Collaborative block design task for assessing pair performance in virtual reality and reality

Collaborative problem solving is more important than ever as the problems we try to solve become increasingly complex. Meanwhile, personal and professional communication has moved from face-to-face to computer-mediated environments, but there is little understanding on how the characteristics of these environments affect the quality of interaction and joint problem solving. To develop this understanding, methods are needed for measuring success of collaboration. For this purpose, we created a collaborative block design task intended to evaluate and quantify pair performance. In this task, participants need to share information to complete visuospatial puzzles. Two versions of the task are described: a physical version and one that can be completed in virtual reality. A preliminary study was conducted with the physical version (N = 18 pairs) and the results were used to develop the task for a second study in virtual reality (N = 31 pairs). Performance measures were developed for the task, and we found that pair performance was normally distributed and positively associated with visuospatial skills, but not with other participant-specific background factors. The task specifications are released for the research community to apply and adapt in the study of computer-mediated social interaction.Peer reviewe

Analysis of engaged online collaborative discourse: a methodological approach

The purpose of this chapter is to present a reflection on collaborative learning mediated by the computer, discussing some difficulties and methodological constraints that we encounter when we try to analyze the interactions that occurred in this collaboration in an online course and the level of involvement in ollaborative discourse produced by participants. For we apply the Speech Involvement Scale Collaborative Computer-mediated Conference.Projeto MEDEIAinfo:eu-repo/semantics/publishedVersio

Media Presence and Inner Presence: The Sense of Presence in Virtual Reality Technologies

Abstract. Presence is widely accepted as the key concept to be considered in any research involving human interaction with Virtual Reality (VR). Since its original description, the concept of presence has developed over the past decade to be considered by many researchers as the essence of any experience in a virtual environment. The VR generating systems comprise two main parts: a technological component and a psychological experience. The different relevance given to them produced two different but coexisting visions of presence: the rationalist and the psychological/ecological points of view. The rationalist point of view considers a VR system as a collection of specific machines with the necessity of the inclusion \ud of the concept of presence. The researchers agreeing with this approach describe the sense of presence as a function of the experience of a given medium (Media Presence). The main result of this approach is the definition of presence as the perceptual illusion of non-mediation produced by means of the disappearance of the medium from the conscious attention of the subject. At the other extreme, there \ud is the psychological or ecological perspective (Inner Presence). Specifically, this perspective considers presence as a neuropsychological phenomenon, evolved from the interplay of our biological and cultural inheritance, whose goal is the control of the human activity. \ud Given its key role and the rate at which new approaches to understanding and examining presence are appearing, this chapter draws together current research on presence to provide an up to date overview of the most widely accepted approaches to its understanding and measurement

Speaking Practice Outside the Classroom: A Literature Review of Asynchronous Multimedia-based Oral Communication in Language Learning

