Which social elements are visible in virtual groups? Addressing the categorization of social expressions

Learning is a social process. That is why it is extremely important to understand how students interact socially in online courses and how it affects the learning process. However, social aspects, understood as those expressions or comments that go beyond strictly academic interaction, i.e. the need to carry out group work, are not clearly defined. Researchers have proposed different models of categories to observe or measure social aspects. This paper contributes to this field through addressing the categorization of social expression in online groups through a qualitative research procedure. Specifically, 19 indicators have been identified and organized into 4 categories: formal, attitudinal, emotional and informal. The findings suggest that those indicators related to formal and attitudinal aspects appear more often than emotional and informal ones. Different profiles (Psychology or Computer Engineering) as well as different levels of experience in online learning (beginners or experts) have also been analyzed, concluding that Psychology students turn to social expressions more often than Computer Engineering ones. As students progress in their undergraduate studies, social expressions are perceived and used to the extent that they ease the learning process.     

Is the contextual information relevant in text clustering by compression?

Usually, when analyzing data that have not been processed or filtered yet, it can be observed that not all the data have equal importance. Thus, it is common to find relevant data surrounded by non relevant one. This occurs when analyzing textual information due to its intrinsic nature: texts contain words that provide a lot of information about the subject matter, whereas they contain other words with a little meaning or relevance. We believe that although in principle the non-relevant words are not as important as the relevant ones, the former constitute the substrate that supports the last. Since this substrate is the context that surrounds the relevant information, we call it the contextual information. In this paper, we analyze the relevance that the contextual information has in textual data, in a clustering by compression scenario. We generate the contextual information applying a distortion technique previously developed by the authors. One of the main characteristics of this technique is that it maintains the contextual information. In this paper we compare this technique with three new distortion techniques that destroy the contextual information in different ways. The experimental results support our hypothesis that the contextual information is relevant at least in the area of text clustering by compression.     

To text or not to text? The importance of text messaging among college-aged youth

As the availability, affordability, and popularity of mobile phones has increased in the last decade, text messaging has become one of the primary means of communication among adolescent peer groups. As such, it can be speculated that mobile phones and text messaging have become an integral aspect of the culture of young people today. However, little research has of yet identified how people react to an absence of texting behavior. This study attempts to demonstrate the extent to which people have become reliant upon text messaging to maintain daily relationships with peers, as well as their own self-concept. Frequencies and patterns of alternative behaviors, non-compliance, and anxiety are measured during separate restriction periods among a group of high and low text users, ages 18–23. Results indicate that there was a significant difference between individuals identified as ’high’ and ’low’ text users, although regardless of this distinction, texting emerged as the preferred form of contact among peers within this cohort. A high degree of quantitatively and qualitatively reported anxiety during periods of restriction was also noted, suggesting that this behavior has become an integrated element of daily living for this group.     

What's the difference? Learning collaboratively using iPads in conventional classrooms

Since its release in 2010, Apple's iPad has attracted much attention as an affordable and flexible learning tool for all levels of education. A number of trials have been undertaken exploring the device's efficacy for specific purposes, such as improving delivery of course content and learning resources at tertiary level, and the performance of apps for meeting specialised learning needs. However, with increased mainstreaming of these devices through iPad-supported modern learning environment (MLE) and Bring Your Own Device (BYOD) programmes, data are becoming available that provides insight into how these devices function as part of regular classroom environments. This article reports an analysis of data collected over almost 3 years from nearly 100 New Zealand primary (elementary) students of different ages, who used iPads daily for most curriculum tasks. Specifically, it uses different data sources to explore how observed and recorded device design and app attributes, affected the students' ability to work collaboratively.Results suggest fundamental differences exist between iPads and other digital devices that helped these students collaborate, and that when combined with cloud-based apps and services such as Google Docs, extended this collaboration to much wider audiences well beyond the school gate. It concludes that beyond the hype and rhetoric, exciting potential exists for this tool to support a ‘blurring in the line’ between learning in formal school and informal environments.     

