The association between parental interaction style and children’s joint engagement in families with toddlers with autism

Abstract Mobile devices and laptops are the main ICT tools to exchange information among people in the world. All the applications are designed by following a specific interaction style based either touchscreen or mouse and keyboard, which can be performed only with detailed movements of hands and fingers. Traditional interaction becomes difficult for elderly who have diseases limiting the hand motor skills, such as arthritis and brain stroke. The use of simple air gestures can be adopted as alternative interaction style to interact with smartphones, tablets and laptops. The aim of this research work is the development of an application that allows text writing using air gestures for people with limited hand motor skills. The application embeds several computer vision algorithms and convolutional neural networks software modules to detect and drawn alphanumeric characters and recognizing them using both mobile devices and laptops. The preliminary results obtained show that the approach is robust, and it can easily detect the alphanumeric characters written with the movement of the wrist.

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On the Relationship Between Iranian EFL Teachers Interaction Style and L2 Learning Motivation

International Journal of Asian Social Science ◽

10.18488/journal.1/2016.6.9/1.9.525.536 ◽

2016 ◽

Vol 6 (9) ◽

pp. 525-536

Author(s):

Saeedeh Javidkar ◽

Hassan Soleimani

Keyword(s):

Learning Motivation ◽

Interaction Style ◽

Efl Teachers ◽

L2 Learning ◽

The Relationship

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DOMINANT OR DIFFERENT? GENDER ISSUES IN COMPUTER SUPPORTED LEARNING

Online Learning ◽

10.24059/olj.v7i1.1860 ◽

2019 ◽

Vol 7 (1) ◽

Cited By ~ 1

Author(s):

Cathy Gunn

Keyword(s):

Educational Opportunity ◽

Technology Literacy ◽

Dominant Male ◽

Interaction Style ◽

Cultural Complexity ◽

Interaction Styles ◽

And Performance ◽

Electronic Channels ◽

Better Than

A significant increase in the use of computer-supported learning (CSL) within schools and universities across the world gives rise to concern about gender-related differences in performance and interaction style in these environments. Research has shown that initial perceptions of CSL environments as democratic and offering equal opportunities to all students were flawed because interactions that take place through electronic channels lose none of the socio-cultural complexity or gender imbalance that exists within society. Much of the recent literature states that women are disadvantaged because of inferior levels of access and technology literacy and dominant male behavior. However, the assumption that difference implies disadvantage is challenged by evidence that variable factors such as professed confidence and apparently dominant interaction styles do not necessarily lead to better educational opportunity and performance. This paper contains a summary of gender-related issues identified by international research and academic practice together with supportive case study examples. The conclusion is that women often perform better than men despite the observable differences in interaction style.

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