Relevant bibliographies by topics / Joint media engagement

Academic literature on the topic 'Joint media engagement'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Joint media engagement"

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Padilla‐Walker, Laura M., Sarah M. Coyne, McCall A. Booth, Sarah E. Domoff, Kjersti Summers, Emily Schvaneveldt, and Laura Stockdale. "Parent–child joint media engagement in infancy." Infancy 25, no. 5 (July 27, 2020): 552–70. http://dx.doi.org/10.1111/infa.12355.

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Martinez, Jesse J., Travis W. Windleharth, Qisheng Li, Arpita Bhattacharya, Katy E. Pearce, Jason Yip, and Jin Ha Lee. "Joint Media Engagement in Families Playing Animal Crossing: New Horizons during the COVID-19 Pandemic." Proceedings of the ACM on Human-Computer Interaction 6, CSCW1 (March 30, 2022): 1–22. http://dx.doi.org/10.1145/3512947.

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The video game Animal Crossing: New Horizons (AC:NH) launched during the COVID-19 pandemic and families turned to it as a game to play together during isolation. This interview study of 27 families considered how families used AC:NH for Joint Media Engagement (JME), where family members engage with media content together, interacting with each other and bringing additional meaning to the experience. We find that the design of AC:NH well facilitates Takeuchi and Stevens's six conditions for productive JME. Furthermore, we identify and discuss additional conditions that contribute to productive JME: variety and flexibility in play styles that amplify mutual engagement, support for disentrained play that enables new forms of "joint" engagement, and scaffolding for affective interactions. This is followed by an exploration of how the COVID-19 pandemic affected JME. We conclude with design implications for building games to support productive JME for families through design for persistent shared spaces, flexible in-game progress, and social life simulation.
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Yen, Kate, Yeqi Chen, Yi Cheng, Sijin Chen, Ying-Yu Chen, Yiran Ni, and Alexis Hiniker. "Joint Media Engagement between Parents and Preschoolers in the U.S., China, and Taiwan." Proceedings of the ACM on Human-Computer Interaction 2, CSCW (November 2018): 1–19. http://dx.doi.org/10.1145/3274461.

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Tiwari, Sonia. "Q-Bot, the Quarantine Robot: Joint-media engagement between children and adults about quarantine living experiences." Information and Learning Sciences 121, no. 5/6 (June 25, 2020): 401–9. http://dx.doi.org/10.1108/ils-04-2020-0075.

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Purpose Information about the COVID-19 pandemic and quarantine can be challenging to communicate to children. The purpose of this study is to understand how a children’s eBook can help facilitate conversations between children, families and educators about the pandemic. Design/methodology/approach A children’s eBook Q-Bot: The Quarantine Robot was shared by the researcher with parents and teachers through social media (Facebook, Instagram and Twitter). The story provides information (based on CDC guidelines) on the best health and hygiene practices to avoid catching the virus, while also drawing attention to the hardworking people who are helping us through this experience. Data was collected as public comments on the eBook. Secondary data included other children’s eBooks available on the same theme and their public reviews. Findings Through open coding of comments, the researcher found that the children’s eBook helped in facilitation of discussion between children, parents and teachers; around the pandemic’s effects on health and hygiene practices; and remote learning experiences. A content analysis of other children’s books on this theme revealed a set of guidelines for designing helpful eBooks for pandemic quarantine situations in general. Research limitations/implications Education, media and health researchers may find this study helpful in understanding the potential of children’s eBooks as probes, prompts or communication tools. Practical implications Experts in pandemic-related issues, educators, illustrators and authors may find this study helpful in understanding guidelines for creating educational children’s eBooks for similar situations in the future. Originality/value Both theoretical and practical values are addressed through this study, as it provides helpful literature from past research, offers new insights from current study and guidelines for future work in narrative media design for the pandemic and other similar situations.
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Umarova, Zakhro. "Effectiveness of Organizing Students’ Self – Education with the Facilities of Media Resources in Educational Media Environment." Revista Gestão Inovação e Tecnologias 11, no. 2 (June 5, 2021): 756–64. http://dx.doi.org/10.47059/revistageintec.v11i2.1710.

