690 research outputs found
Insights from mechanistic and digital intervention approaches
Eine effektive Förderung des Sozialverhaltens autistischer Kinder erfordert ein tiefgehendes Verständnis der Ursachen maladaptiver Reaktionen und die Bereitstellung eines leicht verfügbaren Förderangebots. Hier haben digitale Angebote ein großes Potential. Ebenso wie bei der Ursachenforschung mangelt es jedoch an Forschungsansätzen, welche eine Vielzahl an kognitiven und emotionalen Prozessen in die digitale Förderung integrieren. Dementsprechend untersuchte die Dissertation zunächst das Zusammenspiel verschiedener Ursachen aggressives Sozialverhaltens anhand eines etablierten Modells der sozial-kognitiven Informationsverarbeitung. Durch die Integration verschiedener Facetten der Empathie und deren zugrundeliegende Kompetenzen in ein digitales Förderangebot sollte im zweiten Schritt eine Verbesserung des Sozialverhaltens autistischer Grundschüler:innen erreicht werden. Es zeigte sich, dass Emotionsdysregulation verschiedene Formen aggressiven Sozialverhaltens und damit assoziierte feindselige Attributionen verstärkt. Letztere stand vor allem mit verbalen und verdeckten Aggressionsformen sowie mit guten Emotionserkennungsfertigkeiten im Zusammenhang. Eine Verbesserung des Sozialverhaltens und der Emotionsregulation konnte mittelfristig durch das sechswöchige, eltern-begleitete eLearningprogramm „Zirkus Empathico“ erreicht werden. Die multizentrische, randomisiert kontrollierte Studie ergab zudem kurzfristige und moderate Interventionseffekte für Empathie und Emotionserkennung als primäre Endpunkte. Insgesamt unterstreicht die Dissertation die Validität etablierter Modelle der sozialen Informationsverarbeitung sowie die Relevanz, diese zukünftigen Forschungs- und Interventionsansätzen zugrunde zu legen. Durch die Integration verschiedener sozio-emotionaler Kompetenzen scheint die digitale Intervention Zirkus Empathico prosoziales Verhalten autistischer Kinder auf effektive und praktikable Weise zu fördern.Effective training of autistic children`s social behavior requires an in-depth understanding of the causes of maladaptive responses and the provision of easily accessible support services. In this context, digital interventions have great potential. However, there is a lack of research approaches that integrate a variety of cognitive and emotional processes into both, explanation and digital support. The present dissertation first examined the interplay of different causes of aggressive social behavior by applying an established model of social-cognitive information processing to a sample of autistic elementary school students. Second, by integrating different facets of empathy and their underlying competencies into a digital program, the social behavior of autistic elementary school children should be improved. First, it was shown that emotion dysregulation strengthens various forms of aggressive social behavior and associated hostile attribution biases. The latter was mainly related to verbal and covert forms of aggression and good emotion recognition skills. Second, the parent-assisted eLearning program "Zirkus Empathico" led to a medium-term improvement in social behavior and emotion regulation after a six-week training. In addition, the multicenter randomized controlled trial showed moderate intervention effects on empathy and emotion recognition as primary outcomes, which were no longer detectable three months later. Overall, the dissertation highlights the validity of established models of social information processing and the relevance of using them as a foundation for future research and intervention. By integrating various socio-emotional competencies, the digital intervention Zirkus Empathico seems to strengthen autistic children’s prosocial behavior effectively and feasibly
Collaborative learning with affective artificial study companions in a virtual learning environment
This research has been carried out in conjunction with Chapeltown and Harehills
Assisted Learning Computer School (CHALCS) and local schools. CHALCS is an 'out-of-hours' school in a deprived inner-city community where unemployment is high and many children are failing to meet their educational potential. As the name implies CHALCS provides students with access to computers to support their learning. CHALCS relies on many volunteer tutors and specialist tutors are in short supply. This is especially true for subjects such as Advanced Level Physics with low numbers of students. This research aimed to investigate the feasibility of providing online study skills support to pupils at CHALCS and a local school. Research suggests that collaborative learning that prompts students to explain and justify their understanding can encourage deeper