Journal articles on the topic 'COMPUTER MEDIATED COLLABORATIVE DESIGN'
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Freeman, Guo, Dane Acena, Nathan J. McNeese, and Kelsea Schulenberg. "Working Together Apart through Embodiment." Proceedings of the ACM on Human-Computer Interaction 6, GROUP (January 14, 2022): 1–25. http://dx.doi.org/10.1145/3492836.
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Computer-mediated collaboration has long been a core research interest in CSCW and HCI. As online social spaces continue to evolve towards more immersive and higher fidelity experiences, more research is still needed to investigate how emerging novel technology may foster and support new and more nuanced forms and experiences of collaboration in virtual environments. Using 30 interviews, this paper focuses on what people may collaborate on and how they collaborate in social Virtual Reality (VR). We broaden current studies on computer-mediated collaboration by highlighting the importance of embodiment for co-presence and communication, replicating offline collaborative activities, and supporting the seamless interplay of work, play, and mundane experiences in everyday lives for experiencing and conceptualizing collaboration in emerging virtual environments. We also propose potential design implications that could further support everyday collaborative activities in social VR
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Kaufman, D. R., V. G. Allen, E. H. Shortliffe, J. J. Cimino, R. A. Greenes, and V. L. Patel. "Toward a Framework for Computer-Mediated Collaborative Design in Medical Informatics." Methods of Information in Medicine 38, no. 03 (1999): 158–76. http://dx.doi.org/10.1055/s-0038-1634192.
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AbstractThe development and implementation of enabling tools and methods that provide ready access to knowledge and information are among the central goals of medical informatics. The need for multi-institutional collaboration in the development of such tools and methods is increasingly being recognized. Collaboration involves communication, which typically involves individuals who work together at the same location. With the evolution of electronic modalities for communication, we seek to understand the role that such technologies can play in supporting collaboration, especially when the participants are geographically separated. Using the InterMed Collaboratory as a subject of study, we have analyzed their activities as an exercise in computer- and network-mediated collaborative design. We report on the cognitive, sociocultural, and logistical issues encountered when scientists from diverse organizations and backgrounds use communications technologies while designing and implementing shared products. Results demonstrate that it is important to match carefully the content with the mode of communication, identifying, for example, suitable uses of E-mail, conference calls, and face-to-face meetings. The special role of leaders in guiding and facilitating the group activities can also be seen, regardless of the communication setting in which the interactions occur. Most important is the proper use of technology to support the evolution of a shared vision of group goals and methods, an element that is clearly necessary before successful collaborative designs can proceed.
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Rittgen, Peter. "Collaborative Business and Information Systems Design." International Journal of e-Collaboration 5, no. 4 (October 2009): 1–15. http://dx.doi.org/10.4018/jec.2009062601.
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Collaborative business and information systems design touches a number of issues that lie within the realm of different research areas. It deals with design as such, and in particular with design in and for groups. It is also concerned with socio-technical systems and hence with human-computer interaction as well as IT-mediated human-human interaction. This introduces collaboration issues. The significant complexity of the business and information systems that are in the focus of the design endeavor calls for modeling as an instrument for managing this complexity. This article maps the terrain of collaborative business and information systems design by surveying the contributions that are made by related areas of research.
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Canché, Maximiliano, and Sergio F. Ochoa. "Modeling Computer-Mediated User Interactions in Ubiquitous Collaborative Systems." Proceedings 2, no. 19 (October 17, 2018): 1250. http://dx.doi.org/10.3390/proceedings2191250.
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Modelling ubiquitous collaborative systems that support people-driven processes represents a major challenge for software designers, since there is no a workflow that helps identify the scenarios in which the interaction among the participants could take place. Typically, this reduces the effectiveness of the resulting systems and increases the uncertainty during their developments. This paper proposes a visual modeling notation that allows designers to identify these potential interactions scenarios, and characterize them properly. The usability and expressiveness of this proposal was evaluated and compared to the most representative modeling notation reported in the literature to address this design challenge. The obtained results were highly positive, opening thus several opportunities to improve the design of ubiquitous collaborative systems.
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Santucci, Michael. "Toward an integrated theory of computer-mediated social interaction." Team Performance Management: An International Journal 27, no. 5/6 (August 2, 2021): 353–76. http://dx.doi.org/10.1108/tpm-11-2017-0077.
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Purpose This paper aims to describe an integration of the media naturalness theory, the continuum model of impression formation and the social identity model of deindividuation effects. The goal is to determine the compatibility of the central tenets and propositions of the two theories and reconcile their effects under a unified model that can be used to explain and predict changes in perceptions, attitudes and behaviors arising in computer-mediated interaction. Design/methodology/approach A review of the literature was used to determine whether the two theories were compatible. The reconciliation comes by way of a third theory, the motivated tactician theory, which focuses on the effects of cognitive effort on schema use, particularly on those schemas used in social categorization processes. Findings It was determined that the two models of focus could be combined via the tenets of the third. The combined model is expected to provide explanatory and predictive capabilities that exceed those of the individual theories and should prove to be relevant in the study of computed-supported collaboration, in the design of collaborative environments and in the analysis of individual and group behaviors in computer-mediated communication. Research limitations/implications The current effort describes the main effects derived from the integration and offers four propositions that describe moderating factors that are derived from each of the three theories. The main effects must be tested and validated and, given support, must be extended to determine the validity of the moderating effects predicted by the propositions. Additionally, media naturalness theory is a relatively recent addition to theories of technology and so needs further empirical support for its propositions. As to the behavioral implications, the social identity model of deindividuation effects has yet to be tested with the specific intention of discovering how media characteristics affect self-concept. Practical implications The model can be used to inform information system designs that favor desirable behavioral outcomes or to prevent undesirable effects from occurring. For example, emphasis can place on media attributes and system features that individuate decision-makers within group decision support environments when consensus is a primary goal as a means to avoid group thinks and polarization. Conversely, attributes and features that are supportive of social categorization processes and deindividuation effects might be used to emphasize group membership, shared effort and to minimize social loafing or the frequency and intensity of inappropriate disparagement of ideas and contributions. Social implications The combined model is principally useful in explaining and predicting human behavior in relation to computer-supported collaborative work such as distributed workgroups and online learning environments. For example, the explanatory elements of the combined theory can be used by managers as a diagnostic tool in problem situations within virtual teams. A specific instance would be to determine why a change to existing systems created a change in work habits. In a more proactive move, managers might use the predicted social categorization effects and subsequent depersonalization, to instill a group identity in an otherwise diverse workgroup. Originality/value The combined model is expected to provide explanatory and predictive capabilities that exceed those of the individual theories and should prove to be relevant in the study of computed-supported collaboration, in the design of collaborative environments and in the analysis of individual and group behaviors in computer-mediated communication.
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Baykal, Gökçe Elif, Olof Torgersson, and Eva Eriksson. "Designing for Children’s Reflections in Collaborative Interaction Mediated by Technology: A Systematic Literature Review." Interaction Design and Architecture(s), no. 49 (September 10, 2021): 111–34. http://dx.doi.org/10.55612/s-5002-049-007.
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Reflection is an integral part of collaborative interaction. However, we know little about how to design for reflection in collaborative activities mediated by technologies. This systematic literature review focuses on children’s reflections within the collaborative practices in child-computer interaction research and investigates (1) the link between reflection and collaborative activities, (2) the types of collaborative technologies to scaffold reflection, and (3) the methodological approaches to analyze reflection. We searched the ACM Digital Library, Scopus and ProQuest which resulted in 141 papers that make the link between terms ‘reflection’ and ‘collaboration’ explicit, where only 13 of these involve children as the primary actors of reflection. The results show that this topic is increasingly gaining attention, however, the link between reflection and collaborative interaction remains underdeveloped. The contribution of this study is to provide a theoretical and methodological basis to understand, analyze and support children’s reflections within a collaborative activity through technology.
