Qin Wu

Qin Wu

PhD Student

Qin is a PhD candidate in the Augmented Human Lab and Empathic Computing Lab at the University of Auckland. She earned a Master of Fine Arts degree in information arts and design from Tsinghua University in 2016. Her primary research interests encompass human-computer interaction, user experience, and accessible computing. Her doctoral research focuses on using interactive technology to support children with autism, particularly in training daily living skills, social skills, and peer-related social activities.

Publications

  • Striving for Authentic and Sustained Technology Use in the Classroom: Lessons Learned from a Longitudinal Evaluation of a Sensor-Based Science Education Platform
    Yvonne Chua,Sankha Cooray,Juan Pablo Forero Cortes,Paul Denny,Sonia Dupuch,Dawn L. Garbett,Alaeddin Nassani,Jiashuo Cao,Hannah Qiao,Andrew Reis,Deviana Reis,Philip M. Scholl,Priyashri Kamlesh Sridhar,Hussel Suriyaarachchi,Fiona Taimana,Vanessa Tang,Chamod Weerasinghe,Elliott Wen,Michelle Wu,Qin Wu,Haimo Zhang &Suranga Nanayakkara

    Chua, Y., Cooray, S., Cortes, J. P. F., Denny, P., Dupuch, S., Garbett, D. L., ... & Nanayakkara, S. (2023). Striving for Authentic and Sustained Technology Use in the Classroom: Lessons Learned from a Longitudinal Evaluation of a Sensor-Based Science Education Platform. International Journal of Human–Computer Interaction, 1-14.

    BibTexLinksAbstract
    @article{chua2023striving,
    title={Striving for Authentic and Sustained Technology Use in the Classroom: Lessons Learned from a Longitudinal Evaluation of a Sensor-Based Science Education Platform},
    author={Chua, Yvonne and Cooray, Sankha and Cortes, Juan Pablo Forero and Denny, Paul and Dupuch, Sonia and Garbett, Dawn L and Nassani, Alaeddin and Cao, Jiashuo and Qiao, Hannah and Reis, Andrew and others},
    journal={International Journal of Human--Computer Interaction},
    pages={1--14},
    year={2023},
    publisher={Taylor \& Francis}
    }
    View: https://www.tandfonline.com/doi/abs/10.1080/10447318.2023.2229485
    Technology integration in educational settings has led to the development of novel sensor-based tools that enable students to measure and interact with their environment. Although reports from using such tools can be positive, evaluations are often conducted under controlled conditions and short timeframes. There is a need for longitudinal data collected in realistic classroom settings. However, sustained and authentic classroom use requires technology platforms to be seen by teachers as both easy to use and of value. We describe our development of a sensor-based platform to support science teaching that followed a 14-month design process. We share insights from this design and development approach, and report findings from a six-month large-scale evaluation involving 35 schools and 1245 students. We share lessons learnt, including that technology integration is not an educational goal per se and that technology should be a transparent tool to enable students to achieve their learning goals.