Groupwork with Computers: an overview of findings

Abstract  The paper presents the main findings of the London-based study, carried out as part of the ESRC project Groupwork with Computers. During this study, we attempted to identify the background and process factors which influence the success of groupwork with computers. The research used a multi-site case study design in six schools and involved eight groups of six mixed-sex, mixed-ability pupils (aged 9–12) undertaking three mathematics tasks, two using LOGO and one a database. Our main findings suggest that group settings are only successful in terms of both group outcome and learning, if the group structures their activity in particular and identifiable ways. These organisational styles and patterns of interaction themselves are conditional on interpersonal and social characteristics of the group and class.     

Let's talk: anthropomorphization as means to cope with stress of interacting with technical devices

This study is concerned with the anthropomorphization of technical devices and the resulting influence on human-machine interaction; a special focus is on the verbal interaction between human and machine. Questions included: why do people regard technical devices as humans, when do they do so and how do they perceive their own dialogue and other persons' dialogues with technical devices? Correlation coefficients were calculated between the amount of displayed anthropomorphism and subjects' personality structure, fear of technical devices and self-rated technical competency. A subsequent regression analysis revealed that extraversion and gender of the respondents significantly predicted the amount of interaction with technical devices. Regression analysis showed that neuroticism and agreeableness significantly predicted self-rated technical competency. Technical devices that were seen as helpers or friends were generally treated less unfriendly than devices perceived as merely tools. The findings are discussed in the context of emotion and stress at work and the usability of technical devices.     

Groupwork with computers

Abstract The researchers will develop a programme of computer-based groupwork in two clusters of four-six primary/middle schools. This will be improved and modified in the light of the first year's experience. Research techniques will also be piloted during this developmental phase. A series of studies will then be planned over 2 years as a coherent programme, involving both teacher researchers and university-based researchers. These will investigate relationships between context variables, group processes and pupil attitudes and learning. Special attention will be given to the effects of varying the computing environment and the learning task, to pupils' psychological characteristics and their variance or invariance, to group size and competition, to gender effects, to teacher intervention strategies, and to the effect of prior training in cooperative groupwork and/or experience of groupwork off the computer.     

Towards a practical method of user interface evaluation

This paper describes a practical method for evaluating the usability of human-computer interfaces. The paper specifies the requirements of such a method, and then outlines our work in developing a method to meet this specification. The method is based on the conduct of realistic tasks with an interactive system and the subsequent systematic elicitation of end-users' and designers' reactions to the interface using a criterion-based evaluation checklist.

Two practical examples are used to illustrate development of the method: (a) evaluation of a prototype production scheduling system, and (b) comparative assessment of the usability of three prototype user interfaces to a public-access database. The paper discusses some issues raised by the method and considers how it can be furthe developed.     

Promoting academically productive talk with conversational agent interventions in collaborative learning settings

Research on computer-supported collaborative learning (CSCL) and conversational pedagogical agents has strongly emphasized the value of providing dynamic dialogue support for learners working together to accomplish a certain task. Recently, on the basis of the classroom discourse framework of Academically Productive Talk (APT), a flexible form of conversational agent support has emerged employing APT-based intervention methods so as to stimulate pedagogically beneficial conversational interactions among learning partners. This paper investigates the impact of an APT-based Linking Contributions (LC) intervention mode implemented by a conversational agent in the context of a collaborative activity in higher education. This type of agent interventions encourages students to explicitly externalize their reasoning on important domain concepts building upon the contributions of their partners. Forty-three (43) students collaborated in small groups using a prototype CSCL system to accomplish three different tasks in the domain of Multimedia Learning. Groups were randomly assigned to the treatment or the control condition. In the treatment condition, a conversational agent participated in students' dialogues making LC mode interventions. In the control condition, students discussed without the agent intervening. The results of the study illustrated that the students in the treatment condition engaged in a more productive dialogue demonstrating increased explicit reasoning throughout the collaborative activity. Furthermore, it was shown that the students in the treatment condition outperformed the control students in various measures on knowledge acquisition. Evidence also suggests that students' enhanced learning performance was mediated by the positive effect of the agent intervention mode on students' argumentation. Overall, this study provides insights into how the use of a configurable conversational agent displaying unsolicited LC interventions during students' discourse can be beneficial to collaborative learning.     

Basic program for determining overlap between groups in an identification matrix of percent positive characters

A BASIC program entitled OVERMAT is given for determining the extent to which pairs of groups overlap in an identification matrix. The identification matrices, for use with unknown samples scored for presence—absence properties, contain the percent positive values of the characters in the various groups. For each pair of groups the disjunction index W, and the corresponding nominal overlap V_G, are determined. Groups that shows unacceptably large overlap can thus be determined. The program also provides critical levels for a noncentral t-statistic, t_w, thus permitting significance tests of the overlap determined.     