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GÁNEM GUTIÉRREZ, GABRIELA ADELA. "Beyond interaction: the study of collaborative activity in computer-mediated tasks." ReCALL 15, no. 1 (May 2003): 94–112. http://dx.doi.org/10.1017/s0958344003000818.
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Research, design, implementation, and evaluation of CALL materials needs to be based on sound SLA theories and research. A research agenda of CALL issues needs to be identified and investigated by means of suitable methodology. I propose that a Sociocultural approach to language learning provides a useful theoretical framework to investigate the process of collaborative activity in computer-mediated tasks. Following a brief overview of Sociocultural theory in relation to its claims about the usefulness of collaborative activity in the language classroom, I provide an account of issues to be addressed in task design. Finally, I exemplify from a study currently taking place how collaborative activity in computer-mediated tasks can be empirically studied, and I outline some of the methodological considerations underpinning such research work.
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Cheung, Ronnie, and Doug Vogel. "Designing Web 2.0 Collaboration Tools to Support Project-Based Learning." International Journal of Systems and Service-Oriented Engineering 3, no. 2 (April 2012): 1–14. http://dx.doi.org/10.4018/jssoe.2012040101.
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Collaborative learning involves small groups of students working together to solve problems for the purpose of learning. There are a large number of researches that focus on the technical aspects of computer-mediated environments for collaborative learning. Very few studies have examined the design of Web 2.0 technologies to support collaborative learning using an activity-oriented approach. In this study, activity theory was used as a design framework for collaborative learning in a Web 2.0 environment using Google Applications technology. By employing an activity-oriented design method, a collaborative platform was developed to facilitate social learning activities that are mediated by artifacts and collaborative tools using Google Applications technology.
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Neale, Dennis C., Daniel R. Dunlap, Philip Isenhour, and John M. Carroll. "Collaborative Critical Incident Development." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 44, no. 37 (July 2000): 598–601. http://dx.doi.org/10.1177/154193120004403714.
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We have been using critical incidents to research the design and evaluation of computer-mediated collaborative and communication technologies for use in K-12 education. A variety of methods have generated a number of critical incidents identified during classroom evaluations. To enhance our analysis and understanding of these incidents, we developed a Web-based forum called the collaborative critical incident tool (CCIT). Users (teachers) and researchers collaboratively post, rate incident criticality, and elaborate on critical incidents through sustained dialog, contributing to the understanding of underlying conditions, causes, and implications. In this paper we describe the tool and its impact on evaluation.
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Levine, Adina, Orna Ferenz, and Thea Reves. "A computer-mediated curriculum in the EFL academic writing class." ReCALL 11, no. 1 (May 1999): 72–79. http://dx.doi.org/10.1017/s0958344000002111.
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AbstractThe purpose of this study was to investigate the application of a computer mediated curriculum in the instruction of advanced written academic communication skills in a non-immersion situation. While previous studies have focused upon collaborative writing within a computer networked environment (Gregor & Cuskelfy 1994), the use of computer-tutorial programs (Warschauer, Turbee & Roberts 1996), or the additive effects of supplemental computer-based instruction (Chun 1994), the present study dealt with the implementation of a fully computer based EFL writing curriculum through the use of authentic electronic computer programs. The following research questions were posed at the outset of the study:1. To what extent does the use of authentic tools, tasks and environment encourage communicative competence in the computer networked EFL academic writing classroom?2. What is the effect of computer mediated instruction on teacher-student interaction, collaborative learning, and students' attitudes and motivation?3. What are the benefits gained from a computer-assisted portfolio assessment?The investigation design consisted of an experimental group which studied exclusively in the computerised lab and a control group which was taught in a regular classroom according to conventional teaching methods. Data collecting instruments comprised background and attitude questionnaires, on-site observations, informal interviews, and systematic evaluation and assessment. Findings indicate that authentic tools, tasks and environment are a strong motivating factor. While the compter-nelworked environment enhanced the teacher-student interaction, it diminished peer collaboration. Computer-assisted portfolio assessment appears to be advantageous to both the instructor and students.
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Kvan, Thomas, Robert West, and Alonso H. Vera. "Tools and Channels of Communication: Dealing with the Effects of Computer Mediation on Design Communication." International Journal of Virtual Reality 3, no. 3 (January 1, 1998): 21–33. http://dx.doi.org/10.20870/ijvr.1998.3.3.2628.
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This paper proposes a methodology to evaluate the effects of computer-mediated communication on collaboratively solving design problems. When setting up a virtual design community, choices must be made between a variety of tools, choices dictated by budget, bandwidth, ability and availability. How do you choose between the tools, which is useful and how will each affect the outcome of the design exchanges you plan? A commonly used method is to analyze the work done and to identify tools which support this type of work. In general, research on the effects of computer-mediation on collaborative work has concentrated mainly on social-psychological factors such as deindividuation and attitude polarization, and used qualitative methods. In contrast, we propose to examine the process of collaboration itself, focusing on separating those component processes which primarily involve individual work from those that involve genuine interaction. Extending the cognitive metaphor of the brain as a computer, we view collaboration in terms of a network process, and examine issues of control, coordination, and delegation to separate sub-processors. Through this methodology we attempt to separate the individual problem-solving component from the larger process of collaboration. There is a long history of research into the role and application of computers to communication and collaboration from which has arisen a variety of tools to facilitate work done in groups. Holtham (1994) traces this history from the 1960s through to the 1990s, from addressing basic issues of computer communication through commercial implementation and diversified applications of the tools. Little of this research has focused on the work of designers, with no commercial systems available specifically for the design professions. Research has tended instead to look at typical office work, with particular attention to group work in formal and informal but coherent groups. This research provides a rich and useful heritage for investigations of design collaboration, but the findings have to be interpreted with the recognition that design work differs from typical office work in one substantial aspect � the use of graphics is central to design communication and this places a significant and different burden on the computer-supported communication when compared to textual interactions.
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Fisher, Mercedes, Gregory S. Thompson, and David A. Silverberg. "Effective Group Dynamics in E-Learning: Case Study." Journal of Educational Technology Systems 33, no. 3 (March 2005): 205–22. http://dx.doi.org/10.2190/ytj7-plqb-vndv-71uu.
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Investigating the participant structure that works in online courses helps us design for, and facilitate, collaboration. Learning communities and group work influence collaboration in online courses. We present an exploratory study of computer-mediated groups that used this model to participate in an online MA program in Educational Technology. These participants were organized into groups and collaboratively built knowledge through synchronous and asynchronous online dialogue while leveraging technology as a tool for individual and collaborative learning. We present a detailed case study collected over a two-year span to identify design ideas, structures, and perceptions of effective collaboration and performance. Group formation, support, and sustainability are also explored. Examples are included that not only describe what participants saw as enabling aspects of the structure but also ways in which novice instructors can enhance curriculum development around readings and online discussion. These findings indicate a high index of collaboration and completion compared to homogenous classes where students work on their own.
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Nuhoğlu Kibar, Pınar, Kevin Sullivan, and Buket Akkoyunlu. "Creatıng Infographics Based on the Bridge21 Model for Team-based and Technology-mediated Learning." Journal of Information Technology Education: Innovations in Practice 18 (2019): 087–111. http://dx.doi.org/10.28945/4418.