[EN] Classroom instruction provides a limited amount of quality speaking practice for language learners. Asynchronous multimedia-based oral communication is one way to provide learners with quality speaking practice outside of class. Asynchronous multimedia-based oral communication helps learners develop presentational speaking skills and raise their linguistic self-awareness. Twenty-two peer-reviewed journal articles studying the use of asynchronous multimedia-based oral communication in language learning were reviewed, (1) to explore how asynchronous oral communication has been used to improve learner speaking skills, and (2) to investigate what methodologies are commonly used to measure and analyze language gains from using asynchronous multimedia-based oral communication to improve learner speaking skills. In this study we present three principal findings from the literature. First, asynchronous multimedia-based oral communication has been used in conjunction with a variety of instructional methods to promote language gains in terms of fluency, accuracy and pronunciation. Second, the methods found in this review were technical training, preparatory activities, project-based learning, and self-evaluation with revision activities. Third, the majority of previous studies demonstrating the effectiveness of these methods have relied on learner perceptions of language gains rather than on recordings of learner speech.Young, EH.; West, RE. (2018). Speaking Practice Outside the Classroom: A Literature Review of Asynchronous Multimedia-based Oral Communication in Language Learning. The EuroCALL Review. 26(1):59-78. doi:10.4995/eurocall.2018.8599SWORD5978261American Council on the Teaching of Foreign Languages. (2012). Performance descriptors for language learners. http://www.actfl.org/publications/guidelines-and-manuals/actfl-performance-descriptors-language-learnersAbuseileek, A. F., & Qatawneh, K. (2013). Effects of synchronous and asynchronous computer-mediated communication (CMC) oral conversations on English language learners' discourse functions. Computers and Education, 62, 181-190. doi:10.1016/j.compedu.2012.10.013Bakar, N. A., Latiff, H., & Hamat, A. (2013). Enhancing ESL learners speaking skills through asynchronous online discussion forum. Asian Social Science, 9(9), 224-234. doi:10.5539/ass.v9n9p224Baker-Smemoe, W., Dewey, D. P., Bown, J., & Martinsen, R. A. (2014). Does measuring L2 utterance fluency equal measuring overall L2 proficiency? Evidence from five languages. Foreign Language Annals, 47(4), 707-728. doi: 10.1111/flan.12110Castañeda, M., & Rodríguez-González, E. (2011). L2 speaking self-ability perceptions through multiple video speech drafts. Hispania, 94(3), 483-501.Clark, R. (1994). Media will never influence learning. Educational Technology Research and Development, 42(2), 21-29. doi: 10.1152/advan.00094.2010Clifford, R. (2002). Achievement, performance, and proficiency testing. Paper presented at the Berkeley Language Center Colloquium on the Oral Proficiency Interview, University of California at Berkley.Crookes, G. (1989). Planning and interlanguage variation. Studies in Second Language Acquisition, 11(4), 367-383.Delaney, T. (2012). Quality and quantity of oral participation and English proficiency gains. Language Teaching Research, 16(4), 467-482. doi: 10.1177/1362168812455586Dixon, E. M., & Hondo, J. (2014). Re-purposing an OER for the online language course: A case study of Deutsch Interaktiv by the Deutsche Welle. Computer Assisted Language Learning, 27(2), 109-121. doi: 10.1080/09588221.2013.818559Dona, E., Stover, S., & Broughton, N. (2014). Modern languages and distance education: Thirteen days in the cloud. Turkish Online Journal of Distance Education, 15(3), 155-170.Engin, M. (2014). Extending the flipped classroom model: Developing second language writing skills through student-created digital videos. Journal of the Scholarship of Teaching and Learning, 14(5), 12-26. doi:10.14434/josotlv14i5.12829Fukushima, T. (2002). Promotional video production in a foreign language course. Foreign Language Annals, 35(3), 349-355.Gleason, J. & Suvorov, R. (2012). Learner perceptions of asynchronous oral computer-mediated communication: Proficiency and second language selves. Canadian Journal of Applied Linguistics, 15(1), 100-121.Goulah, J. (2007). Village voices, global visions: Digital video as a transformative foreign language learning tool. Foreign Language Annals, 40(1), 62-78. doi: 10.1111/j.1944-9720.2007.tb02854.xGromik, N. A. (2012). Computers & education cell phone video recording feature as a language learning