learning. As a potentially effective way of motivating deeper learning from hypertext course notes in a Virtual Learning Environment (VLE), this research investigates the feasibility of designing an artificial Agent capable of collaborating with the learner to jointly construct summary notes. Hypertext course notes covering a portion of the Advanced Level Physics curriculum were designed and uploaded into a WebCT based VLE. A specialist tutor validated the content of the course notes before the ease of use of the VLE was tested with target students. A study was then conducted to develop a model of the kinds of help students required in writing summary notes from the course-notes. Based on the derived process model of summarisation and an analysis of the content structure of the course notes, strategies for summarising the text were devised. An Animated Pedagogical Agent was designed incorporating these strategies. Two versions of the agent with opposing 'Affectations' (giving the appearance of different characters) were evaluated with users. It was therefore possible to test which artificial 'character' students preferred. From the evaluation study some conclusions are made concerning the effect of the two opposite characterisations on student perceptions of the agent and the degree to which it was helpful as a learning companion. Some recommendations for future work are then made
User Experience Design and Evaluation of Persuasive Social Robot As Language Tutor At University : Design And Learning Experiences From Design Research
Human Robot Interaction (HRI) is a developing field where research and innovation are progressing. One domain where Human Robot Interaction has focused is in the educational sector. Various research has been conducted in education field to design social robots with appropriate design guidelines derived from user preferences, context, and technology to help students and teachers to foster their learning and teaching experience. Language learning has become popular in education due to students receiving opportunities to study and learn any interested subjects in any language in their preferred universities around the world. Thus, being the reason behind the research of using social robots in language learning and teaching in education field. To this context this thesis explored the design of language tutoring robot for students learning Finnish language at university. In language learning, motivation, the learning experience, context, and user preferences are important to be considered. This thesis focuses on the Finnish language learning students through language tutoring social robot at Tampere University. The design research methodology is used to design the persuasive language tutoring social robot teaching Finnish language to the international students at Tampere University. The design guidelines and the future language tutoring robot design with their benefits are formed using Design Research methodology.
Elias Robot, a language tutoring application designed by Curious Technologies, Finnish EdTech company was used in the explorative user study. The user study involved Pepper, Social robot along with the Elias robot application using Mobile device technology. The user study was conducted in university, the students include three male participants and four female participants. The aim of the study was to gather the design requirements based on learning experiences from social robot tutor. Based on this study findings and the design research findings, the future language tutoring social robot was co-created through co design workshop. Based on the findings from Field study, user study, technology acceptance model findings, design research findings, student interviews, the persuasive social robot language tutor was designed. The findings revealed all the multi modalities are required for the efficient tutoring of persuasive social robots and the social robots persuade motivation with students to learn the language. The design implications were discussed, and the design of social robot tutor are created through design scenarios
인공지능 기반 교육 플랫폼 사용에 대한 중국 교사의 인식
학위논문 (석사) -- 서울대학교 대학원 : 사범대학 교육학과, 2021. 2. 조영환.최근 교육 분야에서 인공지능(AI)의 도입이 큰 관심을 끌고 있다. 특히 AI 기술과 학습 분석이 결합한 인공지능 기반 교육 플랫폼은 지금껏 실현되기 어려웠던 맞춤형 학습(personalized learning)과 적응적 학습(adaptive learning)에 도움이 될 수 있도록 발전하고 있다. 인공지능 기반 교육 플랫폼(AI-based education platform)은 학습자의 행동 추적 등을 통해 이들의 특성을 분석하고 진단을 제공한 뒤 분석 결과를 토대로 학습자에게 인지 수준에 맞는 맞춤형 학습자원과 피드백을 제공한다. 인공지능 기반 교육 플랫폼은 교사와 학생에게 실시간 학습 데이터와 분석 결과, 그리고 피드백을 제공할 수 있어 인공지능 기반 교육 플랫폼이 맞춤형 학습에 긍정적인 의미가 있다는 선행 연구도 있었다. 그럼에도 불구하고, 기존 연구는 모델 개발의 차원에서나 엄밀한 실험실 환경에서 인공지능 기반 교육 플랫폼의 효과를 연구해왔으며, 인공지능 기반 교육 플랫폼에 대한 교사의 인식과 관련된 연구는 드물었다. 교사는 인공지능 교육 기술의 사용자이기 때문에 인공지능 교육 기술의 교육 도입에 있어 교사들의 인식과 의견은 중요하다.
