Assessing emotions related to learning new software: The computer emotion scale

To date, little research has been done on the role of emotions with respect to computer related behaviours. The purpose of this study was to develop a reliable, valid scale to assess emotions while learning with computers. Four emotions (anger, anxiety, happiness, and sadness), selected after a detailed review of the research, were evaluated. Internally reliability estimates were acceptable. Construct validity was confirmed by an exploratory factor analysis. Convergent validity was supported by strong correlations among emotions and affective attitude, but not cognitive and behavioural attitudes. Finally, predictive validity was corroborated by consistent and significant correlations among emotion, computer knowledge, and use.     

Learning performance and computer software: an exploration of knowledge transfer

Computer studies educators have a challenging task in keeping pace with the rapidly changing content of computer software. One way to meet this challenge is to examine the nature of knowledge transfer. Instead of focusing on unique software packages, teachers could concentrate on knowledge that is likely to transfer from one software application to another. The purpose of the current study was to describe what kind of knowledge is used in learning new software, assess the relative effectiveness of this knowledge in aiding the learning process, and examine how the results could advance educational learning theory and practice. Thirty-six adults (18 male, 18 female), representing three computer ability levels (beginner, intermediate, and advanced), volunteered to think out loud while they learned the rudimentary steps (moving the cursor, using a menu, entering data) required to use a spreadsheet software package (Lotus 1-2-3). Previous understanding of terminology, software concepts and actions, and other software packages had the largest impact, both positive and negative, on learning. A basic understanding of the keyboard and common movement keys was also important, although higher level knowledge (e.g., terms, concepts, actions) is probably necessary for significant gains in learning performance. Computer ability had little impact on the type of transfer knowledge used, except with respect to the use of software concepts and, to a lesser extent, terminology. The interaction between problem type and effectiveness of a specific transfer area suggests that identifying specific common tasks among software packages is important in detecting useful transfer knowledge. It is equally important that computer users understand labeling idiosyncrasies of these common tasks.     

Exploring the relationship between system development life cycle and knowledge accumulation in Taiwan's IT industry

Many projects fail because the knowledge learned from them is obtained too late or insufficient (Koenig & Srikantaiah, 2004); ‘knowledge in projects', ‘knowledge about projects', and ‘knowledge from projects' are three types of knowledge that result from project‐based work (Love et al., 2005). This study explores the relationships between the system development life cycle (SDLC) of project management, firm‐level explicit knowledge of organizational knowledge accumulation (OKA), and implicit knowledge of employee knowledge accumulation (EKA) with respect to knowledge accumulation (KA) and knowledge integration (KI). First, it analyzes the competence of SDLC in Taiwan's IT enterprises by adapting expert interviews, analytic hierarchy process (AHP), and fuzzy rule‐based theory. This reveals that system planning (SP) and system analysis (SA) are the most important SDLC phases. Second, based on the above result, this study investigates how the effectiveness of SDLC (ESDLC) correlates with KI, OKA, and EKA. Results indicate that EKA and OKA have obvious mutual influences, and that both show significant impact on ESDLC. Furthermore, KI has positive influence on EKA, but negative influence on OKA.     

Integrated knowledge acquisition architectures

An architecture for knowledge acquisition systems is proposed based upon the integration of existing methodologies, techniques and tools which have been developed within the knowledge acquisition, machine learning, expert systems, hypermedia and knowledge representation research communities. Existing tools are analyzed within a common framework to show that their integration can be achieved in a natural and principled fashion. A system design is synthesized from what already exists, putting a diversity of well-founded and widely used approaches to knowledge acquisition within an integrative framework. The design is intended to be clean and simple, easy to understand, and easy to implement. A detailed architecture for integrated knowledge acquisition systems is proposed that also derives from parallel cognitive and theoretical studies.     

基于场景及规则获取模板的知识获取方法

产生式规则作为知识库系统进行推理的常用的、可读性好的知识表示形式,在构建知识库系统时有极大的优越性.提出一种基于场景及规则获取模板的知识获取方法,并以某高分子复合材料的加工专家为知识获取对象.该方法通过分析、记录领域专家进行设计的过程、解决问题的过程和动作,将领域问题按层次细化为一系列子问题,并在子问题场景下结合场景模型及知识获取模板来获取规则性知识.采用该方法可以辅助领域专家在明晰领域知识结构的基础上,逐步挖掘领域中细粒度的规则性知识.     

Expert knowledge acquisition and the unwilling expert: a knowledge engineering perspective

Expert systems are an evolving technology with the potential to make human expertise widely and cheaply available. The literature describing the development of expert systems generally assumes that experts willingly give up their knowledge. This is unrealistic and may be a reason why most expert system projects fail. This paper explores the problem of unwilling experts from the perspective of a knowledge engineer building an expert system. The link between knowledge and organizational power is established and human motivation theories are discussed. Finally, a new motivational approach is introduced to help the knowledge engineer deal with unwilling experts.     