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Aim/Purpose: The main aim of this study was modeling a collaborative process for knowledge visualization, via the creation of infographics. Background: As an effective method for visualizing complex information, creating infographics requires learners to generate and cultivate a deep knowledge of content and enables them to concisely visualize and share this knowledge. This study investigates creating infographics as a knowledge visualization process for collaborative learning situations by integrating the infographic design model into the team-based and technology-mediated Bridge21 learning model. Methodology: This study was carried out using an educational design perspective by conducting three main cycles comprised of three micro cycles: analysis and exploration; design and construction; evaluation and reflection. The process and the scaffolding were developed and enhanced from cycle to cycle based on both qualitative and quantitative methods by using the infographic design rubric and researcher observations acquired during implementation. Respectively, twenty-three, twenty-four, and twenty-four secondary school students participated in the infographic creation process cycles. Contribution: This research proposes an extensive step-by-step process model for creating infographics as a method of visualization for learning. It is particularly relevant for working with complex information, in that it enables collaborative knowledge construction and sharing of condensed knowledge. Findings: Creating infographics can be an effective method for collaborative learning situations by enabling knowledge construction, visualization and sharing. The Bridge21 activity model constituted the spine of the infographic creation process. The content generation, draft generation, and visual and digital design generation components of the infographic design model matched with the investigate, plan and create phases of the Bridge21 activity model respectively. Improvements on infographic design results from cycle to cycle suggest that the revisions on the process model succeeded in their aims. The rise in each category was found to be significant, but the advance in visual design generation was particularly large. Recommendations for Practitioners: The effectiveness of the creation process and the quality of the results can be boosted by using relevant activities based on learner prior knowledge and skills. While infographic creation can lead to a focus on visual elements, the importance of wording must be emphasized. Being a multidimensional process, groups need guidance to ensure effective collaboration. Recommendation for Researchers: The proposed collaborative infographic creation process could be structured and evaluated for online learning environments, which will improve interaction and achievement by enhancing collaborative knowledge creation. Impact on Society: In order to be knowledge constructors, innovative designers, creative communicators and global collaborators, learners need to be surrounded by adequate learning environments. The infographic creation process offers them a multidimensional learning situation. They must understand the problem, find an effective way to collect information, investigate their data, develop creative and innovative perspectives for visual design and be comfortable for using digital creation tools. Future Research: The infographic creation process could be investigated in terms of required learner prior knowledge and skills, and could be enhanced by developing pre-practices and scaffolding.
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Aubrey, Scott. "Dynamic engagement in second language computer-mediated collaborative writing tasks: Does communication mode matter?" Studies in Second Language Learning and Teaching 12, no. 1 (March 21, 2022): 59–86. http://dx.doi.org/10.14746/ssllt.2022.12.1.4.
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This study takes a dynamic approach to investigating engagement, examining fluctuations in cognitive-affective variables at regular time intervals during online collaborative second language (L2) writing tasks. Using online conference software and online editing software, 16 university students who use English as an L2, completed two collaborative problem-solution L2 writing tasks in two communication modes: video-chat and text-chat. After each task, learners viewed videos of their performances in 12 three-minute segments and were asked to rate their engagement on two scales (interest, focus). They were then interviewed about their attributions for fluctuations in their ratings. Group-level analysis revealed that learners experienced significantly higher focus and interest during tasks performed in video-chat mode than text-chat mode. This was contrasted with an analysis from a dynamic perspective, which produced a more nuanced picture of individual engagement trajectories during the tasks. Dynamic patterns of engagement fell into either moderately steady, increasing, decreasing, or rollercoaster pattern categories. A content analysis of 32 interviews revealed four factors that accounted for changes in engagement during tasks: task design (e.g., task familiarity), task process (e.g., instances of collaboration), task condition (e.g., communication mode), and learner factors (e.g., perceptions of proficiency).
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Sadler, Randall. "Computer-mediated Communication and a Cautionary Tale of Two Cities." CALICO Journal 25, no. 1 (January 14, 2013): 11–30. http://dx.doi.org/10.1558/cj.v25i1.11-30.
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This paper describes an action research project that investigated the pedagogical applicability of computer-mediated communication (CMC) tools for collaborative projects. The research involved two groups of students studying to become ESL/EFL teachers, one group at a university located in the US Midwest and the other in the Catalan region of Spain, engaging in collaborative projects of their own designs which examined potential uses of CMC for language learning. As part of this project, the students also learned about and used a number of CMC tools, ranging from email to message boards to video chat, as part of their collaborative process. The participants reported a number of positive experiences with the technology, but this report focuses on the challenges encountered during the CMC and potential solutions to those issues.
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Martin Nolan, Edmund. "Transcending Lockdown: Fostering Student Imagination through Computer-Supported Collaborative Learning and Creativity in Engineering Design Courses." University of Toronto Quarterly 91, no. 1 (February 1, 2022): 67–87. http://dx.doi.org/10.3138/utq.91.1.01.
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Engineering design and communication courses are typically dynamic, active learning spaces that bring together a complex array of knowledge and skills. Their ambiguous nature has allowed, often contentiously, subjects such as language and communication, the arts, the humanities, and the social sciences to enter the discourse of engineering in a newly meaningful way. This article considers this development in the context of the COVID-19 pandemic and, in particular, how the creativity and imagination required to succeed in engineering design might be cultivated in emergency distance learning. I consider a plethora of sources for guidance, with a special interest in how language and communication facilitates collaborative learning, creativity, and intersubjectivity and how that mediation is further mediated by educational technology in distance learning. I focus on the challenges faced and the resulting importance of training for both instructors and students. Finally, I argue that, despite our difficult circumstances, we should aim to encourage our students to exercise their imaginations, both independently and collaboratively, through our selection, framing, and facilitation of team design projects during the pandemic.
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Nolan, E. Martin. "Transcending Lockdown: Fostering Student Imagination Through Computer-Supported Collaborative Learning and Creativity in Engineering Design Courses." University of Toronto Quarterly Forthcoming (July 16, 2021): e2021001. http://dx.doi.org/10.3138/utq.91.1.001.
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Engineering design and communication courses are typically dynamic, active learning spaces that bring together a complex array of knowledge and skills. Their ambiguous nature has allowed, often contentiously, subjects such as language and communication, the arts, the humanities and the social sciences to enter the discourse of engineering in a newly meaningful way. This paper considers this development in the context of the COVID-19 pandemic, and in particular how the creativity and imagination required to succeed in engineering design might be cultivated in emergency distance learning. I consider a plethora of sources for guidance, with a special interest in how language and communication facilitates collaborative learning, creativity, and intersubjectivity and how that mediation is further mediated by educational technology in distance learning. I focus on the challenges faced, and the resulting importance of training for both instructors and students. Finally, I argue that despite our difficult circumstances, we should aim to encourage our students to exercise their imaginations, both independently and collaboratively, through our selection, framing and facilitation of team design projects during the pandemic.
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Yan, Wei. "Design on Monitoring and Evaluation Methods for CSCL System." Applied Mechanics and Materials 336-338 (July 2013): 2213–16. http://dx.doi.org/10.4028/www.scientific.net/amm.336-338.2213.
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The problem of capitalizing on experience of how to track and analyze the learning processes is of particular interest in Computer Supported Collaborative Learning (CSCL) environments, where learning is usually based on the interactions occurring among peers. This paper provides some examples of DPs addressing tracking problems in CSCL environments. Our DPs have been elaborated with a twofold aim to contribute to the field by proposing possible solutions to tracking problems frequently faced in CSCL; on the other hand, by using DPs as a tool for sharing experience, we hope to inform the development of functions that could be integrated in Computer Mediated Communication (CMC) systems in order to support the monitoring, evaluation and assessment of the learning experience and therefore augment its effectiveness.
