. We trained a classifier extending 26 low-level features derived from existing literature with the addition of 24 novel candidate mid-level gaze features. Our results show an overall classification performance of 0.72 (F1-Score), with up to 4% increase in accuracy when adding our mid-level gaze features. Finally, we discuss the implications of combining low- and mid-level gaze features, as well as the future directions for eye-based activity recognition.

It is shown in this article that neural networks can be used to predict wind pressure profile for a structure, provided that informative experimental data are initially available to train the network. Utilizing this technique, wind load profiles are obtained for various cylindrical and spherical air-supported membrane structures. The experimental results obtained by the authors have been used as the training set for the network to recognize the pattern. This method can be very effectively applied to other similar problems. Key words: neural network, wind pressure, structures, air-supported, cylindrical, spherical.

Deep reading fosters text comprehension, memory, and critical thinking. The growing prevalance of digital reading on mobile interfaces raises concerns that deep reading is being replaced by skimming and sifting through information, but this is currently unmeasured. Traditionally, reading quality is assessed using comprehension tests, which require readers to explicitly answer a set of carefully composed questions. To quantify and understand reading behaviour in natural settings and at scale, however, implicit measures are needed of deep versus skim reading across desktop and mobile devices, the most prominent digital reading platforms. In this paper, we present an approach to systematically induce deep and skim reading and subsequently train classifiers to discriminate these two reading styles based on eye movement patterns and interaction data. Based on a user study with 29 participants, we created models that detect deep reading on both devices with up to 0.82 AUC. We present the characteristics of deep reading and discuss how our models can be used to measure the effect of reading UI design and monitor long-term changes in reading behaviours.