Computational and Engineering Issues in Human Computer Interaction Systems for Supporting Communication in African Languages

2010 ◽  
pp. 876-889 ◽  
Author(s):  
Tunji Odejobi ◽  
Tunde Adegbola
Keyword(s):  
Research And Development ◽  
Computer Mediated Communication ◽  
African Language ◽  
Mediated Communication ◽  
African Languages ◽  
Language Discourse ◽  
Development Agenda ◽  
Computer Mediated ◽  
Key Issues ◽  
Language Technologies

The computational and engineering issues surrounding the development of computer-mediated communication (CMC) technologies for supporting African language discourse is the focus of this presentation. The thesis of this presentation is that, to obtain acceptable results, services for supporting CMC intended for use in African environment should exploit and implement language technologies developed around African languages and cultures. We discuss the key issues relevant to achieving this as well as the technicalities and strategies for its realisation. The aim of this presentation is to motivate and impel a robust, well articulated, research and development agenda on African language technologies relevant to CMC.

scholarly journals Scenarios for Unison Text Unfolding in Russian Blogosphere

2021 ◽  
pp. 79-94
Author(s):  
I. V. Kovtunenko ◽  
S. V. Bylkova ◽  
I. A. Kudryashov ◽  
E. A. Korman
Keyword(s):  
Virtual Communities ◽  
Computer Mediated Communication ◽  
Discourse Markers ◽  
Russian Language ◽  
Mediated Communication ◽  
Conceptual Structures ◽  
Language Discourse ◽  
Computer Mediated ◽  
Current Interaction ◽  
Points Of View

The article is devoted to the analysis of scenarios as conceptual structures of a specific type that underlie the pragmatic connectivity of stimulating and reactive messages as part of a blog text in Russian and projecting unison in the current interaction. It has been proven that these scenarios are an essential parameter of the linguistic competence of representatives of virtual communities and are used by the initiator of communication and its respondents to reach agreement and find a common semantic denominator for initially conflicting points of view. The authors dwell on the fact that the implementation of scenarios in computer-mediated communication is predetermined both by the formal capabilities of the lexico-grammatical system of the Russian language (discourse markers) and by linguocultural conventions that the interlocutors adhere to at one stage or another of the joint deployment of the blog text. In this study, the architectonics of scenarios for the connectivity of stimuli and reactions in the composition of the blog text is interpreted as a consequence of the implementation of relay structures. It is emphasized that the initiator of cohesion is the respondent (including the blogger in the function of the respondent) in the course of constructing a responsive message. It is shown that the pragmatic structure of these scenarios includes a foothold in incentive communication and a bond that docks with this foothold in reactive communication.

scholarly journals PENGEMBANGAN WEBSITE INTERAKTIF SEBAGAI COMPUTER-MEDIATED COMMUNICATION UNTUK PEMBELAJARAN JARINGAN KOMPUTER

2016 ◽  
Vol 3 (2) ◽  
pp. 138
Author(s):  
Ariyawan Agung Nugroho ◽  
Sunaryo Soenarto
Keyword(s):  
Research And Development ◽  
Computer Network ◽  
Computer Mediated Communication ◽  
Design Development ◽  
Mediated Communication ◽  
Learning Content ◽  
Content Expert ◽  
Computer Mediated ◽  
Research Findings ◽  
Department Faculty

