2,741 research outputs found

    Breaking Virtual Barriers : Investigating Virtual Reality for Enhanced Educational Engagement

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    Virtual reality (VR) is an innovative technology that has regained popularity in recent years. In the field of education, VR has been introduced as a tool to enhance learning experiences. This thesis presents an exploration of how VR is used from the context of educators and learners. The research employed a mixed-methods approach, including surveying and interviewing educators, and conducting empirical studies to examine engagement, usability, and user behaviour within VR. The results revealed educators are interested in using VR for a wide range of scenarios, including thought exercises, virtual field trips, and simulations. However, they face several barriers to incorporating VR into their practice, such as cost, lack of training, and technical challenges. A subsequent study found that virtual reality can no longer be assumed to be more engaging than desktop equivalents. This empirical study showed that engagement levels were similar in both VR and non-VR environments, suggesting that the novelty effect of VR may be less pronounced than previously assumed. A study against a VR mind mapping artifact, VERITAS, demonstrated that complex interactions are possible on low-cost VR devices, making VR accessible to educators and students. The analysis of user behaviour within this VR artifact showed that quantifiable strategies emerge, contributing to the understanding of how to design for collaborative VR experiences. This thesis provides insights into how the end-users in the education space perceive and use VR. The findings suggest that while educators are interested in using VR, they face barriers to adoption. The research highlights the need to design VR experiences, with understanding of existing pedagogy, that are engaging with careful thought applied to complex interactions, particularly for collaborative experiences. This research contributes to the understanding of the potential of VR in education and provides recommendations for educators and designers to enhance learning experiences using VR

    The role of heterosocial perception in men's likelihood to sexually harass

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    Sexual harassment against women represents sexually aggressive and coercive behaviour that violates women’s dignity and creates an offensive environment, which threatens women’s well-being and ability to prosper in day to day life (Pina, Gannon & Saunders, 2009). Understanding the perceptual characteristics of men with inclinations to sexually harass, through how they perceive women is important in delineating the reasons why some men may engage in the sexual harassment of women. Heterosocial perception is a concept of how an individual perceives another person interacting with the opposite sex. It is typically measured using the Test of Reading Affective Cues (TRAC), a tool encompassing an array of video clips showing a woman interacting with a man, whereby the woman displays a range of affective cues. The perceiver is assessed on their perceptual accuracy when judging the affective cues. Perceptual accuracies of male rapists and male child molesters have been well researched (Lipton, McDonel & McFall, 1987; Stahl & Sacco, 1995), yet male sexual harassment as a singular category has been neglected. The current thesis explores the potential heterosocial perception characteristics of a distinct group of men who are relatively high in the likelihood to engage in sexual harassment of women from scores on Pryor’s (1987) Likelihood to Sexually Harass (LSH) scale focusing on their differences in performance on the TRAC in comparison to those men who are lower in the likelihood to engage in sexual harassment of women. Five empirical studies are reported in this thesis. Study 1 presents a modernized version of the TRAC and incorporates an analysis to develop it as a research tool, enabling judgements on five affective cues displayed by a woman; friendly, romantic, neutral, bored and rejecting. The tool provides this range of affective cues that were used in later studies to measure differences in heterosocial perception. Study 2 addressed theoretical explanations taken from previous perception research with sexually aggressive men (Malamuth & Brown, xiv 1994) to explain differences in heterosocial perception for men high in LSH. Explanations are given for potential biases evidenced by men high in LSH focusing on Error Management Theory (Haselton & Buss, 2000) arguing that an overperception bias will increase the frequency of falsely inferring a woman’s sexual intent towards sexual pursuit, but considerably reduce the costs of losing a sexual opportunity by falsely inferring that a woman lacked sexual intent. Altogether, study 2 provided support for the misidentification of negative affective cues (negativeness blindness), the overperception of negative affective cues and the romantic overperception bias of friendly affective cues in the perception of men high in LSH. Study 3 tested the established theoretical link that internal concepts of social power have within men who report sexual aggression and sexual coercion and the subsequent impact on perception. Unexpectedly, power did not exacerbate perceptual inaccuracy for negative affective cues and the romantic overperception bias of friendly affective cues. In study 4, objectification was assessed in its relationship to perception in high LSH men. Instrumental and both specific and general sexual objectification were significantly higher for men high in LSH. Specific sexual objectification was found to negatively mediate romantic categorizations of romantic affective cues, but general sexual objectification was found to positively mediate romantic categorizations of friendly affective cues for men high in LSH. Results also showed that men high in LSH showed poorest perceptual accuracy on bored and rejecting affective cues, and evidenced a greater romantic judgement of friendly affective cues overperception bias. In study 5, the impact of different mental states on perception was assessed, via the use of a cooling system to facilitate self-regulation. A cooling system is a psychological framework proposed for understanding self-control (Metcalfe & Mischel, 1999), and in this study it incorporated techniques of distraction, distancing and empathy enhancement. Results showed that the cooling system was not beneficial in making high LSH xv men’s perceptual judgements more accurate and in making their judgements accurate to the level of low and medium LSH men for negative affective cues. However, cooling did improve perceptual accuracy of friendly affective cues removing the overperception bias to romantic judgements in comparison to the neutral condition. The cooling system was not found to reduce instrumental and sexual objectification for high LSH men. There were differences found on empathy between men high and low and medium on LSH. Differences were found such that men high in LSH showed more state empathy, but less trait empathy than men low and medium in LSH