본 연구는 인공지능 기반 교육 플랫폼을 활용하는 것에 대한 교사들의 인식을 탐구하였다. 아래 연구 문제를 다루기 위해 질적 연구를 시행하였다. 첫째, 중국 교사들은 인공지능 기반 교육 플랫폼이 중학교 교육에 활용 있어 어떠한 장점이 있다고 인식하는가? 둘째, 중국 교사들은 인공지능 기반 교육 플랫폼과 중학교 교수 활동 요소 간 어떠한 모순이 있다고 인식하는가? 셋째, 중국 교사들은 인공지능 기반 교육 플랫폼을 중학교 교육에 도입할 때 무엇이 필요하다고 인식하는가? 본 연구는 중국 교사들을 연구대상으로 온라인 심층 면담을 하였다. 문헌 리뷰를 통해 면담 질문지를 설계하되 눈덩이표집법 (snowball sampling)을 통해 중국 중학교 교사 14명을 연구참여자로 선정하였다. 선정된 교사들은 모두 인공지능 기반 교육 플랫폼 사용 경험이 있으며 각 교사를 대상으로 약 1시간 정도 면담을 진행하고 녹음하였다. 면담이 끝난 후 녹음 내용을 전사하였으며, 주제분석을 사용하여 면담 내용을 초기 코드 생성하고 면담 자료 속에서 주제를 도출하였다. 특히 연구 문제 2번의 경우, 인공지능 기반 교육 플랫폼 활용과 교수 학습활동 내 여러 요소 간의 모순을 분석하기 위해 활동이론을 연구의 틀로 이용하였다. 최종적으로 연구문제 1에 대한 주제 4개, 연구문제 2에 대한 주제 6개, 연구문제 3에 대한 주제 4개를 도출하였다.
연구 결과로 교사들은 인공지능 기반 교육 플랫폼의 장점에 대해 즉각적인 피드백 제공, 교수학습 지원, 교사의 업무량 감소 등으로 인식하였고, 인공지능 기반 교육 플랫폼이 다양한 교수학습 자원을 통합할 수 있다고 인식하였다. 아울러 교사들은 인공지능 기반 교육 플랫폼의 사용에 있어 기존의 교수학습 활동과 상충된 부분이 있다는 점을 인식하였다. 교사들은 기존 인공지능 기반 교육 플랫폼의 추천 모델이 차별화된 학생들에게 잘 적용되지 못한다는 것을 인식하였다. 그리고 기존 인공지능 기반 교육 플랫폼이 다양한 학습 자원을 잘 분류되지 못하기 때문에 교사들이 사용하기 불편하다. 인공지능 기반 교육 플랫폼을 이용할 때 교사의 지적재산권을 보호하기 위한 명확한 규제가 부족하다고 인식하였다. 이와 함께 학부모들은 인공지능 기반 교육 플랫폼을 사용함으로써 발생할 수 있는 학습자의 인터넷 남용과 시력 저하 문제를 우려하였다. 또 중국의 사회문화적 배경과 교육 특성으로 인해 인공지능 기반 교육 플랫폼을 활용하는 데 학생들의 글씨 쓰기 능력에 영향을 미칠 수 있으며, 학교 내 전자기기 사용 제한도 데이터 수집의 지속성과 효율성에 영향을 미칠 수 있다고 인식하였다. 교사들은 위의 문제들이 인공지능 교육 플랫폼 사용에 대한 규칙 마련과 인공지능 기술을 개선함으로써 완화될 수 있다고 인식하였다. 또한 교사의 실제 요구에 맞게 개발될 수 있도록 인공지능 기반 교육 플랫폼 개발 과정에 교육 전문가와 교사가 참여할 필요가 있다.
본 연구는 중국 교사들이 인공지능 기반 교육 플랫폼에 대한 인식을 탐색하였으며, 인공지능 기반 교육 플랫폼이 교수학습에서의 장점과 문제점을 밝혔다. 아울러 본 연구는 인공지능 기반 교육 플랫폼이 교육 분야에 대규모로 도입될 수 있도록 규칙, 인공지능 기술, 그리고 교육 공학의 차원에서 사용 규범과 기술 개선을 제안하였다. 본 연구를 통해 탐색한 내용이 향후 교육 분야의 인공지능 기반 교육 플랫폼 도입에 활용된다면 인공지능 교육 기술에 관한 연구의 발전에도 기여할 수 있을 것으로 기대된다.In recent years, the introduction of artificial intelligence (AI) in education has attracted widespread attention. In particular, the AI-based education platform based on the combination of AI technology and learning analysis brings new light to the long-standing difficulties in personalized learning and adaptive learning. The AI-based education platform analyzes learners' characteristics by collecting their data and tracking their learning behavior. It then generates cognitive diagnosis for learners and provides them with personalized learning resources and adaptive feedback that match their cognitive level based on systematic analysis. With the help of the AI-based education platform, teachers and students can get real-time educational data and analysis result,as well as the feedback and treatment corresponding to the results. Previous studies have already demonstrated and proved its positive significance to personalized learning. However, these studies mostly start from a model development perspective or in a rigorous laboratory environment. There has been little research on teachers' perceptions of AI-based education platform. As a direct user of AI educational technologies, teachers' perceptions and suggestions are vital for introducing AIEd in education.
