Eye Gaze Controlled Communication

Eye gazing is the fundamental nonverbal interaction that is presently strengthening in emerging technology. This eye blink device facilitates communication among people with disabilities. The process is so simple that it can be done with the eyes blinking on the specific keys built into the virtual keyboard. This type of system may synthesize speech, regulate his environment, and provide a significant boost in self-belief in the individual. Our study emphasises the virtual keyboard, which not only includes integrated alphabetic keys but also contains emergency phrases that may seek help in a variety of scenarios. It can, however, provide voice notification and speech assistance to those who are speech-impaired. To get this, we employed our PC/computer digital Digi-Cam, which is integrated and recognises the face and its elements. As a result, the technique for detecting the face is far less complicated than everything else. The blink of an eye provides an opportunity for a mouse to click on the digital interface. Our goal is to provide nonverbal communication, and as a result, physically impaired people should be able to communicate with the use of a voice assistant. This type of innovation is a blessing for those who have lost their voice or are suffering from paralytic ailments.

The Influence of English Teacher's Nonverbal Interaction on EFL Students' Perception of Learning

English teachers have proximity control, which is described by walking closer to the noisy part of the class and continuing to be there until the commotion subsides. However, there are still some students who are indifferent during the learning process. Therefore, this research aims to determine the influence of English teacher's nonverbal interactions on EFL students' perception at State Islamic Senior High School 1 Bengkalis. This research is causal-comparative research. There are two instruments: observation and questionnaire. The population of this research is 208 students. Then, the researcher uses simple random sampling and chooses 40 students from all classes. Using simple linear regression analysis formula through SPSS 20.0 in analyzing the data, the researcher found that sig-t was 0.000, smaller than 0.05 (sig-t 0.05). The result showed a significant influence of the English teacher's nonverbal interactions on EFL students' perception at State Islamic Senior High School 1 Bengkalis. It means that Ha was accepted. The researcher also found that the value of R square was 0.546, namely squaring of the Standardized Coefficients ((0.739 x 0.739)2 x 100% = 0.546). R square can be called the coefficient of determination, which means that the English teacher's nonverbal interaction influences 54.6% of EFL students' perception. Then, the other 45.4% is influenced by other factors.

Communication instinct: Husserl and the embodied temporality of the social

This dissertation revisits the question of the temporal constitution of sociality. What is the role of subjective time-experience in the understanding of other people and the formation of communicative environment? This problem is considered in a generative phenomenological context. The investigation traces analytically the “stages” of communicative constitution: from the explicit intentional modes of interaction back to the pre-affective and habitualized social sense-accomplishments. The task is approached through a systematic exposition of Edmund Husserl's generative concept of communication proper (Mitteilung, Kommunikation). A widespread view in the classical and more recent phenomenological scholarship is that Husserl’s concept of communication must be derivative of the more fundamental categories of empathy and intersubjectivity (Einfühlung and Intersubjektivität; Schütz 1957; Held 1972; Zahavi 1996). The theoretical potential of the concept of communication for a phenomenology of sociality has thus been largely overlooked. The dissertation challenges this long-established model and attempts to reaffirm the central constitutive role of communication, to redefine its function in contradistinction with that of empathy. It does so by considering Husserl’s later “genetic phenomenology” where temporal experiences are construed in the background of the sphere of “primal flowing living present” (urströmende lebendige Gegenwart). On this basis, the notion of communication is uncovered as transcendentally rooted in the structure of pre-conscious instinctual Ineinander. This perspective is radicalized and validated through an extensive analysis of Levinas’s implicit debate with Husserl regarding the temporal constitution of alterity and also translated into a problem of the ethical meaning of objective forms of social communication. The central argument of the dissertation is that an interpretation of Husserl’s concept of communication in connection with the notions of primal temporal flow, instincts, and pre-intentional passive synthesis affords the elaboration of a generative phenomenological concept of “intermonadic communication” which grounds empathy rather than deriving from it. Such an interpretation might further prove productive for the study of both nonverbal interaction (also in relation to treatments of autism) and the developmental basis of social behaviour. Its potential to validate an ethical theory of interpersonal understanding is also affirmed through a comparative analysis of Husserl and Levinas's concepts of subjectivity, sensibility and common time.