    HOW DO FOLLOWERS EXPERIENCE SHARED LEADERSHIP AS A LIVED EXPERIENCE? Understanding the relationality, processes and practices informing such collaboration.

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    How do followers experience shared leadership as a lived experience? Understanding the relationality, processes and practices informing such collaboration. Within shared leadership research culture, the aspiration is to explore “leadership as a dynamic interactive influence process”’ at the group level, supporting goal achievement (Pearce and Conger, 2003, P.1). However, the motivation of much research has focused on performance improvement, whereby discrete leadership variables are examined, using reductionist methods, to determine relevant linkages to team effectiveness (Denis et al., 2012. See also Fairhurst et.al, 2020). In expanding understanding of shared leadership from a follower perspective, enabling a fuller appreciation of how that has been experienced and operationalised over time, an immersive, participatory action research study was conducted, to facilitate a processual view of shared leadership; one that embraces relational aspects of shared leadership and considers its dynamic emergence within a hierarchical leadership setting. Unconventionally, Relational Cultural Theory has been applied to enable a more meaningful and nuanced consideration of this leadership phenomenon (Fletcher, 2012). This expanded consideration of shared leadership has produced four main findings: • The follower “voice” has been meaningfully expressed regarding experiences and actions, occurring throughout such collaboration. • A more processual understanding of the shared leadership undertaking itself, reveals how the cultivation of interdependence enables the dynamic operationalisation of expertise in relational and reciprocal ways. • The shifting nature of power dynamics has been explicated, as well as recognising the degree of interdependence occurring between followers and their leaders. • Learning History methodology was innovatively applied to facilitate a more processual understanding of shared leadership, facilitating new theoretical and practical understanding. This study challenges some of the negative connotations that may surround conceptualisations of followers and followership (Uhl-Bien, 2018), as well as actively elevating and emotionalising their experience, which is uncommon (Reitz, 2014). Finally, this study, through its positive conceptualisation of share leadership effectively challenges the myth of individual achievement that pervades much organisational life (Miller, 2012)

    Effects of municipal smoke-free ordinances on secondhand smoke exposure in the Republic of Korea

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    ObjectiveTo reduce premature deaths due to secondhand smoke (SHS) exposure among non-smokers, the Republic of Korea (ROK) adopted changes to the National Health Promotion Act, which allowed local governments to enact municipal ordinances to strengthen their authority to designate smoke-free areas and levy penalty fines. In this study, we examined national trends in SHS exposure after the introduction of these municipal ordinances at the city level in 2010.MethodsWe used interrupted time series analysis to assess whether the trends of SHS exposure in the workplace and at home, and the primary cigarette smoking rate changed following the policy adjustment in the national legislation in ROK. Population-standardized data for selected variables were retrieved from a nationally representative survey dataset and used to study the policy action’s effectiveness.ResultsFollowing the change in the legislation, SHS exposure in the workplace reversed course from an increasing (18% per year) trend prior to the introduction of these smoke-free ordinances to a decreasing (−10% per year) trend after adoption and enforcement of these laws (β2 = 0.18, p-value = 0.07; β3 = −0.10, p-value = 0.02). SHS exposure at home (β2 = 0.10, p-value = 0.09; β3 = −0.03, p-value = 0.14) and the primary cigarette smoking rate (β2 = 0.03, p-value = 0.10; β3 = 0.008, p-value = 0.15) showed no significant changes in the sampled period. Although analyses stratified by sex showed that the allowance of municipal ordinances resulted in reduced SHS exposure in the workplace for both males and females, they did not affect the primary cigarette smoking rate as much, especially among females.ConclusionStrengthening the role of local governments by giving them the authority to enact and enforce penalties on SHS exposure violation helped ROK to reduce SHS exposure in the workplace. However, smoking behaviors and related activities seemed to shift to less restrictive areas such as on the streets and in apartment hallways, negating some of the effects due to these ordinances. Future studies should investigate how smoke-free policies beyond public places can further reduce the SHS exposure in ROK