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New information communication technologies and digital media are changing our world and the way we learn. Therefore, the introduction of ICT in the professional activities of teachers in our time is inevitable. Information technologies open up new opportunities for improving the educational process, activate the cognitive activity of students and allow organizing the independent and joint work of students and teachers at a higher - creative level. With countless educational resources, ICT can help improve teaching and learning process. Teachers can use various of educational digital resources, among them, media resources contribute to increasing student engagement thus improving traditional teaching methods. The increasing use of ICT and digital technologies is stimulates a growing demand for new professional competencies. New requirements are being put forward for the professional competence of teachers in the context of the digitalization of the education system. In this context, it is about ICT, digital and media competencies of future teachers. This article reveals the methods for the development of these competencies through the organization of self-education of students in educational media environment. In educational media environment, which is offered by us, media resources introduced as open educational digital resources for self-learning modular short courses under the subject "Information Technologies in Education". The study showed that, media resources serve to enrich the educational process with visual materials and to increase the efficiency of student self-learning.
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Liu, Chenyong, and Chunhao Xu. "The effect of audit engagement partner professional experience on audit quality and audit fees: early evidence from Form AP disclosure." Asian Review of Accounting 29, no. 2 (February 8, 2021): 128–49. http://dx.doi.org/10.1108/ara-08-2020-0121.

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PurposeThe purpose of this study is to examine the effect of audit engagement partner's professional experience on audit quality. The authors also investigate the relationship between the audit partner's experience and audit fees in both Big 4 and non-Big 4 accounting firms.Design/methodology/approachSince the Public Company Accounting Oversight Board (PCAOB) officially enacted Rule 3211 in 2017, US accounting firms are required to disclose detailed information of engagement partners in Form AP (PCAOB, 2015b). The authors obtained a sample of 2,283 audit partners from Form AP and hand collected their individual professional experience data through Certified Public Accountant (CPA) database, corporate disclosure and social media sites (e.g. Linkedin). Econometric models with fixed effects are used in this study to test our hypotheses. Two-stage least square (2SLS) model is used in the robustness test.FindingsThe authors find that the relationship between audit engagement partner's professional experience and audit quality is concave. It indicates that audit quality is increasing during the early stage of engagement partners' career and then decreases as the partners approaching the late-career phase. Further, the authors find that partner's professional experience is positively associated with audit fees in non-Big 4 accounting firms but not significantly associated with audit fees in Big 4 accounting firms.Practical implicationsThe finding of how auditor experience impacts audit quality can be useful for accounting firms to better plan their staffing in auditing engagements. This study’s results are also helpful for small accounting firms to optimize their pricing strategy.Originality/valueThis study provides new empirical evidence about the relation between auditor professional experience and audit quality. Furthermore, the authors extend the literature of audit fee determinants by testing the joint effects of audit firm-level factors and auditor individual-level professional experience on audit fees.
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Durkin, Kevin, and Gina Conti-Ramsden. "Turn off or tune in? What advice can SLTs, educational psychologists and teachers provide about uses of new media and children with language impairments?" Child Language Teaching and Therapy 30, no. 2 (November 26, 2013): 187–205. http://dx.doi.org/10.1177/0265659013511471.

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New media are commonplace in children’s lives. Speech and language therapists (SLTs), educational psychologists and teachers are sometimes called upon by caregivers to provide advice on whether or how children and young people with language impairments should be encouraged to use these media. This article aims to illuminate some of the key issues and to review the implications of different types of advice that practitioners might provide. Four broad strategies are considered: Prohibition, Laissez-faire, Restriction, and Constructive use. Possible consequences of each strategy are outlined and it is proposed that Constructive use should be the strategy of choice. Reasons in favour of a constructive orientation include the benefits of joint engagement, enjoyment, cognitive and perceptual challenges and social motivation; effective uses can support educational attainment in young people with language impairments. Some areas where children and young people with language impairments need support with new media are noted. Decisions that we make about whether to constrain or support uses of new media have direct implications for the quality of young people’s lives and futures. SLTs, educational psychologists and teachers have important roles to play in the development of better-informed policies and strategies concerning language impaired youngsters and digital media.
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Azizzi Munawwar Simbolon and Berlianti. "Meningkatkan Minat Belajar dan Kepercayaan Diri Remaja Panti Asuhan Menggunakan Media Youtube." ABDISOSHUM: Jurnal Pengabdian Masyarakat Bidang Sosial dan Humaniora 1, no. 2 (June 30, 2022): 170–75. http://dx.doi.org/10.55123/abdisoshum.v1i2.529.