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Bauters, Merja, Jana Pejoska, Eva Durall, Katri Saarikivi, Valtteri Wikström, Mari Falcon, and Silja Martikainen. "Are you there? Presence in collaborative distance work." Human Technology 17, no. 3 (December 31, 2021): 261–93. http://dx.doi.org/10.14254/1795-6889.2021.17-3.5.
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Already before the pandemic, digitally mediated collaborative work and communication were perceived as challenging. We investigate the attitudes towards emerging technologies and for transforming practises in workplaces. The focus lies on understanding the readiness for appropriating emotional tracking on presence and support for collaboration. The research-based design framework allowed to combine the various perspectives of the transdisciplinary team. Methods included participatory design, design thinking, contextual inquiry and prototype testing for enhancing presence while working with shared objects in video conferencing to explore the appropriation of tools. The findings revealed four indications: 1) awareness of interlocutors’ presence during synchronous communication is crucial. 2) Emotion and behaviour tracking raises concerns about privacy and personal control over what is displayed to others, and technology could be simpler non-distracting the work at hand. 3) The prototype was found to enhance the feeling of presence without disturbing work at hand, and 4) appropriation requires a step-by-step approach.
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Hasan, Zahir. "Exploring the Influence of Beliefs of Instructors on Adoption of Technology in Teaching." Indonesian Journal of EFL and Linguistics 6, no. 2 (November 15, 2021): 369. http://dx.doi.org/10.21462/ijefl.v6i2.381.
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The implementation of Emergency Remote Teaching (ERT) due to Covid-19 pandemic resulted in classes being taught online. This research study examines computer-mediated instruction as it is influenced by beliefs of English-language instructors, and how those instructors make sense of their beliefs regarding computer-mediated online instruction tools. An Interpretative Phenomenological Analysis (IPA) research design was used. English-language instructors employed full-time in universities in Tokyo participated in this study. It appeared that each instructor’s beliefs interacted in a complex manner to technology which impacted instructors’ teaching practices related to the use of computer-mediated instruction. It revealed a multifaceted relationship between what instructors’ think and what they do in class in relation to computer-mediated tasks. Findings of this study suggest that English language instructors are navigating competently, yet cautiously in the digital age. This study suggests technology integration into the English language curriculum will require a greater collaborative effort by relevant stakeholders in recognizing instructors’ beliefs as vital to technology acceptance
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Nam, Junghyun. "Understanding of the Quality of Computer-Mediated Communication Technology in the Context of Business Planning." Informing Science: The International Journal of an Emerging Transdiscipline 24 (2021): 111–27. http://dx.doi.org/10.28945/4872.
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Aim/Purpose: This study seeks to uncover the perceived quality factors of computer-mediated communication in business planning in which communication among teammates is crucial for collaboration. Background: Computer-mediated communication has made communicating with teammates easier and more affordable than ever. What motivates people to use a particular CMC technology during business planning is a major concern in this research. Methodology: This study seeks to address the issues by applying the concept of Information Product Quality (IPQ). Based on 21 factors derived from an extensive literature review on Information Product Quality (IPQ), an experimental study was conducted to identify the factors that are perceived as most relevant. Contribution: The findings in this study will help developers find a more customer-oriented approach to developing CMC technology design, specifically useful in collaborative work, such as business planning. Findings: This study extracted the three specific quality factors to use CMC technology in business planning: informational, physical, and service. Future Research: Future research will shed more light on the generality of these findings. Future studies should be extended to other population and contextual situations in the use of CMC.
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Mohd Daud, Norzaidi, and Halimi Zakaria. "Impact of antecedent factors on collaborative technologies usage among academic researchers in Malaysian research universities." International Journal of Information and Learning Technology 34, no. 3 (May 6, 2017): 189–209. http://dx.doi.org/10.1108/ijilt-09-2016-0046.
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Purpose The purpose of this paper is to investigate the impact of antecedent factors on collaborative technologies usage among academic researchers in Malaysian research universities. Design/methodology/approach Data analysis was conducted on data collected from 156 academic researchers from five Malaysian research universities. This study employed an extensive quantitative approach of a structural equation modeling method to evaluate the research model and to test the hypotheses. Findings The main findings of this study are that personal innovativeness, task-technology fit, and perceived peer usage are significant predictors of individual usage of collaborative technologies; perceived managerial support and subjective norm were found not to be significant predictors to perceived usefulness and individual usage; and perceived usefulness is a significant mediator to individual usage in that it had fully mediated personal innovativeness whereas partially mediated peer usage. Practical implications The results provide practical insights into how the Malaysian higher education sector and other research organizations of not-for-profit structure could enhance their collaborative technologies usage. Originality/value This research is perhaps the first that concentrates on collaborative technologies usage in Malaysian research universities.
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Nosek, John T. "Towards an Affordance-Based Theory of Collaborative Action (CoAct)." International Journal of e-Collaboration 7, no. 4 (October 2011): 37–60. http://dx.doi.org/10.4018/jec.2011100103.
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Collaborative Action provides a novel approach to modeling interaction among users and machines and IT-mediated collaboration among people to solve problems. CoAct extends the notions of affordance and moves away from idiosyncratic, subjective mental models of the world to the notion that actors with similar capacities to act can potentially discern similar action possibilities in the world. It changes the direction from discovery and alignment of internal representations to mutual attunement of collaborators to build sufficient capabilities, share informational structures, and calibrate selectivity to achieve shared affordances. CoAct has the potential to influence such diverse areas as usability engineering, information overload, and group decision making. CoAct can be used at multiple levels of granularity, from fine granularity of a single interaction to tracking intermediate progress and results of a set of interactions. Propositions based on CoAct are presented. An initial experiment provides some support for an affordance-based approach to information sharing/design.
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Maquil, Valérie, Hoorieh Afkari, Béatrice Arend, Svenja Heuser, and Patrick Sunnen. "Balancing Shareability and Positive Interdependence to Support Collaborative Problem-Solving on Interactive Tabletops." Advances in Human-Computer Interaction 2021 (April 22, 2021): 1–17. http://dx.doi.org/10.1155/2021/6632420.
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To support collaboration, researchers from different fields have proposed the design principles of shareability (engaging users in shared interactions around the same content) and positive interdependence (distributing roles and information to make users dependent on each other). While, on its own, each principle was shown to successfully support collaboration in different contexts, these principles are also partially conflicting, and their combination creates several design challenges. This paper describes how shareability and positive interdependency were jointly implemented in an interactive tabletop-mediated environment called Orbitia, with the aim of inducing collaboration between three adult participants. We present the design details and rationale behind the proposed application. Furthermore, we describe the results of an empirical evaluation focusing on joint problem-solving efficiency, collaboration styles, participation equity, and perceived collaboration effectiveness.
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Lu, Stephen C. Y., Qingfeng Li, Michael Case, and Francois Grobler. "A Socio-Technical Framework for Collaborative Product Development." Journal of Computing and Information Science in Engineering 6, no. 2 (July 20, 2005): 160–69. http://dx.doi.org/10.1115/1.2194912.
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Human behavior dynamics impact technical decisions that cause societal changes, which, in turn, shape social dynamics to influence future technical decisions. This paper presents a socio-technical framework, based on the Engineering as Collaborative Negotiation paradigm. Collaborative product development is viewed as a socially mediated technical activity aiming to achieve a human purpose and modeled as a dynamic co-construction process, where stakeholders’ perspectives continuously evolve to form a share reality through collaborative negotiations. The paper introduces the socio-technical framework, the socio-technical co-construction process, and its software implementation. It also reports the applications of this research in the facility planning and development domain.