    Ecos de la academia: Revista de la Facultad de Educación, Ciencia y Tecnología - FECYT Nro 4

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    Ecos de la academia, Revista de la Facultad de Educación Ciencia y Tecnología es una publicación científica de la Universidad Técnica del Norte, con revisión por pares a doble ciego que publica artículos en idioma español, quichua, portugués e inglés. Se edita con una frecuencia semestral con dos números por año.En ella se divulgan trabajos originales e inéditos generados por los investigadores, docentes y estudiantes de la FECYT, y contribuciones de profesionales de instituciones docentes e investigativas dentro y fuera del país, con calidad, originalidad y relevancia en las áreas de ciencias sociales y tecnología aplicada.Los orígenes de la fotografía en la segunda ciudad de Cataluña: Reus, 1839-1903. Hábitos de consumo y uso de medios digitales en los estudiantes de la Universidad Técnica del Norte. Gastronomía, historia y cultura afrodescendiente de las comunidades Chota y Salinas en Imbabura, Ecuador. Los organizadores gráficos: elementos y procedimientos básicos para su diseño. Análisis del desempeño profesional del graduado de la carrera de Licenciatura en Inglés de la Universidad Técnica del Norte. Uso del software Aleks como complemento en la asignatura de Fundamentos de Matemáticas del curso de nivelación EPN-SENECYT. La educación de postgrado y la enseñanza de Redes Neuronales Artificiales como herramienta versátil para egresados. Home is an uneasty place: Afroperipheralism anda diasporic sensibilities in Wayde Compton’s “The Instrumental”. Respuesta de la carrera de Educación Básica a las necesidades sociales en la Zona 1 del Ecuador. Programa SaludArte: Salud, Alimentación y Movimiento entran a las escuelas para mejorar la calidad educativa. Tendencias de consumo turístico de los Millennials en la ciudad de Ibarra. Los Grupos de Investigación como estrategias para desarrollo de la investigación científica en las instituciones de educación superior ecuatorianas. Paradigmas y modelos pedagógicos de los postulados científicos en el espacio de aula en la Universidad Técnica de Ambato. Predicting academic performance in traditional environments at higher-education institutions using data mining: A review. El Proyecto de Investigación “Muros que hablan. Un recorrido por los graffitis de Imbabura”. Construcción de la marca ciudad. Normas de presentación de artículos científicos en la revista Ecos de la Academia

    Understanding Agreement and Disagreement in Listeners’ Perceived Emotion in Live Music Performance

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    Emotion perception of music is subjective and time dependent. Most computational music emotion recognition (MER) systems overlook time- and listener-dependent factors by averaging emotion judgments across listeners. In this work, we investigate the influence of music, setting (live vs lab vs online), and individual factors on music emotion perception over time. In an initial study, we explore changes in perceived music emotions among audience members during live classical music performances. Fifteen audience members used a mobile application to annotate time-varying emotion judgments based on the valence-arousal model. Inter-rater reliability analyses indicate that consistency in emotion judgments varies significantly across rehearsal segments, with systematic disagreements in certain segments. In a follow-up study, we examine listeners' reasons for their ratings in segments with high and low agreement. We relate these reasons to acoustic features and individual differences. Twenty-one listeners annotated perceived emotions while watching a recorded video of the live performance. They then reflected on their judgments and provided explanations retrospectively. Disagreements were attributed to listeners attending to different musical features or being uncertain about the expressed emotions. Emotion judgments were significantly associated with personality traits, gender, cultural background, and music preference. Thematic analysis of explanations revealed cognitive processes underlying music emotion perception, highlighting attributes less frequently discussed in MER studies, such as instrumentation, arrangement, musical structure, and multimodal factors related to performer expression. Exploratory models incorporating these semantic features and individual factors were developed to predict perceived music emotion over time. Regression analyses confirmed the significance of listener-informed semantic features as independent variables, with individual factors acting as moderators between loudness, pitch range, and arousal. In our final study, we analyzed the effects of individual differences on music emotion perception among 128 participants with diverse backgrounds. Participants annotated perceived emotions for 51 piano performances of different compositions from the Western canon, spanning various era. Linear mixed effects models revealed significant variations in valence and arousal ratings, as well as the frequency of emotion ratings, with regard to several individual factors: music sophistication, music preferences, personality traits, and mood states. Additionally, participants' ratings of arousal, valence, and emotional agreement were significantly associated to the historical time periods of the examined clips. This research highlights the complexity of music emotion perception, revealing it to be a dynamic, individual and context-dependent process. It paves the way for the development of more individually nuanced, time-based models in music psychology, opening up new avenues for personalised music emotion recognition and recommendation, music emotion-driven generation and therapeutic applications

