Affective issues in learning technologies: emotional responses to technology and technology's role in supporting socio-emotional skills

This paper focuses on some of the author's research studies over the past thirty years and places these in a wider context to reflect on research into affective issues in learning technologies over this period, and to consider whether and how the issues uncovered by research have changed as technologies have developed over time. Three issues are given particular attention: firstly the reasons for learners' use or lack of use of technologies for their learning; secondly adult learners' attitudes towards using technology for learning and thirdly how technology might support socio-emotional development and expression in children. The discussion of these issues is framed by two of the author's research projects. For the first two issues this is an early study of students' perceptions and attitudes towards using computers for tutorial learning in 1980. The factors that influenced the students' use of the computer tutorials are discussed (including access, assessment and anxiety about using computers) and also the extent to which some of these factors persist for many learners using (or not using) technologies today. The discussion of the third issue draws on a series of studies conducted in the 1990s to investigate whether educational technology could support children and young people's emotional expression and communication and development of socio-emotional skills. Finally the paper considers how these kinds of issues have been taken forward and how they are represented in contemporary research and suggests that trust is an important factor in using learning technologies

Affective issues in learning technologies: emotional responses to technology and technology's role in supporting socio-emotional skills

This paper focuses on some of the author's research studies over the past thirty years and places these in a wider context to reflect on research into affective issues in learning technologies over this period, and to consider whether and how the issues uncovered by research have changed as technologies have developed over time. Three issues are given particular attention: firstly the reasons for learners' use or lack of use of technologies for their learning; secondly adult learners' attitudes towards using technology for learning and thirdly how technology might support socio-emotional development and expression in children. The discussion of these issues is framed by two of the author's research projects. For the first two issues this is an early study of students' perceptions and attitudes towards using computers for tutorial learning in 1980. The factors that influenced the students' use of the computer tutorials are discussed (including access, assessment and anxiety about using computers) and also the extent to which some of these factors persist for many learners using (or not using) technologies today. The discussion of the third issue draws on a series of studies conducted in the 1990s to investigate whether educational technology could support children and young people's emotional expression and communication and development of socio-emotional skills. Finally the paper considers how these kinds of issues have been taken forward and how they are represented in contemporary research and suggests that trust is an important factor in using learning technologies

Making the Public Case for Child Abuse and Neglect Prevention: A FrameWorks Message Memo

The goal of this work is to evaluate the existing body of research available to Prevent Child Abuse America against the findings that emerge from new research, and to identify promising ways to reframe these issues in ways that engage people in prevention, motivate them to prioritize proven policies and programs, and overcome existing mental roadblocks. To that end, this Memo attempts to describe the translation process necessary to engage the public in solutions by identifying specific practices that research suggests would advance public understanding as well as those that are likely to impede it.This research analysis is part of New FrameWorks Research on Child Abuse and Neglect Prevention. Please visit our website for more information

Developing Community Connections: Qualitative Research Regarding Framing Policies

The objective of this phase of research was to determine how Prevent Child Abuse America can effectively frame the organization's communications to advance a broad agenda of policies for children and families, including both policies that directly address maltreatment as well as policies less directly associated with maltreatment, such as early education, health, economic security, and family work issues. To that end, focus group participants were asked to review and respond to four articles, each designed to represent one of four frames: Child Abuse, Parenting, Child Development, and Community. In real news coverage these frames can, and do, overlap, but the research deliberately kept each frame distinct to attempt to isolate the effects of each frame on a proxy list of representative policies and programs. Nevertheless, some order effects were observed and these are noted where relevant in the analysis.This research analysis is part of our New FrameWorks Research on Child Abuse and Neglect Prevention, and was conducted in collaboration with the FrameWorks Institute, and commissioned by Prevent Child Abuse America, with funding from the Doris Duke Charitable Foundation. Please visit our website for more information

Two Cognitive Obstacles to Preventing Child Abuse: The 'Other Mind' Mistake and the 'Family Bubble'

Following decades of effective publicity about the issue, Americans are now aware of the horrors of child abuse and have an idea (even an exaggerated idea) of the pervasiveness of all types of maltreatment. Making further headway in engaging the public on the issue will have to involve more than raising the volume on awareness campaigns. Such campaigns can even backfire by intensifying the public's media-fed association between abuse and sensational crimes -- which only "sick monsters" could commit and no programs can ever totally eliminate.To take the public to the next step in engagement, communications will need to address counterproductive patterns of reasoning that hinder better understanding of the issue. One of the most pervasive of these is the "Other-Minds" mistake: Lay people misperceive a child as a little mind which develops through abstract processes like learning, memory and choice; or which does not "develop" at all, and exists from the beginning as something like an adult mind which just needs to be "filled" or "guided." This fallacy effectively obscures any scientific understanding of development of biological systems which guide these and all other aspects of behavior. This fallacy is natural, we suggest, because of a highly evolved (and very useful) human mechanism for interpreting the content of Other-Minds (known to psychologists as the "Other-Minds module"). While the "Other-Minds" module is extremely useful for trying to read the minds of other adults, it also leads to a number of distortions that make child maltreatment more likely to happen, and less likely to be prevented. These distortions include a tendency to believe that an infant has an "agenda" that conflicts with ours; an exaggerated sense of children's ability to "get past" abuse through force of will; a sense that even one year-old children can benefit from punishment for breaking moral rules; and a difficulty understanding the concept of "neglect" except as something like "underinvolvement;" among others. An additional cognitive obstacle which communications need to address is the "Family Bubble" -- the default mode of thinking in which events within the family (including child rearing and child maltreatment) take place in a sphere that is separate and different from the public sphere. This default understanding is stronger than a mere belief that families should be autonomous. It means that even thinking about the interaction between child rearing and public policy is difficult for people, and that communications based on reinforcing the "Village," while appealing, can lead to conflictedness rather than change. This research analysis is part of New FrameWorks Research on Child Abuse and Neglect Prevention, and was conducted in collaboration with the FrameWorks Institute, and commissioned by Prevent Child Abuse America, with funding from the Doris Duke Charitable Foundation

