scholarly journals A REVIEW ON A COMPUTATIONAL MODEL OF SHYNESS FOR ARTIFICIAL AGENTS IN THE MALAYSIAN LEARNING DOMAIN

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Saraswathy Shamini
Keyword(s):  
Computational Model ◽  
Educational Games ◽  
Computer Mediated Communication ◽  
Information And Communications Technology ◽  
Ministry Of Education ◽  
Mediated Communication ◽  
Young Learners ◽  
Negative Trait ◽  
Learning Platforms ◽  
And Performance

Shyness is a difficulty experienced by many children in our country. Although it is a norm that Asians exhibit more colourings of shyness (e.g. timidity, passiveness, non-confrontational); studies conducted within the learning domain verifies that this personality trait is being acknowledged as a negative trait, especially among young learners (children) which is likely to affect their potential and performance in the academic platform. Teachers and peers may falsely belief that these students are less capable and less intelligent which may develop a poor perception towards them. However, these shy students find computer-mediated communication to be easier means of interaction than face-to-face contact with teachers. In-line with the Malaysian Education Blueprint (2015-2025) by the Malaysian Ministry of Education (MOE), development and use of Information and Communications Technology (ICT) (e.g. e-learning, educational games and other interactive learning platforms through computer interfaces) are very much encouraged. Hence, implementing an interactive artificial tutor (fit with a shyness model) to automatically adapt and interact to the user’s emotional state could help in overcoming shyness, at the same time encourage these shy learners to confidently communicate and exhibit their capabilities. This research intends to review the background study on the usefulness of a shyness computational model which will be integrated with an interactive synthetic tutor. The aim of this study is to identify and capture the display features of colourings of shyness (e.g. timidity, passiveness, non-confrontational) through facial features (e.g. smiles, pouting) and vocal behaviours (silences, frequent pauses,filler words and turn-taking patterns) projected by shy young Malaysian learners (children aged between 9-11 years). These markers will be collected and constructed into a shyness model suitable for interactive synthetic agents used in the learning domain for teaching and training young learners in a typical Malaysian academic setting.

Virtual Partnerships: Engaging Students in E-service Learning Using Computer-mediated Communication

2017 ◽  
Vol 27 (1) ◽  
pp. 103-117 ◽  
Author(s):  
Usha S. Harris
Keyword(s):  
Service Learning ◽  
Computer Mediated Communication ◽  
Real Life ◽  
Information And Communications Technology ◽  
Working Environment ◽  
Mediated Communication ◽  
Global Citizens ◽  
Communication Processes ◽  
Computer Mediated ◽  
The Impact

Computer-mediated communication has important implications for future classroom learning which is no longer spatially bound or centred around text books. It has the ability to incorporate real-life learning whereby students can make important contributions towards solving global problems without having to leave the campus. This study looked at the impact of virtual communication processes and online tools on student and partner engagement in an on-campus undergraduate unit which enables Australian students to create communication campaigns for a non-government organization in India. The study found that the communication exchanges provided students with opportunities for intercultural dialogue, both in real and virtual spaces, and how to use Information and Communications Technology (ICT) and media within a social justice framework within a transnational working environment. Internet technologies have become part of the daily communication pattern of a new generation of students, who see it as their natural environment in which to learn, play and work. It is thus important to expand students’ use of the global digital network from superficial social interactions towards activities which enable them to become active and informed global citizens.

scholarly journals The Effects of Linguistic Qualifiers and Intensifiers on Group Interaction and Performance in Computer-Supported Collaborative Argumentation

2006 ◽  
Vol 6 (3) ◽  
Author(s):  
Allan C. Jeong
Keyword(s):  
Interaction Analysis ◽  
Computer Mediated Communication ◽  
Group Interaction ◽  
Supporting Evidence ◽  
Interaction Patterns ◽  
Computer Supported Collaborative Learning ◽  
Mediated Communication ◽  
Collaborative Argumentation ◽  
Analysis Computer ◽  
And Performance

