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"Social interaction -- Computer simulation"
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Simulation for the social scientist
What can computer simulation contribute to the social sciences?Which of the many approaches to simulation would be best for my social science project?How do I design, carry out and analyse the results from a computer simulation?.
eBook
Social Modeling for Requirements Engineering
Much of the difficulty in creating information technology systems that truly meet people's needs lies in the problem of pinning down system requirements. This book offers a new approach to the requirements challenge, based on modeling and analyzing the relationships among stakeholders. Although the importance of the system-environment relationship has long been recognized in the requirements engineering field, most requirements modeling techniques express the relationship in mechanistic and behavioral terms. This book describes a modeling approach (called the i* framework) that conceives of software-based information systems as being situated in environments in which social actors relate to each other in terms of goals to be achieved, tasks to be performed, and resources to be furnished. Social perspectives on computing have provided much insight for many years. The i* framework aims to offer a modeling approach to the relationships embedded in computer systems that is part of an engineering method that offers systematic techniques and tools providing smooth linkages to the rest of the system development process, including system design and implementation. The book includes Eric Yu's original proposal for the i* framework as well as research that applies, adapts, extends, or evaluates the social modeling concepts and approach.
eBook
The Switch
From the telegraph to the touchscreen, how the
development of binary switching transformed everyday life and
changed the shape of human agency
The Switch traces the sudden rise of a technology that
has transformed everyday life for billions of people: the binary
switch. By chronicling the rapid growth of binary switching since
the mid-nineteenth century, Jason Puskar contends that there is no
human activity as common today as pushing a button or flipping a
switch-the deceptively simple act of turning something on or off.
More than a technical history, The Switch offers a
cultural and political analysis of how reducing so much human
action to binary alternatives has profoundly reshaped modern
society.
Analyzing this history, Puskar charts the rapid shift from
analog to digital across a range of devices-keyboards, cameras,
guns, light switches, computers, game controls, even the \"nuclear
button\"-to understand how nineteenth-century techniques continue to
influence today's pervasive digital technologies. In contexts that
include musical performance, finger counting, machine writing,
voting methods, and immersive play, Puskar shows how the switch to
switching led to radically new forms of action and thought.
The innovative analysis in The Switch makes clear that
binary inputs have altered human agency by making choice
instantaneous, effort minimal, and effects more far-reaching than
ever. In the process, it concludes, switching also fosters forms of
individualism that, though empowering for many, also preserve a
legacy of inequality and even domination.
eBook
Pick, Click, Flick
Provides a comprehensive study of the many ways to interact with computers and computerized devices. The book is for anyone interested in interaction techniques, including computer scientists and designers working on human-computer interaction, as well as implementers and consumers who want to get the most out of their digital devices.
eBook
Systematic literature review and bibliometric analysis on virtual reality and education
The objective of this study is to identify and analyze the scientific literature with a bibliometric analysis to find the main topics, authors, sources, most cited articles, and countries in the literature on virtual reality in education. Another aim is to understand the conceptual, intellectual, and social structure of the literature on the subject and identify the knowledge base of the use of VR in education and whether it is commonly used and integrated into teaching–learning processes. To do this, articles indexed in the Main Collections of the Web of Science, Scopus and Lens were analyzed for the period 2010 to 2021. The research results are presented in two parts: the first is a quantitative analysis that provides an overview of virtual reality (VR) technology used in the educational field, with tables, graphs, and maps, highlighting the main performance indicators for the production of articles and their citation. The results obtained found a total of 718 articles of which the following were analyzed 273 published articles. The second stage consisted of an inductive type of analysis that found six major groups in the cited articles, which are instruction and learning using VR, VR learning environments, use of VR in different fields of knowledge, learning processes using VR applications or games, learning processes employing simulation, and topics published during the Covid-19 pandemic. Another important aspect to mention is that VR is used in many different areas of education, but until the beginning of the pandemic the use of this so-called “disruptive process” came mainly from students, Institutions were reluctant and slow to accept and include VR in the teaching–learning processes.