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Matei, Ştefania. "Responsibility Beyond the Grave: Technological Mediation of Collective Moral Agency in Online Commemorative Environments." Design Issues 34, no. 1 (January 2018): 84–94. http://dx.doi.org/10.1162/desi_a_00478.
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Online platforms of donations in memoriam are technologies of commemoration that mediate a responsible mode of being in the world. They construct death as empowering for the deceased, and they open up new opportunities for collaborative action to emerge. By relying on existing conceptualizations of post-mortem personhood and technologically mediated agency, this article considers the socio-technical construction of the commemorative platform, MuchLoved, an online tribute charity; it focuses on its interaction design for online donations in memoriam. Through specific design options, MuchLoved stirs a distinctive form of distributed agency with a collective and moral character. This accomplishment of collective moral agency through technological mediations might redefine the space of symbolic immortality and change the human condition in relation with death.
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Gross, Mark D., Ellen Yi-Luen Do, Raymond J. McCall, Wayne V. Citrin, Paul Hamill, Adrienne Warmack, and Kyle S. Kuczun. "Collaboration and coordination in architectural design: approaches to computer mediated team work." Automation in Construction 7, no. 6 (September 1998): 465–73. http://dx.doi.org/10.1016/s0926-5805(98)00055-7.
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Wang, Qiaosi, Ida Camacho, Shan Jing, and Ashok K. Goel. "Understanding the Design Space of AI-Mediated Social Interaction in Online Learning: Challenges and Opportunities." Proceedings of the ACM on Human-Computer Interaction 6, CSCW1 (March 30, 2022): 1–26. http://dx.doi.org/10.1145/3512977.
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Our online interactions are constantly mediated through Artificial Intelligence (AI), especially our social interactions. AI-mediated social interaction is the AI-facilitated process of building and maintaining social connections between individuals through information inferred from people's online posts. With its impending application across a number of contexts, the challenges and opportunities of AI-mediated social interaction remain underexplored. This paper seeks to understand the design space of AI-mediated social interaction in the context of online learning, where students frequently face social isolation. We deployed an AI agent named SAMI in three class discussion forums to help online learners build social connections. Using SAMI as a probe, we conducted semi-structured interviews with 26 students to understand their difficulties in remote social interactions and their experiences with SAMI. Through the lenses of social translucence and social-technical gap, we illustrate online learners' difficulties in remote social interactions and how SAMI resolved some of the difficulties. We also identify potential ethical and social challenges of SAMI such as user agency and privacy. Based on our findings, we outline the design space of AI-mediated social interaction. We discuss the design tension between AI performance and ethical design and pinpoint two design opportunities for AI-mediated social interaction in designing towards human-AI collaborative social matching and artificial serendipity.
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Fuchs, Carolin. "Use of the Wiki for Cross-Institutional Collaborations." International Journal of Online Pedagogy and Course Design 5, no. 1 (January 2015): 1–19. http://dx.doi.org/10.4018/ijopcd.2015010101.
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This article discusses how groups of student teachers use the wiki to collaborate cross-institutionally in order to design tasks for English language learners. Participants in this case study involved student teachers at a private graduate institution on the East Coast in the U.S. and students at a public graduate institution in Luxembourg. In this action research approach, data triangulation involved gathering information through a combination of different instruments such as computer-mediated communication data, needs analyses, journal entries, and post-course questionnaires. Findings showed that in addition to writing collaboratively, groups used the wiki as a discussion tool. This subsequently led to an exploration of the interactions through computer-mediated discourse analysis and a discussion of methodological implications.
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Vargo, J., J. C. Nesbit, K. Belfer, and A. Archambault. "Learning Object Evaluation: Computer-Mediated Collaboration And Inter-Rater Reliability." International Journal of Computers and Applications 25, no. 3 (January 2003): 198–205. http://dx.doi.org/10.1080/1206212x.2003.11441703.
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Ziegler, Nicole, Kara Moranski, George Smith, and Huy Phung. "Metacognitive Instruction and Interactional Feedback in a Computer-Mediated Environment." TESL Canada Journal 37, no. 2 (December 2, 2020): 210–33. http://dx.doi.org/10.18806/tesl.v37i2.1337.
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Multiple theoretical frameworks support the notion of interactional feedback as facilitative of second language (L2) development. However, research demonstrates that learners often avoid providing feedback during peer collaborative work, thus failing to take advantage of key opportunities for language learning and development. Recent studies have examined how metacognitive instruction (MI) may be used to explicitly train learners in the provision of interactional feedback, with results showing increased instances of feedback (Fujii et al., 2016) and improved L2 outcomes (e.g., Sato & Loewen, 2018; Sippel, 2019). Building on this work, this exploratory study investigated the effects of MI on intermediate L2 English learners’ (n = 26) provision of interactional features in synchronous computer-mediated communication. Using a pretest-treatment-posttest design, all learners completed three decision-consensus tasks, with learners in the treatment group receiving direct instruction on the benefits of interaction via an instructional video, a practice task, and subsequent whole-class debriefing. The control group completed the tasks without MI. Results demonstrate that learners’ provision of interactional feedback and language-related episodes increased following MI, with qualitative measures indicating learners had positive perceptions of the training and improved awareness of the potential benefits of interactional feedback in computer-mediated communication.
De multiples approches théoriques soutiennent la notion de rétroaction interactionnelle comme facilitateur du développement d’une langue seconde (L2). Cependant, les recherches démontrent que les apprenants évitent souvent de présenter une rétroaction pendant le travail collaboratif entre pairs, ne profitan ainsi pas des principales possibilités d’apprentissage et de développement des langues. Des études récentes ont examiné comment l’enseignement métacognitif (EM) peut être utilisé pour former explicitement les apprenants à la rétroaction interactionnelle, les résultats montrant une augmentation des cas de rétroaction (Fujii et al., 2016) et une amélioration des résultats en L2 (par exemple, Sato & Loewen, 2018; Sippel, 2019). S’appuyant sur ces travaux, cette étude exploratoire a examiné les effets de l’EM sur l’offre de fonctions interactionnelles dans la communication synchrone par ordinateur aux apprenants d’anglais de niveau intermédiaire L2 (n = 26). En utilisant un modèle de pré-traitement-post-test, tous les apprenants ont accompli trois tâches de consensus décisionnel, les apprenants du groupe de traitement recevant des consignes directes sur les avantages de l’interaction via une vidéo pédagogique, une tâche de pratique et un compte rendu ultérieur pour toute la classe. Le groupe de contrôle a effectué les tâches sans EM. Les résultats montrent que l’apport d’une rétroaction interactionnelle et d’épisodes liés à la langue par les apprenants a augmenté après l’EM, avec des mesures qualitatives indiquant que les apprenants avaient des perceptions positives de la formation et une meilleure sensibilisation aux avantages potentiels de la rétroaction interactionnelle dans la communication par ordinateur.
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Ahern, Terence C. "The Effect of Interface on the Structure of Interaction in Computer-Mediated Small-Group Discussion." Journal of Educational Computing Research 11, no. 3 (October 1994): 235–50. http://dx.doi.org/10.2190/5p8j-10m6-gp9k-6rep.