Embodiment as a means for scaffolding young childrenʼs social skill acquisition

In this paper, we discuss the notion of embodiment in the context of the ECHOES project, which aims at developing a multi-modal interactive environment for scaffolding young typically developing (TD) children and children with Asperger Syndrome (AS) in acquiring social interaction skills. Whilst, our approach to embodiment is in line with the current HCI trends, the pedagogical nature of ECHOES and the specific target users pose unusual challenges to the design and implementation of embodied interaction

Rawan Atari - The Influence of Multi-Sensory Environment on Physiological Response in Children with Autism Spectrum Disorders and Children with Special Health Care Needs

A research study based on the sensory integration theory was conducted to examine the effects of multi-sensory environment (MSE) on physiological arousal in children with autism spectrum disorder (ASD) and special health care needs. Adapted environments may serve as a mechanism to treat anxiety levels in a population of children who experience more severe generalized anxiety symptoms than typically developing children. The sample consisted of children with community-based diagnoses of ASD and children with special health care needs, primarily children diagnosed with cerebral palsy (CP) from the Milwaukee Center for Independence (MCFI). Treatment for the autism sample was carried out by a trained MCFI staff member and treatment for children with special health care needs was carried out by a trained physical therapist. Electrodermal response was used as a measure to detect the “fight or flight” response of the sympathetic nervous system. The measurement of electrodermal activity was recorded by a wireless bracelet device that recorded the skin conductance level of the participant prior to entering the sensory room, during treatment in the sensory room, and after exiting the sensory room. Results indicated increased arousal in children with CP, as sensory stimulation was the main goal of physical therapists. Results for the autism sample varied by participant and indicated that treatment needs to be individualized for optimal benefits. Findings support the use of MSE as an alternative technique to improve therapeutic opportunities for children with cerebral palsy by stimulating sensations that are otherwise generally dormant.https://epublications.marquette.edu/mcnair_2014/1000/thumbnail.jp

Bursting the Bubble: The Challenges of Working and Living in the National Capital Region

Living in the national capital region looks like it has its advantages. Employment levels are back to where they were before the recession. The unemployment rate is far lower than that of the country as a whole. Incomes are high, especially for highly educated workers. From outside this bubble, things look pretty good.However, the bubble obscures a troubling story for many residents of the region. Income inequality is growing. Employment levels for people without a college education are far lower than before the recession. Unemployment rates for several groups of workers, including those without a college degree, remain high. Black workers and young workers were particularly hard hit by the recession, even when compared to other area residents with similar education levels. The high cost of living in the region is pushing many families to spend more than they can afford on housing, while others trade more affordable housing for long and expensive commutes. The region has many successes worth celebrating. But broadly shared prosperity is not one of them. The region's policymakers need to address the challenges facing those who are struggling to keep their foothold in the economy. This includes ensuring all workers in the region have the skills and credentials needed by employers for current and future jobs, taking steps to make sure all working adults have enough income to support their families, and ensuring availability of affordable housing options with access to good job

The Cost of Maintaining Ownership in the Current Crisis: Comparisons in 20 Cities

This report compares the ownership and rental costs in 20 major U.S. metropolitan areas. The study finds that in many markets, homeownership costs are in line with rental costs. In these areas, it is practical and desirable to focus on policies that keep homeowners in their homes. The report goes on to show that in bubble-inflated markets, however, homeownership is not only a costly and risky proposition, but continuing price declines mean that homeowners will not accrue any equity. The authors suggest that policy makers should be sure to consider affordable rental options as part of the solution when drafting proposals to help households in these markets

Session 3-3-A: The ‘Circles Concept’ of Gambling Addiction: An Empowered Framework for Change

The original ‘Circles Concept of (Gambling) Addiction’ was developed by Harry Mayr in 1982, while working as an addictions counsellor in a community-based health centre. It has always been a ‘user friendly’ concept … applicable and understood by people from all cultures, across all ages, and with or without an addiction issue. Years later, people have informed Mr Mayr how they still remember ‘those circles’, and how the concept helped them. The ‘Circles Concept of (Gambling) Addiction’ is therefore a concept remembered as much for its visual cues as its verbal explanation – and thus applicable across languages, cognitive and literacy levels, and ages. Unlike most other problem gambling material, it relies on visual recognition rather than words, and seemingly therefore tends to be remembered more. Since its creation, the ‘Circles Concept of (Gambling) Addiction’ has been used extensively by Mr Mayr in his educational, therapeutic and community development work