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"SOCIAL AWARENESS"
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Gaze awareness and metacognitive suggestions by a pedagogical conversational agent: an experimental investigation on interventions to support collaborative learning process and performance
Research on collaborative learning has revealed that peer-collaboration explanation activities facilitate reflection and metacognition and that establishing common ground and successful coordination are keys to realizing effective knowledge-sharing in collaborative learning tasks. Studies on computer-supported collaborative learning have investigated how awareness tools can facilitate coordination within a group and how the use of external facilitation scripts can elicit elaborated knowledge during collaboration. However, the separate and joint effects of these tools on the nature of the collaborative process and performance have rarely been investigated. This study investigates how two facilitation methods—coordination support via learner gaze-awareness feedback and metacognitive suggestion provision via a pedagogical conversational agent (PCA)—are able to enhance the learning process and learning gains. Eighty participants, organized into dyads, were enrolled in a 2 × 2 between-subject study. The first and second factors were the presence of real-time gaze feedback (no vs. visible gaze) and that of a suggestion-providing PCA (no vs. visible agent), respectively. Two evaluation methods were used: namely, dialog analysis of the collaborative process and evaluation of learning gains. The real-time gaze feedback and PCA suggestions facilitated the coordination process, while gaze was relatively more effective in improving the learning gains. Learners in the Gaze-feedback condition achieved superior learning gains upon receiving PCA suggestions. A successful coordination/high learning performance correlation was noted solely for learners receiving visible gaze feedback and PCA suggestions simultaneously (visible gaze/visible agent). This finding has the potential to yield improved collaborative processes and learning gains through integration of these two methods as well as contributing towards design principles for collaborative-learning support systems more generally.
Journal Article
From Space to Place: Predicting Users' Intentions to Return to Virtual Worlds
Virtual worlds have received considerable attention as platforms for entertainment, education, and commerce. But organizations are experiencing failures in their early attempts to lure customers, employees, or partners into these worlds. Among the more grievous problems is the inability to attract users back into a virtual environment. In this study, we propose and test a model to predict users' intentions to return to a virtual world. Our model is based on the idea that users intend to return to a virtual world having conceived of it as a \"place\" in which they have had meaningful experiences. We rely on the interactionist theory of place attachment to explain the links among the constructs of our model. Our model is tested via a lab experiment. We find that users' intentions to return to a virtual world is determined by a state of deep involvement (termed cognitive absorption) that users experience as they perform an activity and tend to lose track of time. In turn, cognitive absorption is determined by users' awareness of whom they interact with and how they interact within a virtual world, what they interact about, and where, in a virtual sense, such interaction occurs. Our work contributes to theory in the following ways: it identifies state predictors of cognitive absorption, it conceives of virtual worlds in such a way as to account for users' experiences through the notion of place, and it explains how the properties of a virtual world contribute to users' awareness.
Journal Article
The stickup kids
Randol Contreras came of age in the South Bronx during the 1980s, a time when the community was devastated by cuts in social services, a rise in arson and abandonment, and the rise of crack-cocaine. For this riveting book, he returns to the South Bronx with a sociological eye and provides an unprecedented insider's look at the workings of a group of Dominican drug robbers. Known on the streets as \"Stickup Kids,\" these men raided and brutally tortured drug dealers storing large amounts of heroin, cocaine, marijuana, and cash. As a participant observer, Randol Contreras offers both a personal and theoretical account for the rise of the Stickup Kids and their violence. He mainly focuses on the lives of neighborhood friends, who went from being crack dealers to drug robbers once their lucrative crack market opportunities disappeared. The result is a stunning, vivid, on-the-ground ethnographic description of a drug robbery's violence, the drug market high life, the criminal life course, and the eventual pain and suffering experienced by the casualties of the Crack Era. Provocative and eye-opening, The Stickup Kids urges us to explore the ravages of the drug trade through weaving history, biography, social structure, and drug market forces. It offers a revelatory explanation for drug market violence by masterfully uncovering the hidden social forces that produce violent and self-destructive individuals. Part memoir, part penetrating analysis, this book is engaging, personal, deeply informed, and entirely absorbing.
eBook
Learning effectiveness of 3D virtual reality in hospitality training: a situated cognitive perspective
Purpose
Training is one of the key dimensions of internal marketing. Virtual reality (VR), a computer technology that replicates an environment (real or imagined) and simulates a user’s physical presence in that environment to allow for user interaction, offers unique opportunities from a training perspective, such as allowing users to improve their skills without the consequence of failing real customers or the need to be in the real environment physically. This study aims to focus on comparing the effectiveness of VR hospitality training with that of real-world hospitality training.
Design/methodology/approach
This study adopts situated cognition theory to empirically test the effect of the awareness of contextual variables (social interaction, location and task) on learning and compare learning outcomes between tourism training in VR and real-world experimental settings.
Findings
Results indicate that location and task awareness enhance cognitive absorption, but social awareness does not influence cognitive absorption. There is no significant difference between training in real-world and VR environments. Finally, cognitive absorption has a positive effect on mental model change (the learning outcome).
Originality/value
This result advances the theoretical understanding on the significance of learning context by applying situated cognition theory in hospitality training and has significant implications for training that aims for rigor and efficiency within cost, location and time constraints.
虚拟现实在酒店培训中的学习效果：一项以情境认知为视角的研究
研究目的
培训是内部营销的关键维度之一。 虚拟现实 (VR), 一种复制某种环境（真实的或想象的）并模拟在该环境中实质性存在的用户的计算机技术并且允许用户交互, 从培训的角度来看提供独特的机会, 例如允许用户在没有培训的情况下提高他们的技能避免承担损失真实客户的后果或需要实际身处真实环境中。 本研究的重点是比较 VR 酒店培训与现实世界的招待培训的效果。
研究设计/方法/途径
本研究采用情境认知理论对情境变量（社交互动、位置和任务）的认识对学习和比较 VR 和现实世界实验环境中的旅游培训之间的学习成果进行实证检验。
研究发现
结果表明, 位置和任务意识增强了认知吸收, 但社会意识不影响认知吸收。 在现实世界和 VR 环境中的训练之间没有显着差异。 最后, 认知吸收对心理模式改变（学习结果）有显著积极作用。
研究原创性/价值
该结果通过在酒店培训中应用情境认知理论促进了对学习情境重要性的理论理解, 并对旨在成本、地点和时间限制内实现严谨和高效的培训具有重要意义。
Journal Article
But don't call me white : mixed race women exposing nuances of privilege and oppression politics
The experiences of 16 mixed race women provide insights into race, class, gender, and sexuality.
Book