Does locality make a difference? Assessing the effectiveness of location-aware narratives

With the increasing sophistication of mobile computing, a growing interest has been paid to locative media that aim at providing immersive experiences. Location aware narratives are a particular kind of locative media that aim at “telling stories that unfold in real space”. This paper presents a study that aimed at assessing an underlying hypothesis of location-aware narratives: that the coupling between the physical space and the narrative will result in increased levels of immersion in the narrative. Forty-five individuals experienced a location-aware video narrative in three locations: (a) the original location that contains physical cues from the narrative world, (b) a different location that yet portrays a similar atmosphere, and (c) a location that contains neither physical cues nor a similar atmosphere. Significant differences were found in users’ experiences with the narrative in terms of immersion in the story and mental imagery, but not with regard to feelings of presence, emotional involvement or the memorability of story elements. We reflect on these findings and the implications for the design of location-aware narratives and highlight questions for further research.     

The end of handwriting? Using computers in traditional essay examinations

Abstract   Most of our students complete most of their written assignments using a word processor, but they are still asked to handwrite responses in an examination. It could be argued that they have not practiced this task and the validity of the assessment could thus be questioned. This paper explores the possibility of bringing computers into the traditional essay-examination context, describes an appropriate hardware and software configuration, and provides feedback from initial evaluations with students and their reactions to the idea. Some of the implications and equity concerns that need to be considered before a decision can be made to use computers in essay exams are also discussed.     

Designing efficient text presentation of multimedia CAI — the evaluation of dynamic text patterns and the negative repetition effect on memory

The present study investigated the effects of presenting the same material with dynamic text patterns in multimedia CAI. Four commonly used dynamic text patterns were utilized to present 10 basic concepts of mechanics. Two hundred college students selected at random from two universities were randomly assigned to one of 10 experimental conditions created by combining five text patterns (i.e. four dynamic patterns and a static presentation) and two types of repetition conditions (i.e. text presented once or three times). Their working memory capacity was assessed via a reading span test to ensure that the subjects were able to process and retain information at about the same level. Differences were found on the affective and perceptual evaluation of the dynamic text pattern. After partialing out the effect of working memory capacity, we found that, on the memory test, participants performed worse in conditions where learning material was presented three times. Interpretations and implications in designing CAI are discussed.     

Is spoken text always better? Investigating the modality and redundancy effect with longer text presentation

The reported study investigated the influence of longer text presentation on the modality and the redundancy effect. In particular, the auditory-recency-effect explanation, which predicts that both effects should disappear when longer texts are presented, was tested against the text-processing explanation, which predicts that both effects should even reverse if text-processing strategies can be applied.     

What difference does the gig mobility service make in the workers’ human needs structure?

This paper aims to compare and contrast the perceived psychological experience of the traditional versus gig mobility service workers with respect to their human needs structure. Gig mobility service here refers to on-demand transportation service enabled by an online platform. Both qualitative and quantitative research methods were used. Using the perspective of ERG (Existence, Relatedness and Growth) theory, we first explored the field using in-depth interviews and observations of both worker groups. Based on the qualitative findings, we formulated the quantitative measures for the corresponding constructs. The constructs’ relationship and paths differences between the two groups were analyzed statistically using partial least square path modeling (PLS-PM) method. The differences between the two groups were categorized into four quadrants, highlighting what both groups have and do not have, as well as what one group has but not the other. It was found that the gig mobility service resulted in not only more relationships among the constructs, but also generally higher perceived well-being for the workers. It seems that the gig mobility service has so far been promising in meeting workers human needs despite its long-term uncertainty. This study is among the few studies on understanding in which way the technology has changed the mobility service actors seen as workers, rather than sellers or users.     

