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Tutor In-sight: Guiding and Visualizing Students Attention with Mixed Reality Avatar Presentation Tools

Thanyadit, Santawat and Heintz, Matthias and Law, Effie Lai-Chong (2023) 'Tutor In-sight: Guiding and Visualizing Students Attention with Mixed Reality Avatar Presentation Tools.', CHI '23: CHI Conference on Human Factors in Computing Systems Hamburg, Germany, 23-28 April 2023.


Remote conferencing systems are increasingly used to supplement or even replace in-person teaching. However, prevailing conferencing systems restrict the teacher’s representation to a webcam live-stream, hamper the teacher’s use of body-language, and result in students’ decreased sense of co-presence and participation. While Virtual Reality (VR) systems may increase student engagement, the teacher may not have the time or expertise to conduct the lecture in VR. To address this issue and bridge the requirements between students and teachers, we have developed Tutor In-sight, a Mixed Reality (MR) avatar augmented into the student’s workspace based on four design requirements derived from the existing literature, namely: integrated virtual with physical space, improved teacher’s co-presence through avatar, direct attention with auto-generated body language, and usable workfow for teachers. Two user studies were conducted from the perspectives of students and teachers to determine the advantages of Tutor In-sight in comparison to two existing conferencing systems, Zoom (video-based) and Mozilla Hubs (VR-based). The participants of both studies favoured Tutor In-sight. Among others, this main fnding indicates that Tutor Insight satisfed the needs of both teachers and students. In addition, the participants’ feedback was used to empirically determine the four main teacher requirements and the four main student requirements in order to improve the future design of MR educational tools.

Item Type:Conference item (Paper)
Full text:Publisher-imposed embargo
(AM) Accepted Manuscript
File format - PDF
Publisher Web site:
Date accepted:01 March 2023
Date deposited:02 March 2023
Date of first online publication:No date available
Date first made open access:No date available

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