    Comparing the production of a formula with the development of L2 competence

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    This pilot study investigates the production of a formula with the development of L2 competence over proficiency levels of a spoken learner corpus. The results show that the formula in beginner production data is likely being recalled holistically from learners’ phonological memory rather than generated online, identifiable by virtue of its fluent production in absence of any other surface structure evidence of the formula’s syntactic properties. As learners’ L2 competence increases, the formula becomes sensitive to modifications which show structural conformity at each proficiency level. The transparency between the formula’s modification and learners’ corresponding L2 surface structure realisations suggest that it is the independent development of L2 competence which integrates the formula into compositional language, and ultimately drives the SLA process forward

    Middle and high school principals’ perceptions of movement as part of instruction in lecture-style classrooms

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    Research has reported multiple benefits when using movement in the classroom as part of the curriculum. These benefits have been shown to help students physically, emotionally, and mentally. Research on the benefits of movement on our bodies, specifically centered on brain growth and development in both medical and educational studies, supported that movement is beneficial for students’ learning and retaining information, along with developing positive lifelong habits (Holzschneider et al., 2012; Lin et al., 2012; Lu et al., 2016; Mahar et al., 2006; Stevens-Smith, 2016). A primary objective of this study was to determine principals' perceptions of best practices for adding movement into middle and high school courses that are routinely identified as traditional lecture courses. As part of the learning environment, movement in the classroom helps students learn the content without the teacher providing extra materials or taking time to focus on this piece of the instruction in planning or implementation. There is a potential need for principals to provide professional development on best practices for implementing movement in the classroom, specifically those classrooms centered on lecture-style instructional methods. This exploratory sequential mixed methods study incorporated an understanding of action-based learning theory (Madigan, 2004; Medina, 2008; Ratey, 2008) as a framework for understanding principals’ perspectives on movement in traditional lecture-style courses. A survey and interviews were designed to explore and discover patterns in principals' perspectives. One finding was principals understand the benefits of movement as part of learning, but do not have the resources to support teachers in this area. Second, testing demands, significant amounts of content, and time restrictions were barriers principals faced when trying to promote best instructional practices. Finally, the demand for students in both middle and high schools to be prepared for lecture-style courses in college prevented many principals from being able to convince teachers and districts that movement as part of instruction would be a purposeful school initiative

    Mixed Reality Interfaces for Augmented Text and Speech

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    While technology plays a vital role in human communication, there still remain many significant challenges when using them in everyday life. Modern computing technologies, such as smartphones, offer convenient and swift access to information, facilitating tasks like reading documents or communicating with friends. However, these tools frequently lack adaptability, become distracting, consume excessive time, and impede interactions with people and contextual information. Furthermore, they often require numerous steps and significant time investment to gather pertinent information. We want to explore an efficient process of contextual information gathering for mixed reality (MR) interfaces that provide information directly in the user’s view. This approach allows for a seamless and flexible transition between language and subsequent contextual references, without disrupting the flow of communication. ’Augmented Language’ can be defined as the integration of language and communication with mixed reality to enhance, transform, or manipulate language-related aspects and various forms of linguistic augmentations (such as annotation/referencing, aiding social interactions, translation, localization, etc.). In this thesis, our broad objective is to explore mixed reality interfaces and their potential to enhance augmented language, particularly in the domains of speech and text. Our aim is to create interfaces that offer a more natural, generalizable, on-demand, and real-time experience of accessing contextually relevant information and providing adaptive interactions. To better address this broader objective, we systematically break it down to focus on two instances of augmented language. First, enhancing augmented conversation to support on-the-fly, co-located in-person conversations using embedded references. And second, enhancing digital and physical documents using MR to provide on-demand reading support in the form of different summarization techniques. To examine the effectiveness of these speech and text interfaces, we conducted two studies in which we asked the participants to evaluate our system prototype in different use cases. The exploratory usability study for the first exploration confirms that our system decreases distraction and friction in conversation compared to smartphone search while providing highly useful and relevant information. For the second project, we conducted an exploratory design workshop to identify categories of document enhancements. We later conducted a user study with a mixed-reality prototype to highlight five board themes to discuss the benefits of MR document enhancement
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