Explicating "Implicit Interaction" : An Examination of the Concept and Challenges for Research

The term implicit interaction is often used to denote interactions that differ from traditional purposeful and attention demanding ways of interacting with computers. However, there is a lack of agreement about the term's precise meaning. This paper develops implicit interaction further as an analytic concept and identifies the methodological challenges related to HCI's particular design orientation. We first review meanings of implicit as unintentional, attentional background, unawareness, unconsciousness and implicature, and compare them in regards to the entity they qualify, the design motivation they emphasize and their constructive validity for what makes good interaction. We then demonstrate how the methodological challenges can be addressed with greater precision by using an updated, intentionality-based definition that specifies an input-effect relationship as the entity of implicit. We conclude by identifying a number of new considerations for design and evaluation, and by reflecting on the concepts of user and system agency in HCI.Peer reviewe

A Faircloughian approach to CDA: principled eclecticism or a method searching for a theory?

[Abstract]: For researchers wanting to take up critical discourse analysis as an analytical tool, Norman Fairclough’s (1989) early work provided a step-by-step approach that he called ‘a guide not a blueprint.’ In response to calls for a more explicit theoretical justification, Chouliaraki and Fairclough (1999) attempted to theoretically ‘ground’ CDA and to spell out its underpinning theories ‘explicitly and systematically’. Their recommendation for a ‘shifting synthesis’ of theoretical sources, however, has been criticised, raising significant questions about the extent to which this work is method-driven and theoretically-framed. This paper explores some of the issues, considerations and advantages that surfaced as the author drew on a Faircloughian approach to CDA, its theory and method in researching literacy learning

Conceptual contributions in marketing scholarship: patterns, mechanisms, and rebalancing options

This article analyzes the nature and temporal change of conceptual contributions in marketing scholarship with two complementary studies. First, based on a computer-aided text analysis of 5,922 articles published in the four major marketing journals between 1990 and 2021, the authors analyze how conceptual contributions have changed over time using the MacInnis (2011) framework. Results indicate that over the past three decades, theorizing efforts have strongly favored “envisioning” and “explicating” at the expense of “relating” and “debating,” with this imbalance increasing over time. Second, the authors draw on 48 in-depth interviews with editors, department heads, and authors to validate these patterns and uncover the underlying mechanisms. The findings indicate that a prevalent thought style has developed in the field—defined by the research ideals of novelty, clarity, and quantification—that shapes the collective view of how marketing scholars, in their roles as authors, reviewers, and mentors, can make a valuable contribution to marketing scholarship. This thought style favors envisioning and explicating contributions and disfavors relating and debating contributions. Jointly, the two studies point to several rebalancing options that can reinvigorate relating and debating contributions while preserving the current strengths of the marketing field

Theoretical and Empirical Challenges in Studying: The HR Practice - Firm Performance Relationship

Over the past 10 years a plethora of research has been conducted seeking to establish a relationship between human resource (HR) practices and firm performance. While this research has demonstrated promising results, a significant number of problems exist. This paper seeks to identify the theoretical and empirical challenges facing researchers who wish to further establish the impact of HR practices on firm performance. We conclude with some recommendations for future research in this area that might more accurately assess this relationship in ways that will be useful for both researchers and practitioners

What's the big idea? A critical exploration of the concept of social capital and its incorporation into leisure policy discourse

Starting from the overwhelming welcome that Putnam's (2000) treatise on social capital has received in government circles, we consider its relative merits for examining and understanding the role for leisure in policy strategies. To perform this critique we identify some of the key points from Putnam's work and also illustrate how it has been incorporated into a body of leisure studies literature. This is then extended to a discussion of the methodological and theoretical underpinnings of his approach and its link to civic communitarianism. We suggest that the seduction of the 'niceness' of Putnam's formulation of social capital not only misses the point of the grimness of some people's lives but it also pays little attention to Bourdieu's point that poorer community groups tend to be at the mercy of forces over which they have little control. We argue that if the poor have become a silent emblem of the ways in which the state has more and more individualised its relationship with its citizens, it is they who also tend to be blamed for their own poverty because it is presumed that they lack social capital. This in turn encourages 'us' to determine what is appropriate for 'them'. As a critical response to this situation, we propose that Bourdieu's take on different forms of 'capital' offers more productive lines for analysis. From there we go on to suggest that it might be profitable to combine Bourdieu's sociology with Sennett's recent interpretation of 'respect' to formulate a central interpretive role for community leisure practitioners - recast as cultural intermediaries - if poorer community groups are to be better included. © 2005 Taylor & Francis Group Ltd

The relevance of ‘competence’ for enhancing or limiting children’s participation: unpicking conceptual confusion

Recent debates about children’s participation rights, formulated in the UN Convention on the Rights of the Child, primarily focus on ‘effectiveness’ of implementation. However, children’s participation remains problematic, its limited impact on adult power in decision-making or on the nature of decisions made persists, and reservations about children’s competence as participants are implicated in both. In respect of this, we analysed conceptualisations of competence in 67 articles, published between 2007 and 2017 in six childhood studies’ journals, where ‘competence’ and its variations appear in the abstract. Although competence is rarely defined, conceptualisations were wide-ranging, covering competence as skills, as compliance with adult views, and as a trope signalling the field of childhood studies. As a result of our findings, we argue that epistemological clarity is vital for this concept to be useful regarding children’s participation and that attention must be paid to the different kinds of competence relevant for ‘effective’ participation

Online help-seeking in communities of practice

Interactive online help systems are considered to be a fruitful supplement to traditional IT helpdesks, which are often overloaded. They often comprise user-generated FAQ collections playing the role of technology-based conceptual artifacts. Two main questions arise: how the conceptual artifacts should be used, and which factors influence their acceptance in a community of practice (CoP). Firstly, this paper offers a theoretical frame and a usage scenario for technology-based conceptual artifacts against the theoretical background of the academic help-seeking and CoP approach. Each of the two approaches is extensively covered by psychological and educational research literature, however their combination is not yet sufficiently investigated. Secondly, the paper proposes a research model explaining the acceptance of conceptual artifacts. The model includes users’ expectations towards the artifact, perceived social influence and users’ roles in the CoP as predictors of artifact use intention and actual usage. A correlational study conducted in an academic software users’ CoP and involving structural equations modeling validates the model, suggesting thus a research line that is worth further pursuing. For educational practice, the study suggests three ways of supporting knowledge sharing in CoPs, i.e. use of technology-based conceptual artifacts, roles and division of labor, and purposeful communication in CoPs

Interpreting, Representing and Integrating Scientific Knowledge from Interdisciplinary Projects

We describe a coherent, eclectic approach to interpreting, representing, and integrating knowledge from different scientific disciplines or communities of practice. The approach, called ECLECTIC, draws from a complementary blend of ethnological methods, the hermeneutic analysis of domains, and ecology. Our description focuses on the conceptual bases of this approach, its value, and uses, particularly in handling the methodological considerations in the overlapping phases of interpretation, representation, and integration. We give examples from our use of the approach and describe how it handles difficult methodological issues: (1) knowing what questions to initially ask of members of science communities, (2) identifying their states of knowledge, (3) determining the analyst’s role, (4) determining how the knowledge may be self elicited by the members themselves, (5) verifying that the interpretation and representation of the knowledge is meaningful to the members, and (6) integrating differing representations from the communities