Most distributed and virtual online environments for and pedagogies of computer-supported collaborative learning (CSCL) neglect the social and social-emotional aspects underlying the group dynamics of learning and working in a CSCL group. These group dynamics often determine whether the group will develop into a well-performing team and whether a sound social space emerges. Using a theory-based CSCL framework, two studies evaluated whether two tools, Radar and Reflector, supported cognitive, social and socio-emotional aspects of team development, encouraging promotive interaction and group processing in the teams. While not affecting product quality, tool use did lead to groups who perceived their team as being better developed, as having higher levels of group satisfaction and lower levels of conflicts. The results support that promotive interaction and group processing was increased by using Radar and Reflector.
DOCUMENT
Trust in AI is crucial for effective and responsible use in high-stakes sectors like healthcare and finance. One of the most commonly used techniques to mitigate mistrust in AI and even increase trust is the use of Explainable AI models, which enables human understanding of certain decisions made by AI-based systems. Interaction design, the practice of designing interactive systems, plays an important role in promoting trust by improving explainability, interpretability, and transparency, ultimately enabling users to feel more in control and confident in the system’s decisions. This paper introduces, based on an empirical study with experts from various fields, the concept of Explanation Stream Patterns, which are interaction patterns that structure and organize the flow of explanations in decision support systems. Explanation Stream Patterns formalize explanation streams by incorporating procedures such as progressive disclosure of explanations or interacting with explanations in a more deliberate way through cognitive forcing functions. We argue that well-defined Explanation Stream Patterns provide practical tools for designing interactive systems that enhance human-AI decision-making.
MULTIFILE
Previous investigations of consumer subcultures in the CCT tradition focused primarily on consumer behaviours, feelings, experiences and meanings of consumption. This paper advocates that in order to deeply understand and interpret a particular subculture, researchers in consumer culture should consider more thoroughly the interaction between consumers and producers in consumption markets. This argument is illustrated with a research project on lifestyle sports. From the results of this study it appears that producers play a vital and interdependent role in meaning and interpretation processes. It is argued that processes in which consumers give meaning to activities can not be isolated from the processes in which producers ascribe meanings to activities, settings and markets. In this 'circuit of culture', production and consumption are not completely separate spheres of existence but rather are mutually constitutive of one another (Du Gay, Hall, Janes, Mackay, & Negus, 1997).
DOCUMENT
Aim: There is often a gap between the ideal of involving older persons iteratively throughout the design process of digital technology, and actual practice. Until now, the lens of ageism has not been applied to address this gap. The goals of this study were: to voice the perspectives and experiences of older persons who participated in co-designing regarding the design process; their perceived role in co-designing and intergenerational interaction with the designers; and apparent manifestations of ageism that potentially influence the design of digital technology. Methods: Twenty-one older persons participated in three focus groups. Five themes were identified using thematic analysis which combined a critical ageism ‘lens’ deductive approach and an inductive approach. Results: Ageism was experienced by participants in their daily lives and interactions with the designers during the design process. Negative images of ageing were pointed out as a potential influencing factor on design decisions. Nevertheless, positive experiences of inclusive design pointed out the importance of “partnership” in the design process. Participants defined the “ultimate partnership” in co-designing as processes in which they were involved from the beginning, iteratively, in a participatory approach. Such processes were perceived as leading to successful design outcomes, which they would like to use, and reduced intergenerational tension. Conclusions: This study highlights the potential role of ageism as a detrimental factor in how digital technologies are designed. Viewing older persons as partners in co-designing and aspiring to more inclusive design processes may promote designing technologies that are needed, wanted and used.