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Confidence and interest in learning are two important aspects that must be possessed by children who are entering their teens. Teenagers should have good self-confidence and interest in learning, if they feel less confident and their interest in learning decreases, this will have fatal consequences when they reach adulthood. They will become individuals who tend to close themselves and find it difficult to be active in their social environment. One of the teenagers at the Ora Et Labora Nusantara Orphanage in Medan also experienced the same thing, he needed professional help to help him regain his confidence and interest in learning. The assistance process provided was also carried out in the PKL 1 mini project activity, using the casework method through the general intervention stage consisting of Engagement Intake Contract, Assessment, Planning, Intervention, Evaluation and Termination. The focus of solving client problems in the intervention process this time is honing the interests and talents of clients through watching via Youtube media and accompanied by joint discussions as a strategy designed to increase the client's confidence and interest in learning. The objectives of this program are stated to have been achieved, as evidenced by the return of self-confidence and increased client interest in learning.
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McLoughlin, Catherine, and Mark J. W. Lee. "Developing an Online Community to Promote Engagement and Professional Learning for Pre-Service Teachers Using Social Software Tools." Journal of Cases on Information Technology 12, no. 1 (January 2010): 17–30. http://dx.doi.org/10.4018/jcit.2010010102.

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To support students undertaking an initial teacher training program, a communities of practice model (Wenger, 1998) was implemented, supported by a social software-based technology framework, to enable mutual engagement, joint enterprise, and a shared repertoire. Participants formed peer-to-peer mentoring relationships, creating and sharing web log (blog) entries and voice recordings of critical incidents while on their practicum. Data from the students’ discourse was analyzed to explore issues and patterns that were indicators of a learning community. This data, together with data collected from post-practicum focus group discussions in which students reflected on the benefits of these media for peer mentoring and support, attests to the relevance and effectiveness of the adopted approach to developing a socio-professional community to support the development of pre-service teachers. The authors believe that best outcomes are achieved when activities are structured, when students are adequately trained in using the technologies, and when instructors or experts are available to scaffold reflection processes as the need arises.
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Hu, Yuheng, and Yili Hong. "SHEDR: An End-to-End Deep Neural Event Detection and Recommendation Framework for Hyperlocal News Using Social Media." INFORMS Journal on Computing 34, no. 2 (March 2022): 790–806. http://dx.doi.org/10.1287/ijoc.2021.1112.

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Residents often rely on newspapers and television to gather hyperlocal news for community awareness and engagement. More recently, social media have emerged as an increasingly important source of hyperlocal news. Thus far, the literature on using social media to create desirable societal benefits, such as civic awareness and engagement, is still in its infancy. One key challenge in this research stream is to timely and accurately distill information from noisy social media data streams to community members. In this work, we develop SHEDR (social media–based hyperlocal event detection and recommendation), an end-to-end neural event detection and recommendation framework with a particular use case for Twitter to facilitate residents’ information seeking of hyperlocal events. The key model innovation in SHEDR lies in the design of the hyperlocal event detector and the event recommender. First, we harness the power of two popular deep neural network models, the convolutional neural network (CNN) and long short-term memory (LSTM), in a novel joint CNN-LSTM model to characterize spatiotemporal dependencies for capturing unusualness in a region of interest, which is classified as a hyperlocal event. Next, we develop a neural pairwise ranking algorithm for recommending detected hyperlocal events to residents based on their interests. To alleviate the sparsity issue and improve personalization, our algorithm incorporates several types of contextual information covering topic, social, and geographical proximities. We perform comprehensive evaluations based on two large-scale data sets comprising geotagged tweets covering Seattle and Chicago. We demonstrate the effectiveness of our framework in comparison with several state-of-the-art approaches. We show that our hyperlocal event detection and recommendation models consistently and significantly outperform other approaches in terms of precision, recall, and F-1 scores. Summary of Contribution: In this paper, we focus on a novel and important, yet largely underexplored application of computing—how to improve civic engagement in local neighborhoods via local news sharing and consumption based on social media feeds. To address this question, we propose two new computational and data-driven methods: (1) a deep learning–based hyperlocal event detection algorithm that scans spatially and temporally to detect hyperlocal events from geotagged Twitter feeds; and (2) A personalized deep learning–based hyperlocal event recommender system that systematically integrates several contextual cues such as topical, geographical, and social proximity to recommend the detected hyperlocal events to potential users. We conduct a series of experiments to examine our proposed models. The outcomes demonstrate that our algorithms are significantly better than the state-of-the-art models and can provide users with more relevant information about the local neighborhoods that they live in, which in turn may boost their community engagement.
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Dissertations / Theses on the topic "Joint media engagement"