Penelitian ini bertujuan untuk mengembangkan sebuah website sebagai sarana computer-mediated communication (CMC) yang dapat membantu pembelajaran jaringan komputer yang layak, dinilai dari aspek pembelajaran, aspek isi/materi, aspek tampilan dan aspek pemrograman. Penelitian dan pengembangan (research and development) ini dilakukan melalui beberapa tahap, yaitu planning, design, development dan implementation. Penelitian dilakukan di Jurusan Teknologi Pendidikan, Fakultas Ilmu Pendidikan, UNY. Hasil penelitian ini adalah website interaktif sebagai computer-mediated communication yang kelayakan pada aspek pembelajaran produk ini termasuk dalam kategori baik berdasarkan skor dari ahli materi satu yaitu 4,16 dan termasuk dalam kategori sangat baik berdasarkan skor dari ahli materi dua sejumlah 4,33, kelayakan aspek isi/materi termasuk dalam kategori sangat baik berdasarkan kedua skor ahli materi, dengan masing-masing ahli memberikan skor nilai 4,72 dan 4,45 kelayakan aspek media termasuk dalam kategori sangat baik berdasarkan nilai skor yang diberikan masing-masing ahli, yaitu 4,55 dari ahli media satu, dan 4,6 dari ahli media dua.Kata kunci: website, interaktif, computer-mediated communication, CMCDEVELOPMENT OF INTERACTIVE WEBSITE AS COMPUTER-MEDIATED COMMUNICATION MEDIA FOR COMPUTER NETWORKS INSTRUCTIONAbstractThe research aimed at developing an appropriate interactive website which serves as computer-mediated communication (CMC), that supports the learning process of Computer Network, evaluated on the bases of learning, content, layout and programming. This research and development was carried out through a set of procedures involving planning, design, development and implementation. This research was conducted in Educational Technology Department, Faculty of Educational Science, YSU. The research findings showed that the interactive website providing computer-mediated communication has been considered appropriate for use. In term of learning aspect, this website was scored 4.16 or ‘good’ by the first content expert and 4.33 or very good by the second content expert. Meanwhile, its material aspect was scored 4.72 by the first content expert and 4.45 by the second. Both mean scores are categorized as very good. Its media appropriateness was considered very good by both media experts, each of whom scored 4.55 and 4.6 respectively.Keywords: website, interactive, computer-mediated communication, CMC

scholarly journals Task complexity effects on the complexity and accuracy of writing via text chat

2020 ◽  
Author(s):  
R Adams ◽  
NA Nik Mohd Alwi ◽  
Jonathan Newton
Keyword(s):  
Task Complexity ◽  
Computer Mediated Communication ◽  
Writing To Learn ◽  
Student Writing ◽  
Task Structure ◽  
Mediated Communication ◽  
Text Chat ◽  
Computer Mediated ◽  
Key Issues ◽  
A Site

© 2015 Elsevier Inc. Despite limitations with text chat as a mode of writing (e.g., a simplified register, short turns), researchers have argued that it offers unique advantages as a site for language practice. However, realizing these advantages in second language (L2) writing-to-learn environments may depend on whether tasks are implemented in a way that facilitates learners' attention to language form in their writing. It follows that the design and selection of appropriate tasks to use in Computer-Mediated Communication (CMC) are key issues. Inspired by the Cognition Hypothesis (. Robinson, 2005), the current study examined the role of two instructional interventions related to task implementation-the amount of task structure and inclusion of language support-in promoting accurate and complex writing via text chat by L2 learners in a classroom setting. Data were collected from 96 students performing an engineering simulation task via text chat. The learners were placed in one of four counterbalanced experimental groups. Analysis of the chat exchanges provided evidence that task complexity influenced the accuracy of student writing in line with the Cognition Hypothesis. However, the influence of task complexity on the linguistic complexity of their writing failed to match predictions of the Cognition Hypothesis.

scholarly journals Implementing Computer Mediated Communication in an Undergraduate Course - A Practical Experience

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Mary Graham ◽  
Helen Scarborough ◽  
Christine Goodwin
Keyword(s):  
Computer Mediated Communication ◽  
Practical Experience ◽  
Academic Community ◽  
Asynchronous Learning ◽  
Mediated Communication ◽  
Asynchronous Learning Network ◽  
Undergraduate Level ◽  
Computer Mediated ◽  
Key Issues ◽  
Collaborative Learning Environment

Computer mediated communication (CMC) is used to foster a collaborative learning environment in a number of courses within the Faculty of Business and Law at Deakin University. This paper examines how this technology has been implemented at the undergraduate level in the School of Economics and some key issues arising from this experience are identified and discussed. Although the practical experience described has been gained from a particular discipline based initiative, the issues raised pertain to all disciplines. The potential provided by integrating technology into the curriculum is exciting, however this paper highlights some of the areas that need consideration when implementing an asynchronous learning network (ALN). No definitive guidelines have been provided, rather the way to maximise educational outcomes will only be found as experience and practical use is extended and shared within the academic community.