Journal Article
A review of the use of virtual reality head-mounted displays in education and training
In the light of substantial improvements to the quality and availability of virtual reality (VR) hardware seen since 2013, this review seeks to update our knowledge about the use of head-mounted displays (HMDs) in education and training. Following a comprehensive search 21 documents reporting on experimental studies were identified, quality assessed, and analysed. The quality assessment shows that the study quality was below average according to the Medical Education Research Study Quality Instrument, especially for the studies that were designed as user evaluations of educational VR products. The review identified a number of situations where HMDs are useful for skills acquisition. These include cognitive skills related to remembering and understanding spatial and visual information and knowledge; psychomotor skills related to head-movement, such as visual scanning or observational skills; and affective skills related to controlling your emotional response to stressful or difficult situations. Outside of these situations the HMDs had no advantage when compared to less immersive technologies or traditional instruction and in some cases even proved counterproductive because of widespread cybersickness, technological challenges, or because the immersive experience distracted from the learning task.
Journal Article
Depressive symptoms are associated with social isolation in face-to-face interaction networks
Individuals with depressive symptoms are more likely to be isolated in their social networks, which can further increase their symptoms. Although social interactions are an important aspect of individuals’ social lives, little is known about how depressive symptoms affect behavioral patterns in social interaction networks. This article analyzes the effect of depressive symptoms on social interactions in two empirical settings (N
total
= 123, N
dyadic relations
= 2,454) of students spending a weekend together in a remote camp house. We measured social interactions between participants with Radio Frequency Identification (RFID) nametags. Prior to the weekend, participants were surveyed on their depressive symptoms and friendship ties. Using state-of-the-art social network analysis methods, we test four preregistered hypotheses. Our results indicate that depressive symptoms are associated with (1) spending less time in social interaction, (2) spending time with similarly depressed others, (3) spending time in pair-wise interactions rather than group interactions but not with (4) spending relatively less time with friends. By “zooming in” on face-to-face social interaction networks, these findings offer new insights into the social consequences of depressive symptoms.
Journal Article
Society-in-the-loop: programming the algorithmic social contract
Recent rapid advances in Artificial Intelligence (AI) and Machine Learning have raised many questions about the regulatory and governance mechanisms for autonomous machines. Many commentators, scholars, and policy-makers now call for ensuring that algorithms governing our lives are transparent, fair, and accountable. Here, I propose a conceptual framework for the regulation of AI and algorithmic systems. I argue that we need tools to program, debug and maintain an algorithmic social contract, a pact between various human stakeholders, mediated by machines. To achieve this, we can adapt the concept of human-in-the-loop (HITL) from the fields of modeling and simulation, and interactive machine learning. In particular, I propose an agenda I call society-in-the-loop (SITL), which combines the HITL control paradigm with mechanisms for negotiating the values of various stakeholders affected by AI systems, and monitoring compliance with the agreement. In short, ‘SITL = HITL + Social Contract.’
Journal Article
Potential to use metaverse for future teaching and learning
Metaverse, a virtual shared space integrating augmented reality and virtual reality technologies, is often hailed as the “Internet of the future” for its potential to revolutionize online communication, collaboration, learning, and work. However, despite its promising strategic and business applications, there is a dearth of empirical evidence for evaluating its educational value. This qualitative study examined the impact of Metaverse on teaching and learning by examining its advantages and challenges. The outcomes highlight Metaverse’s remarkable potential for personalized and adaptive learning thanks to its immersive and interactive capabilities. An analysis of the existing literature suggests that Metaverse can create engaging learning experiences in which students can explore tailored virtual environments and interact within them. Semi-structured in-depth interviews were conducted to confirm the perception of metaverse-based education among students, educators, and program administrators, who view it as an innovative and effective educational delivery method. Several barriers require attention to ensure the successful integration of Metaverse in education, such as network connectivity, reliability, standardization and certification, organizational readiness, and the specialized skills necessary to leverage Metaverse’s potential. This study offers a comprehensive understanding of Metaverse’s potential, limitations, and critical factors contributing to its education success. By providing immersive and interactive learning experiences tailored to individual student needs, Metaverse holds the power to revolutionize teaching and learning. However, addressing challenges related to interoperability and the need for more evidence on its efficacy requires further research and development efforts. The significance of this study hinges on the continued exploration of Metaverse to enhance educational experiences, offering a novel and innovative approach to teaching and learning.
Journal Article