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Brown, Sara Catherine. "At Ages 1-2, Will TV Impact If I Help You? Prosocial Media, Joint Media Engagement, and Infant Prosocial Development During the Second Year." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8606.

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Prosocial behavior typically emerges during an infant's second year. Because it is posited to be continuous from infancy to adulthood, and past research has identified numerous positive outcomes associated with prosocial behavior, it is important to understand the mechanisms involved in early prosocial behavior, such as prosocial media. Past research has examined the relation between prosocial media and prosocial behavior in preschool children, but no studies have explored this association with infants. The current study includes 60 infants and their primary caregivers. Data about media use, parent-infant media interactions, and infant prosocial helping was collected through survey and observational measures. Results showed that prosocial media exposure and parent joint media engagement were not associated with infant instrumental prosocial behavior. Additionally, parent joint media engagement did not act as a moderator between prosocial media exposure and infant instrumental prosocial behavior. Discussion focuses on the implications of infant age, infant attention level, and age appropriateness of media on infant instrumental prosocial behavior, as well as potential problems within the measurement and cross-sectional study design.
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Katiba, Timothy Chepkwesi. "A qualitative case study of joint media engagement between parents and children aged birth-to-three years in Nairobi County in Kenya." Thesis, Australian Catholic University, 2020. https://acuresearchbank.acu.edu.au/download/dcf2515af2592ee6293b1c2a90deedc339aa05e469156f0a1a66784e9bf9496a/4732518/Katiba_2020_A_qualitative_case_study_of_joint_Redacted.pdf.