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In the traditional classroom, talk is usually considered noise that must be controlled, but there is mounting evidence that talk is vital to learning and education. Implementing a change from the traditional classroom to one that values talk is not a simple matter. Computer technology may provide a solution. However, our understanding of how computer-mediated communication systems affect patterns of interaction is severely limited. Research into the nature of interaction demonstrates that interaction does not normally consist of a succession of disconnected remarks but is a collaborative effort. Consequently, it is important for participants to be able to identify not only for whom a message was intended but also the position of that message in an ongoing sequence of messages. A major disadvantage of current CMC design is that it can be structurally difficult to relate previous messages. Therefore, the primary purpose of this study was to investigate the effect of a redesigned user interface on the structure of interaction between group members in a small-group discussion. It was found that a graphic-based interface significantly reduced isolate messages as well as increasing sustained multichannel interaction.
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Cook, John. "Mobile Phones as Mediating Tools within Augmented Contexts for Development." International Journal of Mobile and Blended Learning 2, no. 3 (July 2010): 1–12. http://dx.doi.org/10.4018/jmbl.2010070101.
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This paper argues for the need to re-examine approaches to the design of, and research into, learning experiences that incorporate mobile phones in the learning context. Following an overview of ‘mobile learning’ the author’s argument describes two initiatives: Firstly, Design Research is presented as an approach that tends to have interventionist characteristics, and is process-oriented and contributes to theory building. Secondly, describing Augmented Contexts for Development; these place context as a core construct that enables collaborative, location-based, mobile device-mediated problem-solving where learners generate their own ‘temporal context for development’, and a case study is used to reify this Vygotskian-oriented initiative. This paper revisits Design Research by making use of various questions, and concludes by briefly outlining intentions on how to move toward some preliminary generalized design principles and implications for broader theory.
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de Velasco, Guillermo Vásquez. "A Group of Friends: The Las Americas Network, Virtual Studios, and Distance Education in Architecture." International Journal of Architectural Computing 5, no. 3 (September 2007): 455–68. http://dx.doi.org/10.1260/147807707782581765.
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This paper celebrates the human factor by describing how our collective vocation towards innovation in design education has inspired the development of an active network across the Americas. Ten years after its creation, the Las Americas Digital Research Network has generated a stream of innovative implementations. This is the first time that the main stream of these research activities is articulated into a peer-reviewed journal publication. The narrative of the paper follows a time-line that starts with the creation of the Las Americas Digital Research Network in 1996. Supported by such a framework the paper continues to describe the implementation of virtual design studios as collaborations nested at the core of the network. Finally, the paper explains how the virtual design studios provide fundamental feasibility for the development of network-mediated distance education curricula in architecture and the opening of a new dimension in the development and deployment of collaborative networks.
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Biocca, Frank, Chad Harms, and Judee K. Burgoon. "Toward a More Robust Theory and Measure of Social Presence: Review and Suggested Criteria." Presence: Teleoperators and Virtual Environments 12, no. 5 (October 2003): 456–80. http://dx.doi.org/10.1162/105474603322761270.
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At a time of increased social usage of net and collaborative applications, a robust and detailed theory of social presence could contribute to our understanding of social behavior in mediated environments, allow researchers to predict and measure differences among media interfaces, and guide the design of new social environments and interfaces. A broader theory of social presence can guide more valid and reliable measures. The article reviews, classifies, and critiques existing theories and measures of social presence. A set of criteria and scope conditions is proposed to help remedy limitations in past theories and measures and to provide a contribution to a more robust theory and measure of social presence.
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Benjamin, Jesse Josua, Christoph Kinkeldey, Claudia Müller-Birn, Tim Korjakow, and Eva-Maria Herbst. "Explanation Strategies as an Empirical-Analytical Lens for Socio-Technical Contextualization of Machine Learning Interpretability." Proceedings of the ACM on Human-Computer Interaction 6, GROUP (January 14, 2022): 1–25. http://dx.doi.org/10.1145/3492858.
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During a research project in which we developed a machine learning (ML) driven visualization system for non-ML experts, we reflected on interpretability research in ML, computer-supported collaborative work and human-computer interaction. We found that while there are manifold technical approaches, these often focus on ML experts and are evaluated in decontextualized empirical studies. We hypothesized that participatory design research may support the understanding of stakeholders' situated sense-making in our project, yet, found guidance regarding ML interpretability inexhaustive. Building on philosophy of technology, we formulated explanation strategies as an empirical-analytical lens explicating how technical explanations mediate the contextual preferences concerning people's interpretations. In this paper, we contribute a report of our proof-of-concept use of explanation strategies to analyze a co-design workshop with non-ML experts, methodological implications for participatory design research, design implications for explanations for non-ML experts and suggest further investigation of technological mediation theories in the ML interpretability space.
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MacDonald, Lunden. "The 'Virtual Language Lab' Virtually Painless, Simply Real." IALLT Journal of Language Learning Technologies 41, no. 1 (April 15, 2011): 137–60. http://dx.doi.org/10.17161/iallt.v41i1.8484.
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This paper discusses the technology that has inspired and guided the design of a ‘virtual language center,’ within the context of a major urban college. Specifically, a number of mobile and cloud-based resources will be proposed and discussed such as: Asynchronous writing computer-mediated communication; Collaborative publishing; Textbook specific technological assistance; Video interface; Virtual realities and cyber-real estate; social networking tools; and communication tools that function in tandem with other technologies. The present paper provides a detailed assessment of the implementation of a virtual language learning center at one institution alongside suggestions for implementing a host of similar technologies at other schools. The paper argues that portable technology in the language classroom is particularly beneficial to the student and the instructor, and how it brings the language classroom and curriculum into the realm of best practices for 21st-Century Learning.
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Kim, Jung, Hyun Kim, Boon K. Tay, Manivannan Muniyandi, Mandayam A. Srinivasan, Joel Jordan, Jesper Mortensen, Manuel Oliveira, and Mel Slater. "Transatlantic Touch: A Study of Haptic Collaboration over Long Distance." Presence: Teleoperators and Virtual Environments 13, no. 3 (June 2004): 328–37. http://dx.doi.org/10.1162/1054746041422370.
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The extent to which the addition of haptic communication between human users in a shared virtual environment (SVE) contributes to the shared experience of the users has not received much attention in the literature. In this paper we describe a demonstration of and an experimental study on haptic interaction between two users over a network of significant physical distance and a number of network hops. A number of techniques to mitigate instability of the haptic interactions induced by network latency are presented. An experiment to evaluate the use of haptics in a collaborative situation mediated by a networked virtual environment is examined. The experimental subjects were to cooperate in lifting a virtual box together under one of four conditions in a between-groups design. Questionnaires were used to report the ease with which they could perform the task and the subjective levels of presence and copresence experienced. This extends earlier work by the authors to consider the possibility of haptic collaboration under real network conditions with a number of improvements. Using the technology described in this paper, transatlantic touch was successfully demonstrated between the Touch Lab at Massachusetts Institute of Technology, USA and Virtual Environments and Computer Graphics (VECG) lab at University College London (UCL), UK in 2002. It was also presented at the Internet II demonstration meeting in 2002 between University of Southern California and the Massachusetts Institute of Technology.
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Imoudu Enegbuma, Wallace, Uche Godwin Aliagha, and Kherun Nita Ali. "Preliminary building information modelling adoption model in Malaysia." Construction Innovation 14, no. 4 (September 30, 2014): 408–32. http://dx.doi.org/10.1108/ci-01-2014-0012.