Towards an Interdisciplinary Socio-Technical Definition of Virtual Communities

2019 ◽  
pp. 612-632
Author(s):  
Umar Ruhi
Keyword(s):  
Virtual Communities ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Five Dimensions ◽  
Research Fields ◽  
Body Of Knowledge ◽  
Computer Mediated ◽  
Key Issues ◽  
Economic Perspectives ◽  
Definition Of

The objective of this chapter is to offer a holistic perspective of virtual communities (VCs) by outlining their underlying concepts and fundamental properties. Firstly, the chapter offers a brief synopsis of research fields that form the basis of socio-technical research on VCs. Key issues and theoretical orientations from four research streams are discussed, namely sociological/psychological, technological, business/management, and economic perspectives. Following this review, the chapter provides a summary of four interdisciplinary literature domains that have significantly contributed to the body of knowledge on VCs. These include computer-mediated communication, community informatics, knowledge management, and internet marketing. Definitions from seminal research studies in these domains are subsequently synthesized to propose an interdisciplinary socio‐technical definition of VCs. The proposed definition offers a nascent ascriptive characterization of VCs along five dimensions of participants, purpose, platforms, protocols, and persona, together constituting the 5 Ps of VCs.

Towards an Interdisciplinary Socio-Technical Definition of Virtual Communities

2018 ◽  
pp. 4278-4295
Author(s):  
Umar Ruhi
Keyword(s):  
Virtual Communities ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Five Dimensions ◽  
Research Fields ◽  
Body Of Knowledge ◽  
Computer Mediated ◽  
Key Issues ◽  
Economic Perspectives ◽  
Definition Of

The objective of this chapter is to offer a holistic perspective of virtual communities (VCs) by outlining their underlying concepts and fundamental properties. Firstly, the chapter offers a brief synopsis of research fields that form the basis of socio-technical research on VCs. Key issues and theoretical orientations from four research streams are discussed, namely: sociological/psychological; technological; business/management; and economic perspectives. Following this review, the chapter provides a summary of four interdisciplinary literature domains that have significantly contributed to the body of knowledge on VCs. These include: computer mediated communication; community informatics; knowledge management; and internet marketing. Definitions from seminal research studies in these domains are subsequently synthesized to propose an interdisciplinary socio-technical definition of VCs. The proposed definition offers a nascent ascriptive characterization of VCs along five dimensions of participants, purpose, platforms, protocols and persona – together constituting the 5 Ps of VCs.

scholarly journals Task complexity effects on the complexity and accuracy of writing via text chat

2020 ◽  
Author(s):  
R Adams ◽  
NA Nik Mohd Alwi ◽  
Jonathan Newton
Keyword(s):  
Task Complexity ◽  
Computer Mediated Communication ◽  
Writing To Learn ◽  
Student Writing ◽  
Task Structure ◽  
Mediated Communication ◽  
Text Chat ◽  
Computer Mediated ◽  
Key Issues ◽  
A Site

© 2015 Elsevier Inc. Despite limitations with text chat as a mode of writing (e.g., a simplified register, short turns), researchers have argued that it offers unique advantages as a site for language practice. However, realizing these advantages in second language (L2) writing-to-learn environments may depend on whether tasks are implemented in a way that facilitates learners' attention to language form in their writing. It follows that the design and selection of appropriate tasks to use in Computer-Mediated Communication (CMC) are key issues. Inspired by the Cognition Hypothesis (. Robinson, 2005), the current study examined the role of two instructional interventions related to task implementation-the amount of task structure and inclusion of language support-in promoting accurate and complex writing via text chat by L2 learners in a classroom setting. Data were collected from 96 students performing an engineering simulation task via text chat. The learners were placed in one of four counterbalanced experimental groups. Analysis of the chat exchanges provided evidence that task complexity influenced the accuracy of student writing in line with the Cognition Hypothesis. However, the influence of task complexity on the linguistic complexity of their writing failed to match predictions of the Cognition Hypothesis.

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