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This thesis details a ground-breaking study of joint media engagement between parents and children aged birth-to-three years in their home settings in Nairobi County in Kenya. It describes and attempts to theorise the social and communicative features of parents and young children using digital media together in the context of family interpersonal interaction and communication. In the pursuit of understanding and theorising the social and communicative features of joint media engagement, I consider the central role of sociality in human learning by locating digital media in routines and practices of everyday life and examine the actions and interactions that occur with, around and through various digital media platforms in families. The importance of digital media in culture and society cannot be neglected because they are involved in every aspect of young children’s lives. A growing body of research suggests young children under the age of three living in homes increasingly saturated with digital media, use this technology. This implies that we must consider the role that digital media plays to grasp an understanding of the everyday life experiences of young children in post-industrial society. Young children’s access and use of digital media have and continue to evoke public anxieties about the perceived digital media effects on optimal cognitive, social, language and emotional development. In part, these widespread anxieties exist because we have limited understanding of how young children use digital media in the context of everyday family relationships and experiences. In response to these concerns, researchers have initiated investigations over the past nine years collecting data in both formal and informal settings suggesting that joint media engagement may mitigate the perceived effects of digital media and foster positive developmental outcomes in young children. However, the aspects of joint media engagement which may mitigate the effects of digital media while fostering play and learning are largely unknown and undertheorised. There is an urgent need to understand the aspects or features of joint media engagement so that we are better placed to mobilise digital media for learning in homes. For its theoretical framework, the study anchored in socio-contextual perspectives of human learning, mostly applying cultural-historical and socioecological theories that use ‘mediated actions’ or ‘agents-acting-with-mediational means’ in context as a focal unit of analysis to examine psychosocial developmental processes. The study utilised data generated by the ethnographic method of video observations in eight selected families in Nairobi County in Kenya. In terms of analysis, interactional analysis was used to identify the social and communicative features of joint parent-child dyadic engagement with digital media as cultural tools. Through the iterative microanalysis of selected video episodes of joint media engagement, four social and communicative features were identified as instantiated in joint media engagement between parents and young children in the observed families. The four social and communicative features include: physical proximity of participants, reciprocal communication between the participants, mutual visual gaze to digital media activities on screen, and sharing a common interest in digital media activities. The thesis argues that the four social and communicative features engendered in joint media engagement reflect the warm, embodied, and affective ways through which digital media used as mediational means or cultural tools fulfil the interactional purposes of parents and their children in the context of family relationships and socialisation. I further argue that the social and communicative features identified in joint media engagement may be the focal concerns of parents when they are helping young children to navigate through the complex media environment at home. Based on the four social and communicative features that constitute joint media engagement, I hypothesise two psychosocial developmental processes and argue that they may represent the primary mechanisms through which young children may learn while using digital media together with their parents at home. I offer nuanced claims which conceive joint media engagement as a site or potential space where parents can identify and extend or amplify the emerging social and communicative competencies displayed by young children.
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Books on the topic "Joint media engagement"

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Barnhurst, Kevin G. Online News Reverted to Sense-Making. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252040184.003.0018.

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This chapter discusses news practice in interactive media. Instead of delivering hard-to-get news, reporters seem like just another supplier of opinion among many competing on legacy media—cable outlets, talk radio, and comedy newscasts—and online. Instead of off-stage observers in search of reality, editors seem to play on-stage roles making social knowledge. The persistent clinging to the idea and markers of realism also disguised the growing modernism of U.S. news, which was losing the advantage that realism once provided. The modern vision of news never quite reflected public intelligence or engagement with news media from the Progressive Era to the crowd-sourcing era. Somehow the social definition of the situation made a world that seems less welcoming to modern news even as blogs and reader comments join in interpreting it.
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Book chapters on the topic "Joint media engagement"

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Amaro, Ana Carla, Lidia Oliveira, and Vania Baldi. "Intergenerational Joint Media Engagement." In Entertainment Computing – ICEC 2018, 368–73. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-99426-0_46.

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Grabkowska, Maja, Łukasz Pancewicz, and Iwona Sagan. "The Impact of Information and Communication Technology on the Rise of Urban Social Movements in Poland." In Civic Engagement and Politics, 1020–41. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7669-3.ch051.

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The chapter examines the relationship between the use of Information and Communications Technology (ITC) and the emergence of social movements focused on urban agenda in Poland. The aim is to investigate how and to what extent a growing body of smaller activist groups use opportunities provided by the ITC to achieve their political objectives. The research results indicate that Web-based media have helped to raise the profile of local initiatives and increased awareness of systemic urban issues between different groups of grass-root actors. The findings of the chapter are based on the analysis of the Congress of Urban Movements (Kongres Ruchów Miejskich: KRM), a broad coalition of smaller non-governmental organizations and bottom-up activist groups, which use Internet-based tools to network. The results indicate that the Web-based tools increase the members' ability to connect and interact, consequently improving the ability to coordinate joint initiatives, expand real-life social networks, and in the result stimulate the rise of urban social movements.
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McLoughlin, Catherine, and Mark J. W. Lee. "Developing an Online Community to Promote Engagement and Professional Learning for Pre-Service Teachers Using Social Software Tools." In Cases on Technologies for Educational Leadership and Administration in Higher Education, 268–85. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-1655-4.ch014.