<P>This study tested the effects of linguistic qualifiers and intensifiers on the number and types of replies elicited per argument and per challenge posted in online debates. To facilitate collaborative argumentation, thirty-two students (22 females, 10 males) enrolled in a graduate-level online course classified and labeled their messages as arguments, challenges, supporting evidence, or explanations prior to posting each message. The findings showed that qualified arguments elicited 41 percent fewer replies (effect size = -.64), and the reduction in replies was greatest when qualified arguments were presented by females than males. Challenges without qualifiers, however, did not elicit more replies than challenges with qualifiers. These findings suggest that qualifiers were used to hedge arguments, and such behaviors should be discouraged during initial stages of identifying arguments (more so in all-female than in all-male groups) in order to elicit more diverse and more opposing viewpoints needed to thoroughly and critically analyze arguments. <BR></P> <P><STRONG>Keywords:</STRONG> Computer-mediated communication, CMC, communication style, group interaction patterns, interaction analysis, computer-supported collaborative learning, CSCL, collaborative argumentation.</P>

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.

Enhancing Virtual Learning Team Performance

2010 ◽  
pp. 91-104 ◽  
Author(s):  
Charlie C. Chen ◽  
Albert L. Harris ◽  
Jimpo Wu
Keyword(s):  
Team Performance ◽  
Leadership Effectiveness ◽  
Computer Mediated Communication ◽  
Virtual Learning ◽  
Mediated Communication ◽  
Mediating Role ◽  
Team Satisfaction ◽  
And Performance ◽  
Trust Propensity ◽  
Learning Team

Debate abounds over whether a virtual team is an effective substitute for traditional face-to-face team and can sustain itself. Drawing upon literature on leadership, trust, computer-mediated communication, and teams, the authors propose a theoretical model of online learning team effectiveness. A quasi-experiment was conducted to empirically test the impact of team trust, propensity to trust, leadership effectiveness, and communication frequency on the effectiveness of virtual learning teams and team satisfaction and performance. The results support the majority of the authors’ hypotheses. Trust serves as a mediating role in the relationship between leadership effectiveness and team satisfaction and team performance. Practical implications and future trends are discussed at the end of the chapter.

Mobile Applications as Mobile Learning and Performance Support Tools in Psychotherapy Activities

2011 ◽  
pp. 285-297
Author(s):  
Maria Luisa Perez-Guerrero ◽  
Jose Maria Monguet-Fierro ◽  
Carmina Saldaña-Garcia
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Applications ◽  
Computer Mediated Communication ◽  
Patient Empowerment ◽  
Psychotherapy Process ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Support Tools ◽  
And Performance

The purpose of the chapter is the analysis of mobile applications as performance and informal learning support tools that facilitate the development of the psychotherapy process. The “e-therapy” has become a common term to refer the delivery of mental health services, on-line or related to a computer mediated communication between a psychotherapist and the patient. Initially, a background on e-therapy will be provided through the analysis of the existing related literature, the description of the state of the art. After this general view as starting point, the “self-help therapy”–a kind of e-therapy where the concept of patient empowerment is important– will be exposed to depict the importance of patient activities beyond the clinical settings in the rehabilitation process. Then, the integration of mobile devices in the psychotherapy process will be explained considering how their technological features support patient therapeutic activities like behavior assessment and informal mobile learning. The relation of the mobile devices with psychotherapist work activities such as evidence gathering and patient monitoring will also be explained. The chapter follows with a discussion on the mobile learning practices as a source of potential strategies that can be applied in the therapeutic field and finally a set of recommendations and future directions are described to explore new lines of research.

An Agent–Based Model of the Impact of Computer–Mediated Communication on Organizational Culture and Performance: An example of the Application of Complex Systems Analysis Tools to the Study of CIS

2006 ◽  
Vol 21 (4) ◽  
pp. 272-283 ◽  
Author(s):  
Enrique Canessa ◽  
Rick L. Riolo
Keyword(s):  
Organizational Culture ◽  
Complex Adaptive Systems ◽  
Adaptive Systems ◽  
Computer Mediated Communication ◽  
Local Mode ◽  
Mediated Communication ◽  
Agent Based ◽  
Computer Mediated ◽  
And Performance ◽  
The Impact