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Purpose – This paper aims to investigate the relationship between building information modelling (BIM) adoption from the perspectives of people, process and technology to strategic information technology (IT) in construction mediated by collaborative processes for new BIM entrants. The demand pull for more effective project delivery in the construction industry across the globe has continued to transform design techniques from two-dimensional, three-dimensional (3D) and, currently, BIM. Leverage on IT is pivotal for construction industry development as earmarked by the Malaysian construction industry master plan. BIM uptake by stakeholders in Malaysia construction industry is on a gradual increase. BIM generates and manages building data during its life cycle via 3D, real-time, dynamic building modelling. Design/methodology/approach – BIM model is dependent on collaborative contribution by project teams’ input at various stages. However, challenges such as people, process and technology impede an effective adoption rate in Malaysia. This paper presents a continuation of an ongoing theoretical framework developed, to further investigate the relationship between BIM adoption from perspectives of people, process and technology to strategic IT in construction and collaborative process. To develop the framework, an extensive literature review on factors affecting BIM adoption was carried out. The underlining gap stems from a positivist standpoint in examining human – IT interaction. The model builds on conceptual technology acceptance models incorporating strategic IT implementation and collaborative processes in the industry. Findings – The paper examined factors affecting BIM adoption in Malaysia. The factors are further affected by the environment where BIM is utilised. The paper also presents the mediating effect of collaboration for new BIM entrants. Overall, the theorised hypotheses delineate the strength and significance of the examined relationship within the model. Subsequently, the data will be collected from construction industry professionals (architects, quantity surveyors, engineers and contractors) through the developed survey instrument. The hypotheses will undergo structural equation modelling to analyse the desired statistical power, test for close versus exact fit and complexity of the model. Social implications – The findings will delineate the variables with predominant impact on BIM adoption and serves as a guide to future policymaking on BIM implementation in Malaysia. Originality/value – Current research on BIM in Malaysia is limited to readiness and awareness. This paper extends the need for empirical findings from construction professionals’ perception of BIM. The findings also explain reasons for BIM adoption in new BIM entrants and add to current body of knowledge on IT acceptance model formation.
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Ribeiro, Clarissa. "Data incarnations: Nesting complex inherited and learned behaviours." Technoetic Arts 19, no. 3 (November 1, 2021): 253–68. http://dx.doi.org/10.1386/tear_00067_1.
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What happens when humans and birds engage each other through a collaboration-as-fantasy mediated by computers? Could such an exercise be modelled in a way that helps us to transcend the techno-ocularcentric fetishes for precision and certainty which demarcate our time? From Edgar Wind’s notion of 'incarnation' ‐ as the place where empirical experience and metaphysical foundation meet in the single cognitive and experiential act ‐ this article bridges the analogue with the digital, navigating nature’s strategies to embody inherited and learned complex behaviours in the design of nests, in what I call data-nests.
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Leon, Marianthi, Richard Laing, Julian Malins, and Huda Salman. "Development and Testing of a Design Protocol for Computer Mediated Multidisciplinary Collaboration during the Concept Stages with Application to the Built Environment." Procedia Environmental Sciences 22 (2014): 108–19. http://dx.doi.org/10.1016/j.proenv.2014.11.011.
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Katsarou, Eirene, and Paraskevi Chatzipanagiotou. "A Critical Review of Selected Literature on Learner-centered Interactions in Online Learning." Electronic Journal of e-Learning 19, no. 5 (November 9, 2021): pp349–362. http://dx.doi.org/10.34190/ejel.19.5.2469.
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Interactivity, a fundamental aspect of traditional face-to-face teaching, is a central concern in the design planning and organization of technology mediated instructional settings and online learning, because it is crucial in knowledge acquisition and the development of cognitive skills, and is intrinsic to effective instructional practice and individual discovery. The present paper aims to critically review a set of recent representative empirical studies during the period 2010-2019 focusing on the pedagogical expediency of learner-centered interaction in online learning contexts, to identify which aspects of collaborative learning could successfully be integrated within a structured learning management system environment to safeguard high-quality online learning. Searches for the identification of relevant empirical studies were conducted via Science Direct, EdITLib, IRRODL, SpringerLink, IEEE Xplore Digital Library and Scopus using keywords such as learner interactions, online learning, virtual learning environments, student success, e-learner satisfaction and online education. The search yielded 22 key studies focusing on learner-centered types of online interaction in relation to their contribution to student success and satisfaction in virtual learning environments. Our presentation of relevant research is based on five key types of interactive relationships identified in the field of distance education and culminates in a discussion of potential implications for a successful online learning experience and learner satisfaction.
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MacLean, Piers, and Marie Cahillane. "The human factor in learning design, research, policy, and practice." International Journal of Information and Learning Technology 32, no. 3 (June 1, 2015): 182–96. http://dx.doi.org/10.1108/ijilt-12-2014-0029.
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Purpose – The purpose of this paper is to highlight the importance of coherent alignment of current theory from cognitive psychology with practice and policy in training and education institutions developing e-learning materials and present recommendations emphasising the human factor within processes. Design/methodology/approach – In this paper a recent empirical study which applies current theory from cognitive psychological and multimodal learning research provides the backdrop to discussion about alignment of strategic vision, through policy, to effective practice. Findings – Despite advances in cognitive psychology which can be applied to targeting effective and measurable training and education, many institutions fail to maintain updated e-learning strategy and policy resulting in a negative impact on practice and the learner experience. Practical implications – The model presented in this paper is intended to promote thoughtful discussion about the processes and framework necessary for improved collaboration and communication supported by ongoing evaluation of institutional e-learning policy such that policy becomes a dynamic process congruent with developments in the learning sciences. Social implications – The paper includes recommendations for a refined view of knowledge, skills, and attitudes and alignment of policy with practice and theory and will be of interest to training and education institutions seeking to review their policies for training needs analysis and e-learning. Originality/value – This paper offers an up-to-date view of training needs analysis and multimedia design for training discrete psychomotor skills. It will be of value to organisations and institutions providing training and education mediated by technology as well as those involved in the design of training interventions.
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Zhou, Huiyuan, Vinicius Ferreira, Thamara Silva Alves, Bonnie MacKay, Kirstie Hawkey, and Derek Reilly. "Exploring Privacy Notification and Control Mechanisms for Proximity-Aware Tablets." International Journal of Mobile Human Computer Interaction 7, no. 3 (July 2015): 1–19. http://dx.doi.org/10.4018/ijmhci.2015070101.
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In hospitals, offices and other settings, professionals face the challenge of accessing and sharing sensitive content in public areas. As tablets become increasingly adopted in work environments, it is important to explore ways to support privacy that are appropriate for tablet use in dynamic, mobile workflows. In this research we consider how spatial information can be utilized to support both individual and collaborative work in a natural way while respecting data privacy. We present a proof-of-concept implementation of a proximity-aware tablet, and a range of privacy notification and control mechanisms designed for such a tablet. Results from a user study support the idea that interpersonal distance and orientation can be used to mediate privacy management for tablet interfaces. Selecting a specific design for privacy threat notification and response is highly context-dependent—for example, in health care the first priority is to not impede the fluid exchange of information.
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Pelegrini Morita, Plinio, and Catherine Marie Burns. "Trust tokens in team development." Team Performance Management 20, no. 1/2 (March 4, 2014): 39–64. http://dx.doi.org/10.1108/tpm-03-2013-0006.