In this study, the researcher explored teachers' perceptions of using AI-based education platform in teaching.
The study conducted qualitative research to address the following research questions: 1) How do Chinese teachers perceive the advantages of AI-based education platforms for teaching and learning in secondary school? 2) How do Chinese teachers perceive the contradictions between AI-based education platforms and the secondary school system? 3)How do Chinese teachers suggest applying AI-based education platforms in secondary school? And it referred to the in-depth online interview with Chinese teachers who had experience with AI-based education platform.
Interview questions were constructed through the literature review, and 14 secondary school teachers were selected by the snowball sampling method. The interviews lasted for an average of one hour per teacher and were transcribed from the audio recordings to text documents when finished. Afterward, the data were analyzed using thematic analysis, including generating initial codes, searching and reviewing the categories, and deriving the themes finally. Notably, for research question two, the researcher used the activity theory framework to analyze the contradictions among the use of the AI-based education platform and the various elements of the teaching and learning activities. Finally, four themes for research question 1, six themes for research question 2, and four themes for research question 3 were derived.
As for the advantages, teachers believe that AI-based education platforms can provide instant feedback, targeted and systematic teaching support, and reduce teachers' workload. At the same time, AI-based education platforms can also integrate teaching resources in different areas. Teachers also recognized that the AI-based education platforms might trigger contradictions in existing teaching activities. They are aware of the situation that the recommended model of the AI-based education platform is not suitable for all levels of students; that a large number of learning resources are not classified properly enough to meet the needs of teachers, and that there lack clear rules and regulations to protect teachers' intellectual property rights when using the platform. Besides, parents are also concerned about the potential risk of internet addiction and vision problems using AI-based education platforms. Moreover, the use of the AI-based education platform may also affect students' ability to write Chinese characters due to the socio-historical background and educational characteristics in China. Furthermore, the restricted use of electronic devices on campus may also impact the consistent and effective education data collection. Teachers believe that these problems can be solved by improving rules and AI technology. Moreover, to make the platform more in line with the actual teaching requirements, teachers and education experts can also be involved in the development process of AI-based education platform.
This study explored how Chinese teachers perceive the AI-based education platform and found that the AI-based education platform was conducive to personalized teaching and learning. At the same time, this study put forward some suggestions from the perspective of rules, AI technology, and educational technology, hoping to provide a good value for the future large-scale introduction of AI-based education platforms in education.CHAPTER 1. INTRODUCTION 1
1.1. Problem Statement 1
1.2. Purpose of Research 7
1.3. Definition of Terms 8
CHAPTER 2. LITERATURE REVIEW 10
2.1. AI in Education 10
2.1.1 AI for Learning and Teaching 10
2.1.2 AI-based Education Platform 14
2.1.3 Teachers' Perception on AI-based Education Platform 18
2.2. Activity Theory 20
CHAPTER 3. RESEARCH METHOD 23
3.1. Research Design 23
3.2. Participants 25
3.3. Instrumentation 26
3.3.1 Potential Value of AI System in Education 26
3.4. Data Collection 33
3.5. Data Analysis 34
CHAPTER 4. FINDINGS 36
4.1. Advantages of Using AI-based Education Platform 36
4.1.1 Instant Feedback 37
4.1.2 Targeted and Systematic Teaching Support 42
4.1.3 Educational Resources Sharing 46
4.1.4 Reducing Workload 49
4.2. Tensions of Using AI-based Education Platform 51
4.2.1 Inadequately Meet the Needs of Teachers 52
4.2.2 Failure to Satisfy Low and High Achievers 54
4.2.3 Intellectual Property Violation 56
4.2.4 Guardian's Concern 57
4.2.5 School Rules about the Use of Electronic Devices 58
4.2.6 Implication for Chinese Character Education 59
4.3. Suggestion of Using AI-based Education Platform 61
4.3.1 Improving Rules of Using the AI-based Education Platform 61
4.3.2 Improving Rules of Protecting Teachers Right 62
4.3.3 Improving AI Technology 64
4.3.4 Participatory Design 66
CHAPTER 5. DISCUSSION AND CONCLUSION 68
5.1. Discussion 68
5.2. Conclusion 72
REFERENCE 75
APPENDIX 1 98
APPENDIX 2 100
국문초록 112Maste
Technology-infused learning environments to support the development of empathy
