EmoBridge：利用表情符号和实时分享弥合残障学生与同伴笔记记录者之间的沟通鸿沟
EmoBridge: Bridging the Communication Gap between Students with Disabilities and Peer Note-Takers Utilizing Emojis and Real-Time Sharing
AI总结：
本研究针对残障学生与同伴笔记记录者单向沟通的挑战，开发了利用表情符号促进实时协作的EmoBridge平台，评估表明该平台提高了残障学生的课堂参与度并减轻了笔记记录者的独自责任感。
摘要：
残障学生（SWDs）在听课时常常在记笔记方面遇到困难。因此，许多高等教育机构实施了同伴笔记计划（PNTPs），由同伴笔记记录者（PNTs）协助SWDs记录课堂笔记。为了更好地了解SWDs和PNTs的体验，我们对8名SWDs和8名PNTs进行了半结构化访谈。我们发现SWDs与PNTs之间的互动主要是单向的，凸显了特定的需求和挑战。作为回应，我们开发了EmoBridge，这是一个协作笔记平台，利用表情符号促进PNT-SWD对之间的实时协作与沟通。我们通过对7对PNT-SWD进行的真实环境研究评估了EmoBridge。结果显示，SWDs的课堂参与度有所提高，PNTs独自承担责任的感觉也有所减轻。基于这些见解，我们讨论了协作笔记系统的设计启示，旨在增强PNTPs并为SWDs培养更有效和更具包容性的教育体验。
英文摘要：
Students with disabilities (SWDs) often struggle with note-taking during lectures. Therefore, many higher education institutions have implemented peer note-taking programs (PNTPs), where peer note-takers (PNTs) assist SWDs in taking lecture notes. To better understand the experiences of SWDs and PNTs, we conducted semi-structured interviews with eight SWDs and eight PNTs. We found that the interaction between SWDs and PNTs was predominantly unidirectional, highlighting specific needs and challenges. In response, we developed EmoBridge, a collaborative note-taking platform that facilitates real-time collaboration and communication between PNT-SWD pairs using emojis. We evaluated EmoBridge through an in-the-wild study with seven PNT-SWD pairs. The results showed improved class participation for SWDs and a reduced sense of sole responsibility for PNTs. Based on these insights, we discuss design implications for collaborative note-taking systems aimed at enhancing PNTPs and fostering more effective and inclusive educational experiences for SWDs.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