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While references to the concept of “learning community” abound in the literature, a common ingredient is the belief that learning is enhanced when there is a commitment to sharing ideas and knowledge within a collaborative group or network of individuals. To support student teachers completing their practicum placements as part of a one-year Graduate Diploma of Secondary Education at the Australian Catholic University (ACU National), a communities of practice model (Wenger, 1998) was implemented, supported by a social software-based technology framework, to enable mutual engagement, joint enterprise, and a shared repertoire. At the outset, all participants were given hands-on training in the use of the text and audio tools that comprised the technology framework. They then formed peer-to-peer mentoring relationships, creating and sharing web log (blog) entries and voice recordings of critical incidents while on their teaching practicum. The data from the students’ discourse was transcribed, coded, and categorized by evaluating each message unit based upon the type of communication it displayed. The main focus was to identify the discourse elements based on Wenger’s (1998) conceptual framework. The coded scripts were used to explore issues and patterns that were indicators of a learning community. This data, together with post-practicum focus group discussions in which students reflected on the benefits of these media for peer mentoring and support, attests strongly to the relevance and effectiveness of the adopted approach to developing a socio-professional community to support the development of pre-service teachers. It is hoped that this case study will contribute to best practice in the use of social software technologies for online community building and support in professional learning contexts, in ways that transcend organizational and disciplinary boundaries. The authors believe that the best outcomes are achieved when activities are structured, when students are adequately trained in using the technologies, and when instructors or experts are available to scaffold reflection processes as the need arises.
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"Designing joint engagements with media to support young children’s science learning." In Educational Research and Innovation, 115–24. OECD, 2019. http://dx.doi.org/10.1787/ce478e14-en.

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Kibalirwandi, Moses Muhindo, Adrian Rwekaza Mwesigye, and Clive Maate. "Relieving Financial Constraints of Doing Postgraduate Research in Africa." In Postgraduate Research Engagement in Low Resource Settings, 187–218. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0264-8.ch011.

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Private and public universities all canvas to enroll learners targeting community as a source of students. The parents' and learners' choice to join universities is guided by knowledge available on social media as universities are web-ranked depending on evaluation criteria of best performance. Research and publication is one of the three core activities that identify a university from other tertiary institutions after secondary education. The financial constraints in financing research for Masters and PhD students remain a drawback in implementing quality assurance policy in African universities. The major criteria used while evaluating best performing universities are: teaching, research, citation, industrial income, and international outlook. Research takes equal percentage weight as teaching in universities' web ranking. This chapter explores the possibility of financing research and publications in promoting quality assurance system, a global marketing strategy for universities.
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Pelowski, Matthew, and Helmut Leder. "But, What Actually Happens When We Engage with “Art”?" In Brain, Beauty, and Art, 13–17. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197513620.003.0003.

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In this chapter, the authors report on how they joined in the exciting project to lay the theoretical foundations describing aesthetic experiences with artwork. Their 2017 paper was a culmination of meetings, later intense collaboration in Vienna’s empirical aesthetic research group, and the convergence of the models that the authors had independently developed in the past. The joint model described here was a major development that included a pre-state incorporating schemas (working maps of the world, expectations, beliefs, cued behaviors, actions, meanings, responses, and a general idea of self) that one might bring to an art encounter and also addressed the implications of different outcomes from all engagements, with especially visual media. The authors’ general aim was to answer what, broadly speaking, could happen when individuals encounter any design or visual art.
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Martin, Brandie L., and Anthony A. Olorunnisola. "Use of New ICTs as “Liberation” or “Repression” Technologies in Social Movements." In Human Rights and Ethics, 1505–20. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6433-3.ch083.

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Participants in varying but recent citizen-led social movements in Kenya, Iran, Tunisia, and Egypt have found new voices by employing new ICTs. In some cases, new ICTs were used to mobilize citizens to join and/or to encourage use of violence against other ethnicities. In nearly all cases, the combined use of new ICTs kept the world informed of developments as ensuing protests progressed. In most cases, the use of new ICTs as alternative media motivated international actors' intervention in averting or resolving ensuing crises. Foregoing engagements have also induced state actions such as appropriation of Internet and mobile phone SMS for counter-protest message dissemination and/or termination of citizens' access. Against the background of the sociology and politics of social movements and a focus on the protests in Kenya and Egypt, this chapter broaches critical questions about recent social movements and processes: to what extent have the uses of new ICTs served as alternative platforms for positive citizens' communication? When is use of new ICTs convertible into “weapons of mass destruction”? When does state repression or take-over of ICTs constitute security measures, and when is such action censorship? In the process, the chapter appraises the roles of local and international third parties to the engagement while underscoring conceptual definitions whose usage in studies of this kind should be conscientiously employed. Authors offer suggestions for future investigations.
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Conference papers on the topic "Joint media engagement"

