Coercion and social exclusion: the case of motivating change in drug-using offenders

Drug-using offenders have come to be a special focus for policy concerns within community justice. A more punitive penal climate and narrow conception of social exclusion may have created a policy environment that undermines the growth of treatment opportunities now available. The emphasis upon coercion in community justice treatment responses is questioned as it may inadvertently aggravate broader pressures towards custody within the sentencing climate. Since such penal environments aggravate factors associated with social exclusion it is argued that this may undermine rather than enhance individual motivation for change. Research evidence on drug treatment is examined and a case study from probation practice described. The complexities of both suggest that the current policy direction may need to do more to provide treatment when needed and enhance social networks rather than coerce change. This would complement rather than undermine approaches to practice that build on factors related to desistance and the existing resilience found in drug users’ lives.</p

Feasibility of a second iteration wrist and hand supported training system for self-administered training at home in chronic stroke

Telerehabilitation allows continued rehabilitation at home after discharge. The use of rehabilitation technology supporting wrist and hand movements within a motivational gaming environment could enable patients to train independently and ultimately serve as a way to increase the dosage of practice. This has been previously examined in the European SCRIPT project using a first prototype, showing potential feasibility, although several usability issues needed further attention. The current study examined feasibility and clinical changes of a second iteration training system, involving an updated wrist and hand supporting orthosis and larger variety of games with respect to the first iteration. Nine chronic stroke patients with impaired arm and hand function were recruited to use the training system at home for six weeks. Evaluation of feasibility and arm and hand function were assessed before and after training. Median weekly training duration was 113 minutes. Participants accepted the six weeks of training (median Intrinsic Motivation Inventory = 4.4 points and median System Usability Scale = 73%). After training, significant improvements were found for the Fugl Meyer assessment, Action Research Arm Test and self-perceived amount of arm and hand use in daily life. These findings indicate that technology-supported arm and hand training can be a promising tool for self-administered practice at home after stroke.Final Accepted Versio

Exploiting popular culture : exploring pedagogical and motivational approaches for design and technology education

This paper describes a case study of pedagogical developments carried out with teachers and secondary school students in response to new curriculum content in Product Design courses presented in Scottish secondary schools. The pedagogy attempts to challenge the anti-commercial manufacturing attitude that prevails among teachers and students and is based on motivational principles. It makes explicit use of the language and tools of popular media culture, specifically 'ask the audience' interaction and investigative forensic science. An electronic voting system is incorporated as an introduction to detailed product evaluation and technical analysis collaborative activities. It examines the educational potential of such ICT systems to help students explore emotional response, product semantics and value judgements and make connections to commercial manufacturing detail design

Competing or aiming to be average?: Normification as a means of engaging digital volunteers

Engagement, motivation and active contribution by digital volunteers are key requirements for crowdsourcing and citizen science projects. Many systems use competitive elements, for example point scoring and leaderboards, to achieve these ends. However, while competition may motivate some people, it can have a neutral or demotivating effect on others. In this paper we explore theories of personal and social norms and investigate normification as an alternative approach to engagement, to be used alongside or instead of competitive strategies. We provide a systematic review of existing crowdsourcing and citizen science literature and categorise the ways that theories of norms have been incorporated to date. We then present qualitative interview data from a pro-environmental crowdsourcing study, Close the Door, which reveals normalising attitudes in certain participants. We assess how this links with competitive behaviour and participant performance. Based on our findings and analysis of norm theories, we consider the implications for designers wishing to use normification as an engagement strategy in crowdsourcing and citizen science systems

Modelling human teaching tactics and strategies for tutoring systems

One of the promises of ITSs and ILEs is that they will teach and assist learning in an intelligent manner. Historically this has tended to mean concentrating on the interface, on the representation of the domain and on the representation of the student’s knowledge. So systems have attempted to provide students with reifications both of what is to be learned and of the learning process, as well as optimally sequencing and adjusting activities, problems and feedback to best help them learn that domain. We now have embodied (and disembodied) teaching agents and computer-based peers, and the field demonstrates a much greater interest in metacognition and in collaborative activities and tools to support that collaboration. Nevertheless the issue of the teaching competence of ITSs and ILEs is still important, as well as the more specific question as to whether systems can and should mimic human teachers. Indeed increasing interest in embodied agents has thrown the spotlight back on how such agents should behave with respect to learners. In the mid 1980s Ohlsson and others offered critiques of ITSs and ILEs in terms of the limited range and adaptability of their teaching actions as compared to the wealth of tactics and strategies employed by human expert teachers. So are we in any better position in modelling teaching than we were in the 80s? Are these criticisms still as valid today as they were then? This paper reviews progress in understanding certain aspects of human expert teaching and in developing tutoring systems that implement those human teaching strategies and tactics. It concentrates particularly on how systems have dealt with student answers and how they have dealt with motivational issues, referring particularly to work carried out at Sussex: for example, on responding effectively to the student’s motivational state, on contingent and Vygotskian inspired teaching strategies and on the plausibility problem. This latter is concerned with whether tactics that are effectively applied by human teachers can be as effective when embodied in machine teachers

A Trip to the Moon: Personalized Animated Movies for Self-reflection

Self-tracking physiological and psychological data poses the challenge of presentation and interpretation. Insightful narratives for self-tracking data can motivate the user towards constructive self-reflection. One powerful form of narrative that engages audience across various culture and age groups is animated movies. We collected a week of self-reported mood and behavior data from each user and created in Unity a personalized animation based on their data. We evaluated the impact of their video in a randomized control trial with a non-personalized animated video as control. We found that personalized videos tend to be more emotionally engaging, encouraging greater and lengthier writing that indicated self-reflection about moods and behaviors, compared to non-personalized control videos