tool: A case study. Computers & Education, 58(1), 223-230. doi: 10.1016/j.compedu.2011.06.013Graham, C. (2006). Blended learning systems: Definition, current trends, and future directions. In Bonk, C. & Graham, C. (eds.), Handbook of blended learning: Global perspectives, local designs (pp. 3-21). San Francisco: Pfeiffer. doi: 10.2307/4022859Hastie, P., Brock, S., Mowling, C. & Eiler, K. (2012). Third grade students' self-assessment of basketball dribbling tasks. Journal of Physical Education and Sport, 12(4), 427-430. doi: 10.7752/jpes.2012.04063Hirotani, M. (2009). Synchronous versus asynchronous CMC and transfer to Japanese oral performance. Calico Journal, 26(2), 413-438. doi: 10.1016/j.cpen.2012.02.001Hirotani, M. & Lyddon, P. A. (2013). The development of L2 Japanese self-introductions in an asynchronous computer-mediated language exchange. Foreign Language Annals, 46(3), 469-490. doi: 10.1111/flan.12044Hung, S. T. (2011). Pedagogical applications of Vlogs: An investigation into ESP learners' perceptions. British Journal of Educational Technology, 42(5), 736-746. doi: 10.1111/j.1467-8535.2010.01086.xJamshidi, R., LaMasters, T., Eisenberg, D., Duh, Q. Y. & Curet, M. (2009). Video self-assessment augments development of videoscopic suturing skill. Journal of the American College of Surgeons, 209(5), 622-625. doi: 10.1016/j.jamcollsurg.2009.07.024Karweit, N. (1984). Time on task reconsidered: Synthesis of research on time and learning. Educational Leadership, 41(8), 32-35.Kirkgöz, Y. (2011). A blended learning study on implementing video recorded speaking tasks in task-based classroom instruction. Turkish Online Journal of Educational Technology, 10(4), 1-13.Kitade, K. (2000). L2 learners' discourse and SLA theories in CMC: Collaborative interaction in internet chat. Computer Assisted Language Learning, 13(2), 143-166. doi: 10.1076/0958-8221(200004)13Kormos, J. & Dénes, M. (2004). Exploring measures and perceptions of fluency in the speech of second language learners. System, 32(2), 145-164. doi: 10.1016/j.system.2004.01.001Lamy, M.-N. & Goodfellow, R. (1999). "Reflective conversation" in the virtual classroom. Language Learning & Technology, 2(2), 43-61.Lepore, C. E. (2014). Influencing students' pronunciation and willingness to communicate through interpersonal audio discussions. Dimension, 73-96.Lin, H. (2015). Computer-mediated communication (CMC) in L2 oral proficiency development: A meta-analysis. ReCALL, 27(3), 261-287. doi: 10.1017/S095834401400041XMcIntosh, S., Braul, B. & Chao, T. (2003). A case study in asynchronous voice conferencing for language instruction. Educational Media International, 40(1), 63-73. doi: 10.1080/0952398032000092125Ono, Y., Onishi A., Ishihara M. & Yamashiro M. (2015). Voice-based computer mediated communication for individual practice to increase speaking proficiency: Construction and pilot study. In Zaphiris P. & Ioannou A. (eds.), Learning and collaboration technologies. LCT 2015. Lecture Notes in Computer Science, 9192. New York: Springer.Pop, A., Tomuletiu, E. A. & David, D. (2011). EFL speaking communication with asynchronous voice tools for adult students. Procedia - Social and Behavioral Sciences, 15, 1199-1203. doi: 10.1016/j.sbspro.2011.03.262Sauro, S. & Smith, B. (2010). Investigating L2 performance in text chat. Applied Linguistics, 31(4), 554-577.Segalowitz, N. (2010). Cognitive bases of second language fluency. New York: Routledge.Shih, R. (2010). Blended learning using video-based blogs: Public speaking for English as a second language students. Australasian Journal of Educational Technology, 26(6), 883-897.Sun, Y. C. (2012). Examining the effectiveness of extensive speaking practice via voice blogs in a foreign language learning context. CALICO Journal, 29(3), 494-506.Sun, Y.C. & Yang, F.Y. (2015). I help, therefore, I learn: Service learning on Web 2.0 in an EFL speaking class. Computer Assisted Language Learning, 28(3), 202-219. doi: 10.1080/09588221.2013.818555Tiraboschi, T. & Iovino, D. (2009). Learning a foreign language through the media. Journal of E-Learning and Knowledge Society, 5(3), 133-137.Tognozzi, E. & Truong, H. (2009). Proficiency and assessment using WIMBA voice technology. Italica, 86(1), 1-23.Yaneske, E. & Oates, B. (2010). Using voice boards: Pedagogical design, technological implementation, evaluation and reflections. Australasian Journal of Educational Technology, 26(8), 233-250. doi: 10.3402/rlt.v18i3.10767Ziegler, N. (2013). Synchronous computer-mediated communication and interaction: A research synthesis and meta-analysis (Doctoral dissertation). Washington, DC