Thesis (Ph. D.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2010.Cataloged from PDF version of thesis.Includes bibliographical references (p. 190-202).This dissertation explores how technology-infused learning environments can be designed to support the development of empathy for others, and contains contributions across the theoretical, design, and empirical dimensions. From a theoretical perspective, Empathy Development Environments have been defined as technology-infused learning environments to support the cultivation of empathy. I have also developed a framework called Trajectories of Awareness that can be used as a guide for structuring activities to cultivate empathy through the simultaneous exploration of emotion and identity within a learning environment. This exploration takes place by first focusing on self and eventually moving into an understanding of others. From the design aspect, a model Empathy Development Environment called Beyond the Looking has been created in order to operationalize the conceptual foundations. Further, a platform called Affect as Index has been envisioned and implemented for supporting conversations around emotion that were previously intangible. Empirically, three iterations of a design-based research study have been carried out as a means to flesh out a set of guidelines for the implementation of Empathy Development Environments. For each of the three iterations, challenges to the implementation were utilized to refine the design of the model environment to progress to the next iteration. These three iterations are analyzed based on a framework proposed for the design and analysis of Empathy Development Environments. Analysis revealed that the environment supported participants in establishing a community that allowed them to practice the skills of empathy.by Shaundra Bryant Daily.Ph.D
DesİQual: Destination in Motion. Emotional Engagement as a Determinant of Service Quality. Service Design for a Personalised Travelling Experience and Well-Being.
The purpose of this study is to explore how values and emotional engagement impact well-being in Self-Service-Technology (SST). By employing methods of roleplay during a multiple case study, the narrative is visually documented and analysed through service design and social-science research tools. Previous studies indicate that the amount of value creation impacts service quality. This study proves that even though value creation is the fundamental foundation of services, it is the emotional engagement and how it is managed that leaves the highest impact on well-being. Quality of engagement has more accurately echoed the nature of the case narratives. Hence, attention to the engagement rhythm, creating services that encourage personal empathic interactions, and providing support through naturalness communication at times of negative engagement may lead to loyalty. Combining methods of social science research and service design has made the analysis approach quite demanding. Defining the multiple-case boundaries has presented some complications. Results indicate that human-agent empathic interactions can be regarded as an unattainable luxury in the wake of airport digital transformation; nevertheless, the criteria of engagement in learning and psychosocial well-being may be adopted to create effective digital services. DesİQual is an instrument model synthesised from the classical foundation of service marketing. For intangible services, the model can be utilised to explore values, emotional engagement, and digital well-being. The original concept of the door-to-door journey — combining air and ground transport through the use of Mobility as a Service (MaaS) — can be an inevitable future scenario. Such concept has been examined through the perception of multiple archetypes, and opportunities are presented within the user experience map. The pattern and results of this study can be very useful in the field of service marketing and education
From Artificial Intelligence (AI) to Intelligence Augmentation (IA): Design Principles, Potential Risks, and Emerging Issues
We typically think of artificial intelligence (AI) as focusing on empowering machines with human capabilities so that they can function on their own, but, in truth, much of AI focuses on intelligence augmentation (IA), which is to augment human capabilities. We propose a framework for designing intelligent augmentation (IA) systems and it addresses six central questions about IA: why, what, who/whom, how, when, and where. To address the how aspect, we introduce four guiding principles: simplification, interpretability, human-centeredness, and ethics. The what aspect includes an IA architecture that goes beyond the direct interactions between humans and machines by introducing their indirect relationships through data and domain. The architecture also points to the directions for operationalizing the IA design simplification principle. We further identify some potential risks and emerging issues in IA design and development to suggest new questions for future IA research and to foster its positive impact on humanity
Corroborating Emotion Theory with Role Theory and Agent Technology: a Framework for Designing Emotional Agents as Motivational Tutoring Entities
Nowadays, more and more applications require systems that can interact with humans. Agents can be perceived as computing services that humans, or even other agents, can request in order to accomplish their tasks. Some services may be simple and others rather complex. A way to determine the best agents (services) to be implemented is to identify who the actors are in the object of study, which roles they play, and (if possible) what kind of knowledge they use.