Basic program for the most diagnostic properties of groups from an identification matrix of percent positive characters

A BASIC program, DIACHAR, is given for determining the most diagnostic properties of groups or taxa scored for the percentage of presence—absence variables or characters. The program uses an identification matrix containing the percentages of positive values of characters in the groups. The most diagnostic states are those which have the majority state in the characters with the highest diagnostic scores, and these are listed for all the groups in the matrix.     

Exploring teachers' use of TPACK in design talk: The collaborative design of technology-rich early literacy activities

Research shows the benefits of collaborative design activity by teachers are that in their conversations (design talk) they develop technological pedagogical content knowledge (TPACK). While more and more teachers engage in collaborative design, little is known about how they use TPACK during design. The main question of this study was: “What is the nature of design talk of a group of teachers during the design of technology-rich early literacy activities?” Using a holistic case study on design talk, the analysis focused on the topics that were under discussion and how these topics were discussed. Three phases of coding were applied: (a) how design represents any of the seven domains of TPACK knowledge (Pedagogical, Content, Technological, Technological Pedagogical, Technological Content, Pedagogical Content or Technological Pedagogical Content Knowledge); (b), how design talk represented three aspects of reasoning (external priorities, practical concerns and existing orientations); and (c), and what levels of inquiry are reached (no-depth; sharing ideas; analyze; and plan). Findings indicate that design talk reflects moments in which teachers reach deeper levels of inquiry. Findings also indicate that TPACK was mostly linked to expressing practical concerns. However when engaging in deeper inquiry, teachers existing orientations featured more prominently in the conversations. External priorities hardly seemed to play any role in design talk. Also, when addressing TPACK or PCK, design talk mostly reflects practical concerns. Pedagogy was addressed not as a single knowledge domain, rather in conjunction with the other two domains. Practical implications are discussed regarding how to support teachers during collaborative design.     

基于DICOM标准的骨骼三维可视化仿真研究

传统骨骼三维可视化仿真算法对未钙化骨骼不能有效建模.本文以幼儿未钙化肋软骨为对象,通过从DICOM文件中获取图像的相关信息确定三维数据模型,先对该数据进行分类,设定多层阀值,分离出前景数据,再通过从待分割的每个区域中选择一个点作为生长点,搜索特征度满足指定生长准则的像素,并与种子点所在区域合并,实现二度筛选数据,而后采用光影投射法进行体绘制,最后采用高斯平滑进行表面处理.实现了对未钙化的幼儿肋软骨的三维可视化仿真.该方法理论分析与实验结果表明该算法切实可行,有效并易于实现.     

Two‐parallax‐barriers‐based autostereoscopic liquid‐crystal display without cross‐talk

Abstract— An autostereoscopic liquid‐crystal display (LCD) consists of two parallax barriers and an LCD including a liquid‐crystal panel, and a backlight panel is proposed. Parallax barrier 1 is located between the backlight panel and the liquid‐crystal panel, and Parallax barrier 2 is located between the liquid‐crystal panel and viewers. The operation principle of the autostereoscopic display and the calculation equations for the parallax barriers are described in detail. The autostereoscopic LCD was developed and produces high‐quality stereoscopic images without cross‐talk at the optimal viewing distance and less cross‐talk than a conventional one based on one parallax barrier at other viewing distances.     

城域网出口链路VoIP通话时长的建模与预测

基于IP技术的语音分组传输（VoIP）电话业务目前被广泛部署于全国范围内的城域网。通过对某城域出口链路上实际采集的VoIP综合统计数据,针对有季节变动规律的单因素时间序列,推导建立了ARIMA（2,1,2）×（2,1,2）24季节乘积模型,并以此作为预测的基础,进行了该链路VoIP通话时长的预测。实验表明,模型的预测平均误差为8．38%。应用该模型检测将来超越阀值的可能发生时间,可以预先采取措施,保证VoIP的服务质量。     

Supporting intergenerational groups in computer-supported cooperative work (CSCW)

The workforce is ageing as older workers re-enter the workforce or delay retirement. One consequence is that work groups are increasingly becoming intergenerational. Because group work relies on many collaborative tools (e.g. email, shared calendars), it is essential to understand the special requirements that intergenerational groups have for groupware. Can we design collaborative tools that leverage the differing abilities and contributions of older and younger workers in groups? We focus on how best to support intergenerational groups, offering an analytical framework that combines ideas from the theory of small groups and activity theory. We consider design implications for computer-supported cooperative work (CSCW) and outline design principles for groupware that supports intergenerational groups. Finally, we discuss methodological issues that arise when studying intergenerational cooperative work.     

