Designing a Collaborative Virtual Conference Application: Challenges, Requirements and Guidelines

Abstract

Due to the recent COVID-19 pandemic that has swept the globe, more people are working from home. People use synchronous applications to communicate remotely because they are not able to meet face-to-face. However, few research studies on the issues surrounding the virtual conference application, particularly those that include collaborative activities, have been conducted. The usability study recruited 16 participants (in four groups of four) to communicate synchronously while performing collaborative activities, such as drawing together on a shared screen. According to the findings of the usability study, users do not often use the collaborative tools provided by the current virtual conference application. This is due to low exposure and unfamiliarity with the use of collaborative tools. The findings also show that users frequently do not turn on the web camera due to several reasons, including privacy, connectivity issues, the environment, and background distraction. Turning on the web camera can also cause anxiety due to shyness in front of the camera. However, some participants prefer to turn on the web camera so that they can see each other’s reactions when performing collaborative activities. The article provides several guidelines to assist in the design of virtual conference applications, including a simple familiar intuitive interface to encourage the use of collaborative tools and also introduces the use of virtual avatars as a way to represent oneself during online meetings to allow affective sharing while respecting the privacy of its users.

Challenges of online learning amid the COVID-19: College students’ perspective

“…Students in Song et al’s (2004) research encountered some additional technical problems like downloading errors, issues with installation, login problems with audio and video, etc. Ming et al (2021) found that some features like file sharing, whiteboard, and annotation are not easy to use, resulting in the underapplication of conferencing functions. It is worth making clear that teachers’ mastery of technology also affects students’ engagement ( Masry-Herzallh and Stavissky, 2021 ).…”

“…Often, difficulties and problems associated with modern technology come from downloading errors, issues with installation, login problems, problems with audio and video, etc. Previous research has shown that some features like file sharing, whiteboards, and annotation are not easy to use, resulting in the underutilization of conferencing functions ( Ming et al, 2021 ). In asynchronous learning environments, learning content cannot be provided in the same format as in offline classes, that is, it is impossible to provide real-time feedback and responses ( Littlefield, 2018 ).…”

“…The intervention of teachers can improve students’ learning efficiency to a certain extent. Ahmad’s (2020) study found that most students struggled with online learning, particularly in underdeveloped locations with poor connectivity ( Ming et al, 2021 ). In addition, the content of the online course material discussed in class requires students to type messages through the chat box of the virtual conferencing applications, which requires responding within time limits ( Zhong, 2020 ).…”