(Digital) experiences

First Monday ◽  
2010 ◽  
Author(s):  
Ronald E. Day ◽  
Hamid R. Ekbia
Keyword(s):  
Artificial Intelligence ◽  
Twentieth Century ◽  
Human Computer Interaction ◽  
Virtual Worlds ◽  
Walter Benjamin ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Computer Mediated ◽  
The Common ◽  
Shed Light

What is digital experience? This question is of interest to different discourse traditions, each of which would answer it differently. The literature in Human-Computer Interaction, Computer-Mediated Communication (CMC), virtual worlds, and Artificial Intelligence, for instance, each present distinctive understandings of the concept of 'experience' and, consequently, of 'digital experience.' However, if we start with the concept of experience as an event, the common historical lineage of these distinct understandings reveals itself. We are interested in this historical lineage, and would like to explain 'digital experience' as a historically developing category. For this, we begin by returning to discussions on two modern concepts of experience (Erlebnis and Erfahrung) in the mid-twentieth century works of Martin Heidegger and Walter Benjamin. Then, we discuss three forms of 'digital experience' -- simulated, embedded, and artificial -- and we suggest that these experiences constitute a modern understanding of experience, namely, as a tension between experience as an embedded or 'situated' event and 'experience' as one that is had. By focusing on this tension, we hope to shed light on some of the shared underlying assumptions among disparate discourse traditions.

Human Computer Interaction and the Best Mix of Face-to- Face and E-Interactions in Educational Settings

2009 ◽  
pp. 1423-1435
Author(s):  
Bolanle A. Olaniran
Keyword(s):  
Human Computer Interaction ◽  
Computer Mediated Communication ◽  
Educational Institutions ◽  
Mediated Communication ◽  
Rapid Improvement ◽  
Face To Face ◽  
Computer Mediated ◽  
Recent Trends ◽  
And Control ◽  
Computer Interaction

Recent trends and rapid improvement in technology such as computer-mediated communication (CMC) and increasing bandwidth in the Internet are facilitating increased electronic interactions (i.e., e-interactions otherwise known as or commonly referred to as the human computer interaction (HCI)). CMC technology systems are a common occurrence in educational institutions as administrators attempt to encourage technology usage and instructors race to learn and implement CMC use in their classrooms and students demand greater flexibility and control in how they learn. Notwithstanding is the need to decide which forms of HCI technology to use, how to use them, and what benefits can accrue from such usage. The discussion here explores each of these issues, but more specifically will focus on addressing the case for blending e-interactions with the traditional face-to-face (FTF) communication medium while addressing the appropriateness of such combination.

Theatre in Second Life® Holds the VR Mirror up to Nature

2011 ◽  
pp. 376-395 ◽  
Author(s):  
Stephen A. Schrum
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Creative People ◽  
Face To Face ◽  
Computer Mediated ◽  
Physical Presence ◽  
And Performance ◽  
Definition Of

As creative people inhabit virtual worlds, they bring their ideas for art and performance with them into these brave new worlds. While at first glance, virtual performance may have the outward trappings of theatre, some believe they don’t adhere to the basic traditional definition of theatre: the interaction between an actor and an audience. Detractors suggest that physical presence is required for such an interaction to take place. However, studies have shown that computer mediated communication (CMC) can be as real as face-to-face communication, where emotional response is concerned. Armed with this information, the author can examine how performance in a virtual world such as Second Life may indeed be like “real” theatre, what the possibilities for future virtual performance are, and may require that we redefine theatre for online performance venues.

Development of an Ontology-Based E-Recruitment Application that Integrates Social Web

2011 ◽  
pp. 363-395 ◽  
Author(s):  
Michel Tétreault ◽  
Aude Dufresne ◽  
Michel Gagnon
Keyword(s):  
Human Computer Interaction ◽  
Return On Investment ◽  
Information Technologies ◽  
Computer Mediated Communication ◽  
Requirements Analysis ◽  
Social Web ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Prototype Evaluation ◽  
Computer Interaction

This chapter presents the elaboration of an ontology-based application called Combine. This application aims to optimize and enhance e-Recruitment processes in the domain of Information Technologies’ staffing services, and especially e-Recruitment processes that use Social Web platforms as a means of sourcing candidates. This chapter will describe the context motivating this development and how the system was designed, from the requirements analysis to the prototype evaluation, revealing the concerns, constraints and opportunities met along the way. All of these factors will be discussed mainly in regards to Computer-Mediated Communication (CMC) and Human-Computer Interaction (HCI) theories in order to argue the potential return on investment of the conceptualized semantic e-Recruitment application.

Virtual worlds and language learning

2019 ◽  
Vol 11 (1) ◽  
pp. 29-43 ◽  
Author(s):  
Sabela Melchor-Couto
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teacher Perceptions ◽  
Virtual Worlds ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Affective Variables ◽  
One Step ◽  
The Eu

Technology has made an invaluable contribution to foreign language (FL) teaching, particularly so in recent years. The advanced technical capabilities offered by digital games, including voice and text chat, take the use of computer-mediated communication in language learning one step further, allowing for remote, anonymous and situated learner interaction. This article presents an overview on how virtual worlds (VWs) are being used for educational purposes and for FL teaching in particular. A literature review on existing research has been included, covering areas such as FL interaction, impact on affective variables and attitudes towards the use of these environments. Special attention will be devoted to how VW interaction may affect students’ anxiety, motivation and self-efficacy beliefs. Finally, teacher perceptions will be explored through the data collected among 179 secondary school FL teachers participating in the EU-funded TeCoLa project (‘Pedagogical differentiation through telecollaboration and gaming for intercultural and content integrated language teaching’).