Communication instinct: Husserl and the embodied temporality of the social

This dissertation revisits the question of the temporal constitution of sociality. What is the role of subjective time-experience in the understanding of other people and the formation of communicative environment? This problem is considered in a generative phenomenological context. The investigation traces analytically the “stages” of communicative constitution: from the explicit intentional modes of interaction back to the pre-affective and habitualized social sense-accomplishments. The task is approached through a systematic exposition of Edmund Husserl's generative concept of communication proper (Mitteilung, Kommunikation). A widespread view in the classical and more recent phenomenological scholarship is that Husserl’s concept of communication must be derivative of the more fundamental categories of empathy and intersubjectivity (Einfühlung and Intersubjektivität; Schütz 1957; Held 1972; Zahavi 1996). The theoretical potential of the concept of communication for a phenomenology of sociality has thus been largely overlooked. The dissertation challenges this long-established model and attempts to reaffirm the central constitutive role of communication, to redefine its function in contradistinction with that of empathy. It does so by considering Husserl’s later “genetic phenomenology” where temporal experiences are construed in the background of the sphere of “primal flowing living present” (urströmende lebendige Gegenwart). On this basis, the notion of communication is uncovered as transcendentally rooted in the structure of pre-conscious instinctual Ineinander. This perspective is radicalized and validated through an extensive analysis of Levinas’s implicit debate with Husserl regarding the temporal constitution of alterity and also translated into a problem of the ethical meaning of objective forms of social communication. The central argument of the dissertation is that an interpretation of Husserl’s concept of communication in connection with the notions of primal temporal flow, instincts, and pre-intentional passive synthesis affords the elaboration of a generative phenomenological concept of “intermonadic communication” which grounds empathy rather than deriving from it. Such an interpretation might further prove productive for the study of both nonverbal interaction (also in relation to treatments of autism) and the developmental basis of social behaviour. Its potential to validate an ethical theory of interpersonal understanding is also affirmed through a comparative analysis of Husserl and Levinas's concepts of subjectivity, sensibility and common time.

How Do We Interact in Collaborative Virtual Reality?

Nonverbal interaction includes most of what we do; the interaction resulted from other means than words or their meaning. In computer-mediated interaction, the richness of face-to-face interaction has not been completely achieved. However, multiuser virtual reality, a computer-generated environment that allows users to share virtual spaces and virtual objects through their graphic representation, is a highly visual technology in which nonverbal interaction is better supported when compared with other media. Still, like in any technology media, interaction is accomplished distinctively due to technical and design issues. In collaborative virtual reality, the analysis of nonverbal interaction represents a helpful mechanism to support feedback in teaching or training scenarios, to understand collaborative behavior, or to improve this technology. This chapter discussed the characteristics of nonverbal interaction in virtual reality, presenting advances in the automatic interpretation of the users' nonverbal interaction while a spatial task is collaboratively executed.

When Agents Become Partners: A Review of the Role the Implicit Plays in the Interaction with Artificial Social Agents

The way we interact with computers has significantly changed over recent decades. However, interaction with computers still falls behind human to human interaction in terms of seamlessness, effortlessness, and satisfaction. We argue that simultaneously using verbal, nonverbal, explicit, implicit, intentional, and unintentional communication channels addresses these three aspects of the interaction process. To better understand what has been done in the field of Human Computer Interaction (HCI) in terms of incorporating the type channels mentioned above, we reviewed the literature on implicit nonverbal interaction with a specific emphasis on the interaction between humans on the one side, and robot and virtual humans on the other side. These Artificial Social Agents (ASA) are increasingly used as advanced tools for solving not only physical but also social tasks. In the literature review, we identify domains of interaction between humans and artificial social agents that have shown exponential growth over the years. The review highlights the value of incorporating implicit interaction capabilities in Human Agent Interaction (HAI) which we believe will lead to satisfying human and artificial social agent team performance. We conclude the article by presenting a case study of a system that harnesses subtle nonverbal, implicit interaction to increase the state of relaxation in users. This “Virtual Human Breathing Relaxation System” works on the principle of physiological synchronisation between a human and a virtual, computer-generated human. The active entrainment concept behind the relaxation system is generic and can be applied to other human agent interaction domains of implicit physiology-based interaction.

A Survey of Secondary Instrumental Teachers’ Immediacy, Ensemble Setup, and Use of Classroom Space in Colorado and Indiana

The purpose of this study was to survey secondary band and orchestra teachers ( N = 436) in Colorado and Indiana regarding their self-reported immediacy behaviors, ensemble setups, and use of classroom space when teaching. Immediacy “refers to nonverbal teacher behaviors which increase nonverbal interaction with students and which communicate closeness.” Female teachers and teachers of young ensembles reported higher levels of overall immediacy. Among component immediacy behaviors, teachers reported using proximity-related behaviors the least; females reported using proximity behaviors at higher rates than males. The majority of teachers reported using “closed” ensemble setups (i.e., setups that limit teacher movement among students) and remained in these setups for the majority of the school year. Teachers of young ensembles reported greater use of “opened” setups (i.e., setups that help facilitate teacher movement among students). Although teachers reported spending the majority of rehearsal time on the podium, female teachers, teachers of young ensembles, and teachers who used opened setups reported less time on the podium and more time moving among students. Implications for immediacy, ensemble setup, and teacher use of space in music education are discussed.

Impact of nonverbal customer-to-customer interactions on customer satisfaction and loyalty intentions

Purpose This study aims to examine the relationship among nonverbal customer-to-customer interactions (CCIs), positive and negative emotions, customer satisfaction and loyalty intentions. Design/methodology/approach The conceptual model that was developed using the stimulus-organism-response theoretical framework was tested using a sample of 583 consumers. Findings The results show that kinesics and paralanguage positively affect customers’ positive emotions while proxemics, paralanguage and physical appearance negatively influence their negative emotions. Further, both positive and negative emotions are found to have significant impacts on customer satisfaction and loyalty intentions. Research limitations/implications Theoretically, this study not only contributes to the existing servicescape and customer experience literature but also expands nonverbal interaction research in the hospitality management field. However, results may have limited generalizability to other service settings and other cultural contexts. Originality/value This study is one of the first to investigate the impact of nonverbal CCIs on service experiences.