Message and Medium: The Role of Social and Individual Factors in Using Computer Mediated Communications

The proliferation of computers and technology has resulted in increased use of computer mediated communications. However, the effective use of technology like bulletin boards and e-mail based communications can only be obtained if we understand how to enhance employee usage. Although human-computer interface has been a topic of considerable studies, most research has been done with students and under controlled conditions. In addition, field research has been limited in its inclusion of both social and individual factors that affect usage. In order to expand this research we report the results of a longitudinal study conducted within an entrepreneurial software company that used an innovative bulletin-board communication system. Our study uses employee survey data to measure social and individual factors that encompass attitudes toward the computer system. In addition, we obtained actual employee usage (copies of all postings to the bulletin board system) for the 12-month period of time following our survey. In addition to reporting the results of our study, we discuss implications of this work for other forms of computer mediated communications

Analytic frameworks for assessing dialogic argumentation in online learning environments

Over the last decade, researchers have developed sophisticated online learning environments to support students engaging in argumentation. This review first considers the range of functionalities incorporated within these online environments. The review then presents five categories of analytic frameworks focusing on (1) formal argumentation structure, (2) normative quality, (3) nature and function of contributions within the dialog, (4) epistemic nature of reasoning, and (5) patterns and trajectories of participant interaction. Example analytic frameworks from each category are presented in detail rich enough to illustrate their nature and structure. This rich detail is intended to facilitate researchers’ identification of possible frameworks to draw upon in developing or adopting analytic methods for their own work. Each framework is applied to a shared segment of student dialog to facilitate this illustration and comparison process. Synthetic discussions of each category consider the frameworks in light of the underlying theoretical perspectives on argumentation, pedagogical goals, and online environmental structures. Ultimately the review underscores the diversity of perspectives represented in this research, the importance of clearly specifying theoretical and environmental commitments throughout the process of developing or adopting an analytic framework, and the role of analytic frameworks in the future development of online learning environments for argumentation

Flexible Global Software Development (GSD): Antecedents of Success in Requirements Analysis

Globalization of software development has resulted in a rapid shift away from the traditional collocated, on-site development model, to the offshoring model. Emerging trends indicate an increasing interest in offshoring even in early phases like requirements analysis. Additionally, the flexibility offered by the agile development approach makes it attractive for adaptation in globally distributed software work. A question of significance then is what impacts the success of offshoring earlier phases, like requirements analysis, in a flexible and globally distributed environment? This article incorporates the stance of control theory to posit a research model that examines antecedent factors such as requirements change, facilitation by vendor and client site-coordinators, control, and computer-mediated communication. The impact of these factors on success of requirements analysis projects in a “flexible” global setting is tested using two quasi-experiments involving students from Management Development Institute, India and Marquette University, USA. Results indicate that formal modes of control significantly influence project success during requirements analysis. Further, facilitation by both client and vendor site coordinators positively impacts requirements analysis success

The computer as means of communication for peer-review groups

In a scientific-writing course, 15 of 54 students used a review-supporting computer program, PREP-EDITOR (PREP), to communicate with their peers about drafts. In an exploratory study, 10 students were interviewed regularly: 5 used PREP and 5 met face-to-face to exchange comments on drafts. The study showed that use of PREP did not increase time spent on various writing activities. The PREP group reported a large number of computer-related problems, whereas the non-PREP group reported more difficulties with assignments and course organization. It appeared that the technology was omnipresent in PREP users' perception of the course. The system of computer-mediated peer review has many of the drawbacks of 'distance learning,' but because networks are increasingly used by collaborating authors, we should teach our students how to use them sensibly

A Cost-Benefit Analysis of Face-to-Face and Virtual Communication: Overcoming the Challenges

Virtual communication has become the norm for many organizations (Baltes, Dickson, Sherman, Bauer, & LaGanke, 2002; Bergiel, Bergiel, & Balsmeier, 2008; Hertel, Geister, & Konradt, 2005). As technology has evolved, time and distance barriers have dissolved, allowing for access to experts worldwide. The reality of business today demands the use of virtual communication for at least some work, and many professionals will sit on a virtual team at some point (Dewar, 2006). Although virtual communication offers many advantages, it is not without challenges. This article examines the costs and benefits associated with virtual and face-to-face communication, and identifies strategies to overcome virtual communication\u27s challenges