Discovered outdoors: typification of names of taxa described from Italy outside their native range

Phytotaxa ◽  
2015 ◽  
Vol 212 (2) ◽  
pp. 133 ◽  
Author(s):  
Nicola M.G. Ardenghi ◽  
Gabriele Galasso ◽  
Enrico Banfi
Keyword(s):  
20Th Century ◽  
World Wide ◽  
Computer Mediated Communication ◽  
Early 20Th Century ◽  
Native Range ◽  
Mediated Communication ◽  
Fast Computer ◽  
Computer Mediated ◽  
Alien Flora ◽  
Shed Light

Between the 18th and the early 20th century, a number of naturalized neophytes were described in Europe, outside their area of origin. Although most of the names of these taxa, discovered in a period without fast computer-mediated communication and world-wide electronic availability of taxonomic papers, today are treated as synonyms, their existence allows to shed light on a peculiar taxonomic phenomenon connected to the early stages of the European alien flora studies. In this paper we select two lectotypes and one neotype for three neophytes described in Italy, belonging to the critical graminoid genera Cyperus (C. aristatus var. boeckeleri), Echinochloa (Panicum erectum), and Eleocharis (Scirpus erraticus). The selected types are conserved at PAV-Erbario Lombardo and RO.

Networking Identities

2010 ◽  
Vol 2 (2) ◽  
pp. 32-42
Author(s):  
Lhoussain Simour
Keyword(s):  
Virtual Worlds ◽  
Virtual Communities ◽  
Computer Mediated Communication ◽  
Virtual Community ◽  
Mediated Communication ◽  
Computer Mediated ◽  
New Space ◽  
The Subject ◽  
The Individual ◽  
Virtual Interactions

Electronic connections allow the individual to be at various global sites while sitting in front of his or her computer. By being electronically connected, one’s participation in virtual worlds raises important questions about the nature of our communities and problematizes our identities. This paper examines how experiences in virtual interactions affect people’s real lives and what impact computer mediated communication has on the formation of a virtual community and its relation to individuals’ identities. Virtual communities stimulate experiences that redefine the basic concepts and contexts that have characterized the essence of human societies. They offer new contexts for rethinking the concept of identity and provide a new space for exploring the extent to which participation in computer mediated interaction modifies the subject in terms of identity, leading to a reconstruction and a reconstitution of self.

The Use of the CMC Tool AMANDA in the Teaching of English

2011 ◽  
pp. 307-321
Author(s):  
Esrom Adriano Irala ◽  
Patrica Lupion Torres
Keyword(s):  
Artificial Intelligence ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Communication Method ◽  
Teaching Learning ◽  
Language Teaching And Learning

This chapter belongs to the context of the computer-mediated communication (CMC) for language teaching and learning. Since the introduction of this new communication method, new paths for the teaching and learning of languages have been opened. In this research, virtual discussions in the English language about polemical topics were carried out through the use of the AMANDA program. This program features artificial intelligence principles in the discussion coordination, diminishing the tutor’s workload in the task of coordinating the discussions. The goal of this research was to observe the contributions of the CMC tool for the learning of English by the participating students. In total, 83 upper-intermediate English level students took part. The analyses and final considerations concentrate on the evaluation of the program used as well as the positive and negative aspects observed during this research for the teaching/learning of the English language.

Networking Identities

2013 ◽  
pp. 235-246
Author(s):  
Lhoussain Simour
Keyword(s):  
Virtual Worlds ◽  
Virtual Communities ◽  
Computer Mediated Communication ◽  
Virtual Community ◽  
Mediated Communication ◽  
Computer Mediated ◽  
New Space ◽  
The Subject ◽  
The Individual ◽  
Virtual Interactions

Electronic connections allow the individual to be at various global sites while sitting in front of his or her computer. By being electronically connected, one’s participation in virtual worlds raises important questions about the nature of our communities and problematizes our identities. This paper examines how experiences in virtual interactions affect people’s real lives and what impact computer mediated communication has on the formation of a virtual community and its relation to individuals’ identities. Virtual communities stimulate experiences that redefine the basic concepts and contexts that have characterized the essence of human societies. They offer new contexts for rethinking the concept of identity and provide a new space for exploring the extent to which participation in computer mediated interaction modifies the subject in terms of identity, leading to a reconstruction and a reconstitution of self.

Gender Equalization in Computer-Mediated Communication

2009 ◽  
pp. 1745-1752
Author(s):  
Rosalie J. Ocker
Keyword(s):  
Computer Mediated Communication ◽  
Gender Inequalities ◽  
Mediated Communication ◽  
Face To Face ◽  
Playing Field ◽  
Computer Mediated ◽  
Shed Light

While traditional face-to-face (FtF) forms of interaction have proven disadvantageous to females in mixed-sex settings, computer-mediated communication (CMC) holds the promise of helping to level the playing field between the sexes, at least in terms of equitable communication between genders. However, evidence from resent research shows that gender inequalities persist. The objective of this article is to shed light on why the promise of gender equalization in CMC is not evidenced.

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