DOCUMENT
Abstract Background Although family photos are often used in the psychosocial care for people with dementia, little is known about the use and efectiveness of generic photos. This systematic literature review explored psychosocial interventions using generic photos for people with dementia, and the efects they have on their social interaction and/or mood and/or quality of life. In addition, it was investigated whether these interventions made use of technol‑ ogy in its implementation. Methods A systematic search on the following databases was performed: PubMed, Embase, APA PsychInfo, Cinahl, Web of Science, Scopus and Cochrane Central. Inclusion and exclusion criteria were based on the PICO model (Popu‑ lation, Intervention, Comparison, Outcome), and quality assessment was undertaken using the Weight of Evidence Framework. Narrative synthesis was undertaken to summarize study characteristics- settings and designs, type of psy‑ chosocial interventions identifed, type of photos and technology used, outcome measures, and results. Results A total of 2,035 results were found, however after title, abstract and full-text screening, a total of 8 studies were included. The most common psychosocial intervention using generic photos was found to be reminiscence therapy, followed by art-viewing activities. In studies that used technology, it was reported that viewing digitalized photos were either similar or better to conventional printed photos. Despite photos being generic, it was found that generic photos could still hold personal signifcance to the person with dementia. Some positive and signifcant efects were found for the outcomes social interaction, mood and quality of life, though no study evaluated all three outcomes. Two studies were rated as having high overall quality, 4 were rated as fair, and 2 studies had a low quality assessment rating. Conclusion Studies found using generic photos were limited, showing varying outcomes and methodological quality. Firm conclusions on the efectiveness of interventions using generic photos are not possible. However, the use of generic photos in psychosocial interventions is a promising area for future research. Researchers should consider studies with better methodological quality and larger samples; and qualitative studies where the intention is to get better insight into successful implementation and impact mechanisms of such psychosocial interventions.
DOCUMENT
In March 2020 schools in The Netherlands closed to contain the spread of Covid-19 virus. Shortly after, schools took to online education. The condensed setting of the Covid-19 situation provided a background to study which learning activities and tools teachers choose in online education and how they use them to promote interaction. Interaction is quintessential to learning but in online education it is not easy to provide room for interaction. Our central research question therefore is how interaction within online education activities change over time. An online longitudinal survey amongst teachers was conducted. The first four rounds took place in the early stages of the lockdowns and shortly after. In total 179 different secondary school teachers participated of whom 16 responded three rounds or more. Most teachers use tools in online education that can facilitate more interaction than necessary for the Instructional Design. This means that improving interaction in online education is more a pedagogical challenge than a technical one. It was also found that teachers who deploy Instructional Designs that require more interaction use more and different tools. However, only few of these tools seem to facilitate the interactive quality the teachers pursued. Over time we saw the interactive quality of Instructional Design and tools converge. We are in awe of the artful way in which some teachers manage to combine the possibilities of different tools to establish high interactive quality in the online learning processes they conduct.
DOCUMENT
Introduction: The notion of autonomy in Self-Determination Theory is at the core of intrinsically motivated learning, and fulfilment of the need for autonomy is essential for thriving at school. Therefore teacher-provided autonomy support has grown into a key concern in educational research. In the present study into primary school music education, the notion of creative autonomy support is introduced. Research into autonomy support is typically focused on verbal interaction. However, from an enactive perspective, teachers’ gesturing, bodily movement, facial expression, and musical action form an integral part of the socially situated interaction in music lessons, inherently involving autonomy support. In the present study, a distinction is made between creative verbal autonomy support and creative musical and non-verbal autonomy support.Methods: Applying a process-based time-serial methodology, rooted in a Complex Dynamic Systems and Enactive perspective, the effects of an intervention with Video Feedback Coaching for teachers were investigated. Video data of 105 music lessons of 18 teachers (intervention and control condition) from six primary schools was gathered, to examine teachers’ creative autonomy support at both the individual and group level.Results: The findings show that teachers in the intervention condition, compared to the control group, achieved a meaningful increase in their ability to offer creative autonomy support verbally. Teachers also showed development for the non-verbal and musical aspects of offering creative autonomy support. However, particularly for offering higher-level creative autonomy support in the non-verbal and musical mode, significant results were found for less than half of the intervention teachers.Discussion: These results underline the importance of embracing and studying the bodily dimension as an integral part of teacher autonomy support, aimed at emergence of students’ musical creativity, in primary school music education and in teacher training. We explain how these results might be relevant for autonomy enhancing musical activities in vulnerable groups.