Socially Intelligent Agents (SIAs) are agent systems that are able to connect and interface with humans, i.e. robotic or computational systems that show aspects of human-style social intelligence. In addition to their relevance in application areas such as e-commerce and entertainment, building artefacts in software and hardware has been recognized as a powerful tool for establishing a science of social minds which is a constructive approach toward understanding social intelligence in humans and other animals.
Social intelligence in humans and other animals has a number of fascinating facets and implications for the design of SIAs. Human beings are biological agents that are embodied members of a social environment and are autobiographic agents who have a unique personality. They are situated in time and space and interpret new experiences based on reconstructions of previous experiences. Due to their physical embodiment, they have a unique perspective on the world and a unique history: an autobiography. Also, humans are able to express and recognize emotions, that are important in regulating individual survival and problem-solving as well as social interactions.
Like artificial intelligence research trend, SIA research trend can be pursued with different goals in mind. A deep AI approach seeks to simulate real social intelligence and processes. A shallow AI approach, which will be highlighted also within this thesis, aims to create artefacts that are not socially intelligent per se, but rather appear socially intelligent to a given user. The shallow approach does not seek to create social intelligence unless it is meaningful social intelligence vis-à-vis some user situation
In order to develop believable SIAs we do not have to know how beliefs-desires and intentions actually relate to each other in the real minds of the people. If one wants to create the impression of an artificial social agent driven by beliefs and desires, it is enough to draw on investigations on how people with different cultural background, develop and use theories of mind to understand the behaviours of others. Therefore, SIA technology needs to model the folk-theory reasoning rather than the real thing. To a shallow AI approach, a model of mind based on folk-psychology is as valid as one based on cognitive theory.
Distance education is understood as online learning that is technology-based training which encompasses both computer-assisted and Web-based training. These systems, which appear to offer something for everyone at any time, in any place, do not always live up to the great promise they offer.
The usage of social intelligent agents in online learning environments can enable the design of “enhanced-learning environments” that allow for the development and the assessment of social competences as well as the common professional competences.
Within this thesis it is shown how to corroborate affective theory with role theory with agent technology in a synchronous virtual environment in order to overcome several inconveniences of distance education systems. This research embraces also the shallow approach of SIA and aims to provide the first steps of a method for creating a believable life-like tutor agent which can partially replace human-teachers and assist the students in the process of learning. The starting point for this research came from the fact: anxious, angry or depressed students do not learn; people in these conditions do not absorb information efficiently, consequentially it is an illusion to think that learning environments that do not consider motivational and emotional factors are adequate
The experience of student dancers in higher education in a dance movement therapy group, with reference to choreography and performance
This thesis investigates the experience of a dance movement therapy (DMT) group as
part of an undergraduate dance degree in higher education. The primary focus is the
students' perceptions of the group and of links with choreography and performance.
The research tracks three cohorts of students through an eight-week DOT group
experience using a case study methodology. Through a series of semi-structured
individual and group interviews and tape-recordings of verbal group process, it uses the
students' own reflections as a basis for interpretation. Systematic thematic analysis of
texts combines with interpretation in the creation of the findings. Processes of
interpretation and category formation are made transparent for the reader.
The thesis is founded on a literature review, which refers to a variety of fields of
knowledge: DMT, Authentic Movement, arts therapies, psychotherapy and counselling,
dance education, creativity, choreography, performance, play and improvisation.
The major conclusions are that despite initial difficulties with emotional exploration,
students seem to have developed trust in the process as a result of a perceived sense of
safety. Other facilitating factors of process are interpreted as play, movement metaphors
and affirmation. The variety of experience is acknowledged, and positively perceived
experience is compared to negatively perceived experience in terms of perceptions of
safety. The positively perceived personal effects of playfulness, self-confidence and
relationship are interpreted as having relevance for choreography and performance.
Recommendations for further research into the potential relationship between DMT and
dance are offered
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