Exploring the role of customer relationship management (CRM) systems in customer knowledge creation

This study explores how customer relationship management (CRM) systems support customer knowledge creation processes [48], including socialization, externalization, combination and internalization. CRM systems are categorized as collaborative, operational and analytical. An analysis of CRM applications in three organizations reveals that analytical systems strongly support the combination process. Collaborative systems provide the greatest support for externalization. Operational systems facilitate socialization with customers, while collaborative systems are used for socialization within an organization. Collaborative and analytical systems both support the internalization process by providing learning opportunities. Three-way interactions among CRM systems, types of customer knowledge, and knowledge creation processes are explored.     

A Three-Stage Knowledge Acquisition Method

This paper presents and analyzes three fundamental problems in knowledge acquisition,and proposes a general method for tackling them.The method divides the whole process of knowledge acquisition into a set of almost independent pieces,each of which can be finished by knowledge engineers,experts and assistants,respectively.     

Integrated graphical approach to knowledge representation and acquisition

An approach toward improving the accessbility of the knowledge and information structures of expert systems is described; it is based upon a foundation development environment called the Rule-Based Frame System (RBFS), which forms the kernel of a larger system, IDEAS. RBFS is a knowledge representation language, within which a distinction is drawn between information which represents the world or domain, and knowledge which states how to make conclusions based upon the domain. Information takes the form of frames, for system processing, but is presented to the user/developer as an associative network via a Visual Editor for the Generation of Associative Networks (VEGAN). Knowledge takes the form of production rules, which are connected at suitable points in the domain model, but again it is presented to the user via a graphical interface known as the Knowledge Encoding Tool (KET). KET is designed to assist in knowledge acquisition in expert systems. It uses a combination of decision support trees and associative networks as its representation. A combined use of VEGAN and KET will enable domain experts to interactively create and test their knowledge base with minimum involvement on behalf of a knowledge engineer. An inclusion of learning features in VEGAN/KET is desirable for this purpose. The main objective of these tools, therefore, is to encourage rapid prototyping by the domain expert. VEGAN and KET are implemented in the Poplog environment on SUN 3/50 workstations.     

基于多文本知识源的历史知识修正与获取

知识获取是知识工程中关键的一环,而从文本知识源中获取专业知识是一种重要而常用的途径。而不同文本知识源对同一对象描述往往有所不同,为了获取完备的高精度和细粒度的知识,给出了一种从多种文本知识源中获取历史知识的方法。其基本思想是：将不同文本知识源的知识自动翻译成框架知识;对描述相同对象的不同框架进行不一致性检测并修正;合并知识框架。实验表明,该方法能获取到高精度和细粒度的历史知识,是可行和有效的,并为下一步的知识服务奠定重要的基础。     

试论电脑美术与传统视觉艺术的关系

电脑技术发展日新月异,电脑美术设计水平也得到了很大的提高。电脑美术设计借助电脑这一制作工具,为现代设计的发展提供了便利的条件。本文主要对电脑美术设计和传统视觉艺术关系进行了讨论,首先对电脑美术设计进行了概述,然后论述了电脑美术设计和传统设计的关系,最后对电脑美术开拓设计新领域的情况进行了详细阐述。     

Emotion recognition and its application to computer agents with spontaneous interactive capabilities

In this paper, we first study the recognition of emotions involved in human speech. We propose an emotion recognition algorithm based on a neural network and also propose a method to collect a large speech database that contains emotions. We carried out emotion recognition experiments based on the neural network trained using this database. An emotion recognition rate of approximately 50% was obtained in a speaker-independent mode for eight emotion states.

We then tried to apply this emotion recognition algorithm to a computer agent that plays a character role in the interactive movie system we are developing. We propose to use emotion recognition as key technology for an architecture of the computer characters with both narrative-based and spontaneous interaction capabilities.     

A model of emotion and computer abuse

Internal computer abuse has received considerable research attention as a significant source of IS security incidents in organizations. We examine the effects of both organizational and individual factors on individuals’ computer abuse intent. A theoretical model is developed based on two theories: abuse opportunity structure and emotion process. We empirically tested the model with 205 working professionals. We found that the abuse opportunity structure in organizations affects an individual's goal conduciveness, which in turn affects their abuse-positive affect. We also found that morality affects the abuse-positive affect, which in turn mediates the relationship between morality and abuse intent.     

