The Relationships Between Technological Disruption, Role Stress, and Turnover Intention by Journalists During China’s Media Transition Period Mediated by Organizational Commitment

With the gradual development of Internet technology, it has caused a sense of low organizational commitment for journalists about their profession, whether they are working in television media, radio media, or newspapers. Most empirical studies on employee turnover intention aim to explore the impact of job satisfaction on turnover intention. There is a lack of literature on technical factors contributing to professional insecurity, especially in the context of journalists during the transformation and development of Chinese media. This study examined the association between individual factor constructs (role stress) and organizational commitment to provide more information on the technical, individual, organizational factors and how these three factors affect the turnover intention of journalists in the stage of media transformation and development in China. The results show that there is a negative correlation between career value orientation and turnover intention, and career motivation value orientation, career ideal value orientation and career choice behavior value orientation have an impact on turnover intention

Putting the horse before the cart: formulating and exploring methods for studying cognitive technology

The First International Conference on Cognitive Technology (CT'95, Hong Kong, 1995) explored a radically new way of thinking about the impact computer technology has on humans, especially on the human mind. Our main aim at that time was a consideration of these effects with respect to rendering the interface between people and computers more humane. And we exemplified our approach by pointing to existing trends and tendencies in the vast new loosely organized field of research often referred to as `HCI' (`human computer interaction'; the replacement for the politically and factually `incorrect' MMI, `man machine interface')published_or_final_versio

Challenging the Need for Transparency, Controllability, and Consistency in Usable Adaptation Design

Adaptive applications constitute the basis for many ubiquitous computing scenarios as they can dynamically adapt to changing contexts. The usability design principles transparency, controllability, and consistency have been recommended for the design of adaptive interfaces. However, designing self-adaptive applications that may act completely autonomous is still a challenging task because there is no set of usability design guidelines. Applying the three principles in the design of the five different adaptations of the mobile adaptive application Meet-U revealed as difficult. Based on an analysis of the design problem space, we elaborate an approach for the design of usable adaptations. Our approach is based on a notification design concept which calculates the attention costs and utility benefits of notified adaptations by varying the design aspects transparency and controllability. We present several designs for the adaptations of Meet‑U. The results of a user study shows that the notification design approach is beneficial for the design of adaptations. Varying transparency and controllability is necessary to adjust an adaptation’s design to the particular context of use. This leads to a partially inconsistent design for adaptations within an application

Digital tools disrupting tertiary students’ notions of disciplinary knowledge: Cases in history and tourism

This paper reports on the findings from a two year research project that explored the potential of digital tools in support of teaching–learning across different disciplinary areas at a New Zealand university. Two courses (in History and Tourism) are case studied using data collected through interviews with lecturers, tutors and their students, and an online student survey. Findings from the research revealed that both lecturers and students were challenged in learning about the affordances and use of the lecturer selected digital tools as a mediational means. The tools were not initially transparent to them, nor were they able to be easily deployed to undertake their primary task—teaching for the lecturers, and, learning and demonstrating learning for the students completing assigned tasks. The process of learning and using the tools disrupted participants’ prior thinking and led to new understandings of both disciplines and of effective pedagogies for the two disciplines. The findings increase our understanding of the ways digital tools can develop, challenge and expand tertiary students learning and have implications for practice

Interpretation at the controller's edge: designing graphical user interfaces for the digital publication of the excavations at Gabii (Italy)