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Gao, Nan, Tao Xie, and Geping Liu. "A Learning Engagement Model of Educational Games Based on Virtual Reality." In 2018 International Joint Conference on Information, Media and Engineering (ICIME). IEEE, 2018. http://dx.doi.org/10.1109/icime.2018.00010.

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Zhou, Aibao, Hu Yanbing, Xiangli Guan, Xuan Chen, Xiaoyong Lu, and Tao Pan. "Social Anxiety and Study Engagement in Adolescents: The Role of Self Cognition Model." In 2019 International Joint Conference on Information, Media and Engineering (IJCIME). IEEE, 2019. http://dx.doi.org/10.1109/ijcime49369.2019.00049.

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Nadzir, Maslinda Mohd, Nor Hazlyna Harun, and Mohamad Ghozali Hassan. "Social media engagement on Malaysian government agencies Facebook pages: An empirical analysis." In 2019 IEEE Jordan International Joint Conference on Electrical Engineering and Information Technology (JEEIT). IEEE, 2019. http://dx.doi.org/10.1109/jeeit.2019.8717413.

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Sofian, Ferane Aristrivani, and Cindy Ayu Agustin. "Boosting a Community Event on Social Media: Building Progressive Public Engagement and Enthusiasm for Change - Study on Social Movement Community in Jakarta." In BINUS Joint International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0010005602320237.

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Sharma, Shivam, Firoj Alam, Md Shad Akhtar, Dimitar Dimitrov, Giovanni Da San Martino, Hamed Firooz, Alon Halevy, Fabrizio Silvestri, Preslav Nakov, and Tanmoy Chakraborty. "Detecting and Understanding Harmful Memes: A Survey." In Thirty-First International Joint Conference on Artificial Intelligence {IJCAI-22}. California: International Joint Conferences on Artificial Intelligence Organization, 2022. http://dx.doi.org/10.24963/ijcai.2022/781.

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The automatic identification of harmful content online is of major concern for social media platforms, policymakers, and society. Researchers have studied textual, visual, and audio content, but typically in isolation. Yet, harmful content often combines multiple modalities, as in the case of memes. With this in mind, here we offer a comprehensive survey with a focus on harmful memes. Based on a systematic analysis of recent literature, we first propose a new typology of harmful memes, and then we highlight and summarize the relevant state of the art. One interesting finding is that many types of harmful memes are not really studied, e.g., such featuring self-harm and extremism, partly due to the lack of suitable datasets. We further find that existing datasets mostly capture multi-class scenarios, which are not inclusive of the affective spectrum that memes can represent. Another observation is that memes can propagate globally through repackaging in different languages and that they can also be multilingual, blending different cultures. We conclude by highlighting several challenges related to multimodal semiotics, technological constraints, and non-trivial social engagement, and we present several open-ended aspects such as delineating online harm and empirically examining related frameworks and assistive interventions, which we believe will motivate and drive future research.
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Reports on the topic "Joint media engagement"

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Designing an App to Support Families’ Joint Engagement with Media: Design Principles and Lessons from Research. Digital Promise, June 2021. http://dx.doi.org/10.51388/20.500.12265/121.

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Abstract:
In this paper, our collaborative project team shares design principles and lessons learned from research for designing an app to support families’ joint engagement with media and promote powerful shared learning experiences. We provide a rationale, based on research literature, for why a second-screen app in particular addresses our project goals. In addition, we describe the Splash and Bubbles for Parents app components as well as the co-design process and design-based research studies conducted to inform its design and development. Finally, our team offers design principles grounded in findings from our research that may be useful to app developers and researchers interested in continuing and expanding on this work.
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