可信的端到端深度学生知识画像建模方法

学生知识画像是对学生在不同知识概念掌握程度的全面精准的表示. 通常,智能教育系统中使用知识追踪方法,基于显式的学生交互数据,对学生在某些知识概念的隐式掌握程度进行建模. 然而知识追踪方法的预测结果与学生知识画像存在着时序、预测粒度不一致的情况,导致其产生的学生知识画像不可信. 对此,首先基于端到端的学生知识掌握度预测目标定义并形式化学生知识画像预测任务,然后提出了一种深度知识画像（deep knowledge portrait, DKP）模型. 该方法首先在知识粒度上学习交互表征,引入了知识难度、知识概念等特征在知识粒度上区分交互;然后,采用双向长短时记忆网络基于学生历史交互序列,建模学生知识状态变化. 最后针对待预测知识概念,使用了多头注意力池化层强化历史序列中的相关交互以进行该概念下的学生掌握度预测. 在3个真实的数据集上的实验结果表明,所提出的方法更适合学生知识画像预测任务从而获得更可信的学生知识画像,并在各项性能上超过了现有的方法.

     

Exploring the link between teachers’ educational belief profiles and different types of computer use in the classroom

The purpose of the study reported in this article was to analyse the relationship between teachers’ educational beliefs and their typical approach to computer use in the classroom. In this context, the question arises whether particular profiles of teachers can be distinguished based on their beliefs about good education. A survey of 574 elementary school teachers was conducted that focused both on teachers’ traditional or constructivist beliefs about education and on different types of computer use: ‘computers as an information tool’, ‘computers as a learning tool’ and ‘basic computers skills’. Cluster analysis resulted in four distinct teacher profiles, reflecting relatively homogeneous scale scores, based on varying levels of traditional and constructivist beliefs teachers hold about education. Overall results indicate that teachers with relatively strong constructivist beliefs who also have strong traditional beliefs report a higher frequency of computer use. In addition, results point at a specific relationship between teachers’ belief profiles and how computers are used in the classroom. Implications for the role of educational beliefs in supporting teachers to integrate ICT in the classroom are discussed.     

基于粗糙集的知识粒度及粒度关系研究

本文基于粗糙集理论,针对不完备信息系统,提出了一种知识粒度的定义,并研究了知识粒度与信息熵的关系;提出了知识的相互支持度和知识的差异支持度的概念,并研究了二者之间的关系,为进行知识的度量和知识的评价提供了一种可行的方法。弄清楚知识的度量和知识相似程度的评价,一方面可以根据知识的粒度,从不完备信息系统中抽取符合一定粒度的知识;另一方面当进行知识融合时,可以比较融合后形成的知识库之间的差异相似程度,间接评价知识的完备性。     

Laptops in the K-12 classrooms: Exploring factors impacting instructional use

The purpose of this study was to examine factors affecting teachers’ integration of laptops into classroom instruction. A research-based path model was tested based on data gathered from 379 K-12 school teachers to examine direct and indirect contributions of relevant institutional factors (overall support for school technology, technical support, and professional development) and teacher level factors (teacher readiness and teacher beliefs). The major premise of this study was that the hypothesized path model was powerful enough to explain a substantial amount of variance in teacher readiness (43%), beliefs (51%), and laptop integration (55%). The results suggest that teacher level factors (teacher readiness and teacher beliefs) strongly predict laptop integration, and that overall support for school technology and professional development have strong effects on teacher beliefs and readiness, respectively. All school-level factors also had a significant indirect impact on laptop integration, which is mediated by teacher readiness and beliefs.     

Estimation of word emotions based on part of speech and positional information

Recently, studies on emotion recognition technology have been conducted in the fields of natural language processing, speech signal processing, image data processing, and brain wave analysis, with the goal of letting the computer understand ambiguous information such as emotion or sensibility. This paper statistically studies the features of Japanese and English emotional expressions based on an emotion annotated parallel corpus and proposes a method to estimate emotion of the emotional expressions in the sentence. The proposed method identifies the words or phrases with emotion, which we call emotional expressions, and estimates the emotion category of the emotional expressions by focusing on the three kinds of features: part of speech of emotional expression, position of emotional expression, and part of speech of the previous/next morpheme of the target emotional expression.     

General principles of construction of knowledge computer systems

The architecture of knowledge of computer systems and some problems of artificial intelligence (AI) are considered such as knowledge acquisition, knowledge processing, knowledge formation, etc. __________ Translated from Kibernetika i Sistemnyi Analiz, No. 4, pp. 81–101, July–August 2006.     

Computer attitude as a moderator in the relationship between computer anxiety,satisfaction, and stress

The present study empirically examines the relationship between computer anxiety, job satisfaction, career satisfaction, and stress. Based on self-efficacy theory and self-worth theory of achievement-motivation, it is hypothesized that the relationship between computer anxiety and job satisfaction is curvilinear and attitude towards computer moderates such relationship. The relationship between computer anxiety and career satisfaction and job stress were empirically examined in this study. Two hundred and thirty undergraduate students (125 female and 105 male students) at a university in south-western part of Louisiana completed computer anxiety, computer attitude, job satisfaction, career satisfaction and stress surveys. Hierarchical moderated regression results support that the attitude towards computer acts as a moderator in the relationship between (i) computer anxiety and stress, (ii) computer anxiety and job satisfaction, and (iii) computer anxiety and career satisfaction. Implications for management are discussed.