This paper discusses the authors’ approach to designing an interface for the Gabii Project’s digital volumes that attempts to fuse elements of traditional synthetic publications and site reports with rich digital datasets. Archaeology, and classical archaeology in particular, has long engaged with questions of the formation and lived experience of towns and cities. Such studies might draw on evidence of local topography, the arrangement of the built environment, and the placement of architectural details, monuments and inscriptions (e.g. Johnson and Millett 2012). Fundamental to the continued development of these studies is the growing body of evidence emerging from new excavations. Digital techniques for recording evidence “on the ground,” notably SFM (structure from motion aka close range photogrammetry) for the creation of detailed 3D models and for scene-level modeling in 3D have advanced rapidly in recent years. These parallel developments have opened the door for approaches to the study of the creation and experience of urban space driven by a combination of scene-level reconstruction models (van Roode et al. 2012, Paliou et al. 2011, Paliou 2013) explicitly combined with detailed SFM or scanning based 3D models representing stratigraphic evidence. It is essential to understand the subtle but crucial impact of the design of the user interface on the interpretation of these models. In this paper we focus on the impact of design choices for the user interface, and make connections between design choices and the broader discourse in archaeological theory surrounding the practice of the creation and consumption of archaeological knowledge. As a case in point we take the prototype interface being developed within the Gabii Project for the publication of the Tincu House. In discussing our own evolving practices in engagement with the archaeological record created at Gabii, we highlight some of the challenges of undertaking theoretically-situated user interface design, and their implications for the publication and study of archaeological materials

Virtual Education. Experiences and Perceptions from a confined learning environment

The confined teaching and learning practices that were experienced during the COVID-19 pandemic period triggered different challenges and difficulties for students and teachers. Therefore, the purpose of this article is to describe the experiences and perceptions of a group of undergraduate students from the Pedagogical and Technological University of Colombia, where the experiences they had to face are recognized, in order to continue their training process in a confined environment and added to the uncertainty generated by the pandemic. With this purpose, the interpretive research paradigm with a mixed approach was adopted, for which a research instrument with open and closed questions was applied, through which the challenges, difficulties and conflicts faced during confinement were revealed, as the pandemic motivated a synergy between technology, teachers and students that disrupted the teaching and learning processes, opening the need to rewind the traditional educational practices. This study concludes that virtual education, although it presented challenges and difficulties, also offered opportunities for adaptation and growth in the academic sphere. However, it is necessary to continue working on improving technological infrastructure and the training of teachers and students so that virtual education is an effective and efficient tool in the teaching and learning process. Furthermore, it is important to note that virtual education should not be viewed as a secondary option, but as an alternative, that complements traditional educational practic

Contextualizing action observation in the predictive brain: Causal contributions of prefrontal and middle temporal areas

Available online 16 May 2018Context facilitates the recognition of forthcoming actions by pointing to which intention is likely to drive them. This intention is thought to be estimated in a ventral pathway linking MTG with frontal regions and to further impact on the implementation of sensory predictions within the action observation network (AON). Additionally, when conflicting intentions are estimated from context, the DLPFC may bias action selection. However, direct evidence for the contribution of these areas to context-embedded action representations in the AON is still lacking. Here, we used a perturb-and-measure TMS-approach to disrupt neural activity, separately in MTG and DLPFC and subsequently measure cortico-spinal excitability while observing actions embedded in congruent, incongruent or ambiguous contexts. Context congruency was manipulated in terms of compatibility between observed kinematics and the action goal suggested by the ensemble of objects depicted in the environment. In the control session (vertex), we found an early facilitation and later inhibition for kinematics embedded in congruent and incongruent contexts, respectively. MTG stimulation altered the differential modulation of M1 response to congruent vs. incongruent contexts, suggesting this area specifies prior representations about appropriate object graspability. Interestingly, all effects were abolished after DLPFC stimulation highlighting its critical role in broader contextual modulation of the AON activity.This work was supported by grants from the European Commission (MCSA-H2020-NBUCA, grant N. 656881), the Ministero Istruzione Universita' e Ricerca (Futuro In Ricerca, FIR 2012, Prot. N. RBFR12F0BD; to C.U.), and from Istituto di Ricovero e Cura a Carattere Scientifico ‘E. Medea’ (Ricerca Corrente 2014, Ministero Italiano della Salute; to C.U.)

Stress-Based IS Security Compliance: Towards a Conceptual Model

This study extends current behavioural information security compliance research by adapting the “work-stress model” of the Job Demands-Resources model to security behaviour. The paper proposes that users’ compliance burnout and security engagement are results of coping with security demands and receiving resources respectively. Compliance burnout would reduce security compliance while security engagement would increase it. The security compliance model developed in this study emphasises developing emotional and cognitive resources from IS users through effective provision of organisational resources and security requirements to promote desired security practice