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Purpose – Computer-mediated communication systems (CMCSs) have become the standard for supporting virtual teamwork. However, interpersonal trust formation though CMCSs is impaired due to limited media richness of the communication channels. The aim of this paper is to identify trust forming cues that occur naturally in face-to-face environments and are suitable to include in CMCSs design, to facilitate greater trust in virtual teams. Design/methodology/approach – To select cues that had a strong effect on fostering trust behaviour, a non-participatory ethnographic study was conducted. Two student teams at the University of Waterloo were observed for 6-12 months. Researchers identified mechanisms used for building trust and bridging team developmental barriers. Findings – The paper identifies five trust tokens that were effective in developing trust and bridging team developmental barriers: expertise, recommendations, social capital, willingness to help/benevolence, and validation of information. These behavioural cues, or behavioural trust tokens, which are present in face-to-face collaborations, carry important trust supporting information that leads to increased trust, improved collaboration, and knowledge integration. These tokens have the potential to improve CMCSs by supplementing the cues necessary for trust formation in virtual environments. Practical implications – This study identifies important mechanisms used for fostering trust behaviour in face-to-face collaborations that have the potential to be included in the design of CMCSs (via interface design objects) and have implications for interface designers, team managers, and researchers in the field of teamwork. Originality/value – This work presents the first ethnographic study of trust between team members for the purpose of providing improved computer support for virtual collaboration via redesigned interface components.
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Fages, Arthur, Cédric Fleury, and Theophanis Tsandilas. "Understanding Multi-View Collaboration between Augmented Reality and Remote Desktop Users." Proceedings of the ACM on Human-Computer Interaction 6, CSCW2 (November 7, 2022): 1–27. http://dx.doi.org/10.1145/3555607.
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Establishing an effective collaboration between augmented-reality (AR) and remote desktop users is a challenge because collaborators do not share a common physical space and equipment. Yet, such asymmetrical collaboration configurations are common today for many design tasks, due to the geographical distance of people or unusual circumstances such as a lockdown. We conducted a first study to investigate trade-offs of three remote representations of an AR workspace: a fully virtual representation, a first-person view, and an external view. Building on our findings, we designed ARgus, a multi-view video-mediated communication system that combines these representations through interactive tools for navigation, previewing, pointing, and annotation. We report on a second user study that observed how 12 participants used ARgus to provide remote instructions for an AR furniture arrangement task. Participants extensively used its view transition tools, while the system reduced their reliance on verbal instructions.
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Janssen, Marijn, Ricardo Matheus, Justin Longo, and Vishanth Weerakkody. "Transparency-by-design as a foundation for open government." Transforming Government: People, Process and Policy 11, no. 1 (March 20, 2017): 2–8. http://dx.doi.org/10.1108/tg-02-2017-0015.
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Purpose Many governments are working toward a vision of government-wide transformation that strives to achieve an open, transparent and accountable government while providing responsive services. The purpose of this paper is to clarify the concept of transparency-by-design to advance open government. Design/methodology/approach The opening of data, the deployment of tools and instruments to engage the public, collaboration among public organizations and between governments and the public are important drivers for open government. The authors review transparency-by-design concepts. Findings To successfully achieve open government, fundamental changes in practice and new research on governments as open systems are needed. In particular, the creation of “transparency-by-design” is a key aspect in which transparency is a key system development requirement, and the systems ensure that data are disclosed to the public for creating transparency. Research limitations/implications Although transparency-by-design is an intuitive concept, more research is needed in what constitutes information and communication technology-mediated transparency and how it can be realized. Practical implications Governments should embrace transparency-by-design to open more data sets and come closer to achieving open government. Originality/value Transparency-by-design is a new concept that has not given any attention yet in the literature.
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Bickle, Jason T., Malar Hirudayaraj, and Alaina Doyle. "Social Presence Theory: Relevance for HRD/VHRD Research and Practice." Advances in Developing Human Resources 21, no. 3 (June 11, 2019): 383–99. http://dx.doi.org/10.1177/1523422319851477.
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The ProblemSocial presence theory (SPT) is the degree to which a person is perceived to be a “real person” in their computer-mediated communication or virtual environments. The level of social presence influences the quality of virtual interactions and outcomes. SPT has not been examined within human resource development (HRD) or virtual human resource development (VHRD); therefore, it is not known if increased social presence could improve virtual teams/organizations and online instruction.The SolutionDesigning online environments and practices to increase social presence could enhance VHRD within virtual teams, online instructional design, and educational settings. Application of Community of Inquiry (CoI), Social Presence Model, and SPT-inspired instructional design through Gagne’s nine events are discussed with recommendations to improve HRD/VHRD by fostering trust, communication, collaboration, personal relationships, and learning within virtual resources and teams.The StakeholdersThe literature and application of SPT would benefit HRD/VHRD researchers, HR practitioners, educators, and team leaders/managers.
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Catalan, Amy Luz U. "No Social Distancing: Challenges and Collaboration in the Use of Computer-Mediated Learning (CML) Experienced by Selected Students in the Master of Education in English as Second Language Course during the Time of the Coronavirus." Linguistics Initiative 1, no. 2 (December 31, 2021): 64–87. http://dx.doi.org/10.53696/27753719.128.
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The COVID-19 pandemic forced higher learning institutions to shift to the remote mode paving the way for computer-mediated learning (CML), a new yet familiar method of engagement between the teacher and the students. The main purpose of this study is to discuss the challenges experienced and the manner of peer collaboration as students maximized the teaching and learning process in such a setup. The study is descriptive-qualitative by design. It involves a thematic analysis of the corpus collected from selected participants who shared their experiences on CML. The respondents of this study were enrolled in the Master of Education in English as a Second Language (M.Ed.-ESL) course. Before distributing the questions, the researcher explained the features of CML. She, then, proceeded to secure their consent. After which, she coded and extracted the sub-themes and themes. These were collated, categorized in a matrix, and validated. Verbatim statements to support the results were provided. Results showed the themes on challenges are internet connectivity, online tools and gadgets, motivation, emotional and mental health, limited interaction, environmental distractions, physical wellness, time management, and access to learning resources. Themes on collaboration showed that the participants work and interact through online applications and tools, adjust to peers’ schedules, and provide mutual peer support. The results also showed challenges even while they were collaborating such as internet connectivity, unfamiliar forms of class participation, untimely feedback, among others. This study furnished valuable insights in overcoming the difficulties that students encounter in CML especially on the affective aspect of the CML. This should improve collaboration between the mentors and the students, and among the students themselves, which could be beneficial in adapting to this new setup. An audit of CML tools describing how to navigate CML could assist the teachers and students to overcome the challenges, especially on collaboration, and banish a sense of isolation that is posed by this mode of learning.
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Yang, Chi-Lan, Naomi Yamashita, Hideaki Kuzuoka, Hao-Chuan Wang, and Eureka Foong. "Distance Matters to Weak Ties." Proceedings of the ACM on Human-Computer Interaction 6, GROUP (January 14, 2022): 1–26. http://dx.doi.org/10.1145/3492863.
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Workers tend to make inferences about one another's commitment and dedication to work depending on what cues are available to them, affecting worker relationships and collaboration outcomes. In this work, we investigate how remote work affects workers' perceptions of their colleagues with different levels of social connectivity, commonly referred to as strong ties and weak ties. When working remotely, workers' perceptions of weak ties may suffer due to the lack of in-person interaction. On the other hand, workers' inferences about their strong ties may also be impacted by losing richer communication cues, even though they had more connections with their strong ties than weak ties. This study explores how remote workers make inferences about engagement levels of and willingness to collaborate with weak ties compared to strong ties. We used a mixed-methods approach involving survey data, experience sampling, and in-depth interviews with 20 workers from different companies in Taiwan. Results showed that workers depended on one-on-one synchronous tools to infer the engagement level of strong ties but used group-based communication tools to infer the engagement level of weak ties. Interestingly, the absence of cues in remote workplaces exacerbated prior impressions formed in the physical office. Furthermore, remote work led workers to develop polarized perceptions of their respective ties. We discuss how characteristics of computer-mediated communication tools and interaction types interplay to affect workers' perceptions of remote colleagues and identify design opportunities for helping remote workers maintain awareness of weak ties.