LINK
Interaction in the target language (TL) is essential to foreign language development (Swain, 1985, Long, 1981). Meaningful tasks are thought to evoke interaction between learners (e.g. Pica, Kanagy & Falodun, 2009). However, even in a task-based curriculum for German, Dutch secondary school learners barely used the TL during task preparations (Author, 2018). Interviews (ibid.) revealed that these learners were embarrassed to use the TL in a face-to-face setting. Therefore, we investigated whether learners’ use of the TL can be increased by using online interaction tools, which tend to decrease learner anxiety and promote willingness to communicate (WTC). In an experimental study involving German (9th grade) as a foreign language, we compare the effects of audio-, video-, and text-chat interaction on the quantity and quality of learners’ TL use during online task interaction and subsequent oral F2F task performance. Students were randomly assigned to three preparation conditions: audio-, video, and text-chat. The experiment was spread over a period of six weeks: Week 1: pre-tests (vocabulary size; experience with digital tools; ratings of WTC, self-confidence, enjoyment; intro/extraversion).Week 2-5: learners performance of four 20’ online tasks in pairs. Week 6: Post-tests (paired oral F2F task; productive vocabulary test; ratings of WTC, self-confidence, enjoyment). Learner output was analysed for both quantitative as qualitative production measures. F2F oral tasks established whether gains obtained during online interaction transfer to F2F interaction. Questionnaires were used to establish whether there are significant differences between the three modes of communication on learners’ ratings of self-confidence in, enjoyment of and willingness to express themselves in the TL, and whether these ratings vary for introverted and extraverted learners. During the session, preliminary results from this study were presented
DOCUMENT
Abstract Background: To address the lack of social interaction and meaningful activities for persons with dementia (PWD) in nursing homes an artistic Photo-Activity was designed. The present study aims to develop a digital version of the Photo-Activity and to investigate its implementation and impact on nursing home residents with advanced dementia, and their (in)formal carers. Methods: First, within a user-participatory design, a digital-app version of the Photo-Activity will be developed and pilot-tested, in co-creation with (in)formal carers and PWD. Next, the feasibility and effectiveness of the Photo-Activity versus a control activity will be explored in a randomized controlled trial with nursing home residents (N=90), and their (in)formal carers. Residents will be offered the Photo- Activity or the control activity by (in)formal carers during one month. Measurements will be conducted by independent assessors at baseline (T0), after one month (T1) and at follow up, two weeks after T1 (T2). Qualitative and quantitative methods will be used to investigate the effects of the intervention on mood, social interaction and quality of life of the PWD, sense of competence of informal carers, empathy and personal attitude of the formal carers, and quality of the relationship between the PWD, and their (in)formal carers. In addition, a process evaluation will be carried out by means of semi-structured interviews with the participating residents and (in)formal carers. Finally, an implementation package based on the process evaluation will be developed, allowing the scaling up of the intervention to other care institutions. Discussion: Results of the trial will be available for dissemination by Spring 2023. The digital Photo-Activity is expected to promote meaningful connections between the resident with dementia, and their (in)formal carers through the facilitation of person-centered conversations. Trial registration: Netherlands Trial Register: NL9219; registered (21 January 2021); NTR (trialregister.nl)
DOCUMENT
‘Creating the Difference’ is the theme of the 2014 edition of the Chi Sparks conference. It is also the challenge that the Human-Computer Interaction (HCI) community is facing today. HCI is a creative field where practitioners engage in design, production, and evaluation of interactions between people and digital technology. Creating excellent interfaces for people, they make a difference in media and systems that people are eager to use. Usability and user experience are fundamental for achieving this, as are abilities at the forefront of technology, but key to a successful difference is getting the right concepts, addressing genuine, intrinsic, human needs. Researchers and practitioners contribute to this area from theory as well as practice by sharing, discussing, and demonstrating new ideas and developments. This is how HCI creates a difference for society, for individuals, businesses, education, and organizations. The difference that an interactive product or service makes might lie in the concept of it but also in the making, the creation of details and the realisation. It is through powerful concepts and exceptional quality of realisation that innovation is truly achieved. At the Chi Sparks 2014 conference, researchers and practitioners in the HCI community convene to share and discuss their efforts on researching and developing methods, techniques, products, and services that enable people to have better interactions with systems and other people. The conference is hosted at The Hague University of Applied Sciences, and proudly built upon the previous conferences in Arnhem (2011) and Leiden (2009). Copyright van de individuele papers ligt bij de betreffende auteurs.
DOCUMENT