Using cross‐talk simulation to predict the performance of anaglyph 3‐D glasses

Abstract— The anaglyph 3‐D method is a widely used technique for presenting stereoscopic 3‐D images. Its primary advantage is that it will work on any full‐color display (LCDs, plasmas, and even prints) and only requires that the user view the anaglyph image using a pair of anaglyph 3‐D glasses with usually one lens tinted red and the other lens tinted cyan (blue plus green). A common image‐quality problem of anaglyph 3‐D images is high levels of cross‐talk — the incomplete isolation of the left and right image channels such that each eye sees a “ghost” of the opposite perspective view. An anaglyph cross‐talk simulation model has been developed which allows the amount of anaglyph cross‐talk to be estimated based on the spectral characteristics of the anaglyph glasses and the display. The model is validated using a visual cross‐talk ranking test which indicates good agreement. The model is then used to consider two scenarios for the reduction of cross‐talk in anaglyph systems and finds that a considerable reduction is likely to be achieved by using spectrally pure displays. The study also finds that the 3‐D performance of commercial anaglyph glasses can be significantly better than handmade anaglyph glasses.     

Dialogic teaching and iPads in the EAP classroom

Mobile learning technology in the form of iPads has gained considerable attention recently in the literature on pedagogy and learning. This has led to a change in the roles of teachers and students, and the nature of the classroom interaction. What is not clear so far however, is how iPads have changed the nature of classroom talk and dialogic teaching. The present study aimed to examine the impact of iPad use on the opportunities for dialogic teaching in English for Academic Purposes (EAP) classes in an English medium university in the United Arab Emirates. The study reveals that although opportunities for dialogic teaching are both created and inhibited in classes utilizing the iPads, the most influential contributor to opportunities and restrictions lies depends on whether the teachers and students have adopted a dialogic stance. The study also revealed the need to examine dialogic teaching within the specific sociocultural and educational context of learning.     

Cross‐talk acceptability in natural still images for different (auto)stereoscopic display technologies

Abstract— One of the most annoying distortions in (auto)stereoscopic displays is probably cross‐talk, visible as double edges, which is mainly caused by an imperfect separation of left‐ and right‐eye images. For different types of three‐dimensional (3‐D) displays, cross‐talk is caused by different origins, which could result in different levels of perceived image distortion. To evaluate the influence of (auto)stereoscopic display technology on cross‐talk perception, optical measurements and subjective assessments were performed with three different types of 3‐D displays. It is shown with natural still images that the 3‐D display technology with the lowest luminance and contrast level tolerates the highest level of cross‐talk, while still maintaining an acceptable image‐quality level.     

An overview of cooperative answering

Databases and information systems are often hard to use because they do not explicitly attempt to cooperate with their users. Direct answers to database and knowledge base queries may not always be the best answers. Instead, an answer with extra or alternative information may be more useful and less misleading to a user. This paper surveys foundational work that has been done toward endowing intelligent information systems with the ability to exhibit cooperative behavior. Grice's maxims of cooperative conversation, which provided a starting point for the field of cooperative answering, are presented along with relevant work in natural language dialogue systems, database query answering systems, and logic programming and deductive databases. The paper gives a detailed account of cooperative techniques that have been developed for considering users' beliefs and expectations, presuppositions, and misconceptions. Also, work in intensional answering and generalizing queries and answers is covered. Finally, the Cooperative Answering System at Maryland, which is intended to be a general, portable platform for supporting a wide spectrum of cooperative answering techniques, is described.     

Bio-insect and artificial robot interaction using cooperative reinforcement learning

In this paper, we propose fuzzy logic-based cooperative reinforcement learning for sharing knowledge among autonomous robots. The ultimate goal of this paper is to entice bio-insects towards desired goal areas using artificial robots without any human aid. To achieve this goal, we found an interaction mechanism using a specific odor source and performed simulations and experiments [1]. For efficient learning without human aid, we employ cooperative reinforcement learning in multi-agent domain. Additionally, we design a fuzzy logic-based expertise measurement system to enhance the learning ability. This structure enables the artificial robots to share knowledge while evaluating and measuring the performance of each robot. Through numerous experiments, the performance of the proposed learning algorithms is evaluated.     

The use of computers in preschools in Chile: Lessons for practitioners and policy designers

This paper presents the results of survey of the availability and use of computers in a preschool sample in Chile, and compares them with similar results of primary and secondary schools. Results show that although preschools have relatively low access to computers and teachers have relatively low ICT competencies, they declare similar ICT related obstacles and impacts compared to their colleagues in secondary schools. Also, results show that preschool students seem to use computers in the classroom more frequently than their peers in primary and secondary schools and that the activities they implement are focused on developing key curriculum related areas implementing tasks that can be associated to the exercising of key competencies and skills. This specialised use of computers in preschools, which is much more focused than the activities with computers reported by teachers in higher levels, could be explained by the relative low variety of educational software available in these preschools, the availability of the computers in the classroom rather than in labs; the special type of teaching and learning activities implemented at this age level and/or due to the relative lack of teachers' ICT competencies. On the one hand, these results highlight the need for further research, and on the other, it constitutes an interesting lesson for policy designer that tend to advocate for considering computers as “multipurpose” technologies that should be used across subjects, levels and teaching strategies. In this case, computers seem to play a very specific and concrete role in preschools classrooms that, eventually, contributes to improve students' outcomes, which highlights the potential of considering the use of computers, software and other technologies to improve specific subject areas at particular levels while designing ICT in education policies for this age group.