Thermodynamic assessment of the Ni–Sc binary system

On the basis of the experimental data of the phase equilibria and the thermochemical properties, a critical evaluation for the Ni–Sc binary system has been carried out using the CALPHAD (Calculation of Phase Diagrams) method. The associated model is used for the liquid phase containing the constituent species Ni, Sc and ScNi. The terminal solid solutions Fcc_A1 (Ni), Hcp_A3 (Sc), and Bcc_A2 (Sc) are described by the solution model with the Redlich–Kister polynomial. The intermetallic compounds, ScNi₅, Sc₂Ni₇, ScNi and Sc₂Ni, are treated as strict stoichiometric compounds. The compound with a homogeneity range, (ScNi₂), is modeled using two sublattices as (Sc,Ni)_0.333(Sc,Ni)_0.667. A set of self-consistent thermodynamic parameters for the Ni–Sc binary system is obtained. The calculated results agree well with the available experimental data from literatures.     

Thermodynamic description of the Mg–Eu binary system

Thermodynamic assessment of the Mg–Eu binary system has been carried out by combining first-principles calculations and Miedema’s theory with CALPHAD method. Firstly, the mixing enthalpy of the liquid alloys was calculated by using Miedema’s theory, and formation enthalpies of the intermetallic compounds were calculated by using the projector augmented-wave (PAW) method within the generalized gradient approximation (GGA). Subsequently, the liquid phase was described employing a simple substitutional model, of which the excess Gibbs energy was formulated with a Redlich-Kister expression. And the solubility of Eu in HCP_(Mg) and Mg in BCC_(Eu) were neglected. While the intermetallic compounds Mg₁₇Eu₂, Mg₅Eu, Mg₄Eu, Mg₂Eu and MgEu, were treated as stoichiometric compounds. Consequently, a set of self-consistent thermodynamic parameters for all stable phases in the Mg–Eu binary system were obtained, which can reproduce most of the thermodynamic and phase boundary data.     

Application of coding theory to the construction of the Singer difference sets†

In this paper we give a new and simple construction for the cyclic [(q ^m ? 1)/(q ? 1), q ^m?1, q ^m?2(q? 1)]—difference sets (q = p ^γ is a prime power) using the methods of coding theory. The construction is such that, in the case q = 2, the 2-ranks of both the incidence matrix and its complementary matrix are easily determined.     

Everyday deception or a few prolific liars? The prevalence of lies in text messaging

With the recent and dramatic changes to communication patterns introduced by new information technologies it is increasingly important to understand how deception is produced in new media. In the present study we investigate deception production in text messaging, focusing on how often people lie, about what and to whom. This study uses a novel data collection method that allows for the examination of individuals’ communication records at the message level, which may provide a more accurate account of deception behavior than diary or survey methods. We find that the majority of our participants practiced deception in text messaging. Although lying was a relatively infrequent occurrence for the majority of our participants, there were a small number of prolific liars who told a disproportionately large number of lies using this medium. Additionally, we found some support for the argument that deception occurs less frequently in closer relationships, and we observed how the micro-coordination goals of text messaging change the properties of deceptive text messages relative to face-to-face lies.     

Stochastic resonance in binary composite hypothesis-testing problems in the Neyman–Pearson framework

Performance of some suboptimal detectors can be enhanced by adding independent noise to their inputs via the stochastic resonance (SR) effect. In this paper, the effects of SR are studied for binary composite hypothesis-testing problems. A Neyman–Pearson framework is considered, and the maximization of detection performance under a constraint on the maximum probability of false-alarm is studied. The detection performance is quantified in terms of the sum, the minimum, and the maximum of the detection probabilities corresponding to possible parameter values under the alternative hypothesis. Sufficient conditions under which detection performance can or cannot be improved are derived for each case. Also, statistical characterization of optimal additive noise is provided, and the resulting false-alarm probabilities and bounds on detection performance are investigated. In addition, optimization theoretic approaches to obtaining the probability distribution of optimal additive noise are discussed. Finally, a detection example is presented to investigate the theoretical results.