Organizations that make use of computer information systems (CIS) are prototypical complex adaptive systems (CAS). This paper shows how an approach from Complexity Science, exploratory agent-based modeling (ABM), can be used to study the impact of two different modes of use of computer-mediated communication (CMC) on organizational culture (OC) and performance. The ABM includes stylized representations of (a) agents communicating with other agents to complete tasks; (b) an OC consisting of the distribution of agent traits, changing as agents communicate; (c) the effect of OC on communication effectiveness (CE), and (d) the effect of CE on task completion times, that is, performance. If CMC is used in a broad mode, that is, to contact and collaborate with many, new agents, the development of a strong OC is slowed, leading to decreased CE and poorer performance early on. If CMC is used in a local mode, repeatedly contacting the same agents, a strong OC develops rapidly, leading to increased CE and high performance early on. However, if CMC is used in a broad mode over longer time periods, a strong OC can develop over a wider set of agents, leading to an OC that is stronger than an OC which develops with local CMC use. Thus broad use of CMC results in overall CE and performance that is higher than is generated by local use of CMC. We also discuss how the dynamics generated by an ABM can lead to a deeper understanding of the behavior of a CAS, for example, allowing us to better design empirical longitudinal studies.

scholarly journals Deep Networks for Collaboration Analytics: Promoting Automatic Analysis of Face-to-Face Interaction in the Context of Inquiry-Based Learning

2021 ◽  
Vol 8 (1) ◽  
pp. 113-125
Author(s):  
Joni Lämsä ◽  
Pablo Uribe ◽  
Abelino Jiménez ◽  
Daniela Caballero ◽  
Raija Hämäläinen ◽  
...  
Keyword(s):  
Computational Model ◽  
Computational Models ◽  
Computer Mediated Communication ◽  
Small Data ◽  
Data Sets ◽  
Computer Supported Collaborative Learning ◽  
Mediated Communication ◽  
Inquiry Based Learning ◽  
Face To Face ◽  
Human Coder

Scholars have applied automatic content analysis to study computer-mediated communication in computer-supported collaborative learning (CSCL). Since CSCL also takes place in face-to-face interactions, we studied the automatic coding accuracy of manually transcribed face-to-face communication. We conducted our study in an authentic higher-education physics context where computer-supported collaborative inquiry-based learning (CSCIL) is a popular pedagogical approach. Since learners’ needs for support in CSCIL vary in the different inquiry phases (orientation, conceptualization, investigation, conclusion, and discussion), we studied, first, how the coding accuracy of five computational models (based on word embeddings and deep neural networks with attention layers) differed in the various inquiry-based learning (IBL) phases when compared to human coding. Second, we investigated how the different features of the best performing computational model improved the coding accuracy. The study indicated that the accuracy of the best performing computational model (differentiated attention with pre-trained static embeddings) was slightly better than that of the human coder (58.9% vs. 54.3%). We also found that considering the previous and following utterances, as well as the relative position of the utterance, improved the model’s accuracy. Our method illustrates how computational models can be trained for specific purposes (e.g., to code IBL phases) with small data sets by using pre-trained models.

Online Discourse

2007 ◽  
pp. 76-86 ◽  
Author(s):  
S. Jones
Keyword(s):  
Small Group ◽  
Computer Mediated Communication ◽  
Information And Communications Technology ◽  
Mediated Communication ◽  
Student Centered ◽  
Student Centered Learning ◽  
Large Classes ◽  
Face To Face ◽  
Education Environment

This chapter explores how information and communications technology (ICT) can be designed to maximize human computer interactions (HCI) in order to create a student-centered learning environment within large classes by enabling small-group discourse. Through an empirical case study of student participation through computer-mediated-communication the chapter demonstrates how the flexibility created in the online environment enables students in large classes, particularly students from non-English speaking backgrounds, to participate at a pace that enables them to contribute considered opinions to a small-group discourse. The case study reiterates the argument that HCI is best achieved when ICTs and face-to-face classes are combined. It is argued that in so doing HCI assists the higher education environment to both meet the demands for mass-market, consumer-driven, globally accessible higher educational, as well as addressing industry demand for graduates with advanced problem-solving and analytical and reflective skills who are able to work collaboratively in teams.

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