Affective issues in learning technologies: emotional responses to technology and technology's role in supporting socio-emotional skills

This paper focuses on some of the author's research studies over the past thirty years and places these in a wider context to reflect on research into affective issues in learning technologies over this period, and to consider whether and how the issues uncovered by research have changed as technologies have developed over time. Three issues are given particular attention: firstly the reasons for learners' use or lack of use of technologies for their learning; secondly adult learners' attitudes towards using technology for learning and thirdly how technology might support socio-emotional development and expression in children. The discussion of these issues is framed by two of the author's research projects. For the first two issues this is an early study of students' perceptions and attitudes towards using computers for tutorial learning in 1980. The factors that influenced the students' use of the computer tutorials are discussed (including access, assessment and anxiety about using computers) and also the extent to which some of these factors persist for many learners using (or not using) technologies today. The discussion of the third issue draws on a series of studies conducted in the 1990s to investigate whether educational technology could support children and young people's emotional expression and communication and development of socio-emotional skills. Finally the paper considers how these kinds of issues have been taken forward and how they are represented in contemporary research and suggests that trust is an important factor in using learning technologies

Affective issues in learning technologies: emotional responses to technology and technology's role in supporting socio-emotional skills

This paper focuses on some of the author's research studies over the past thirty years and places these in a wider context to reflect on research into affective issues in learning technologies over this period, and to consider whether and how the issues uncovered by research have changed as technologies have developed over time. Three issues are given particular attention: firstly the reasons for learners' use or lack of use of technologies for their learning; secondly adult learners' attitudes towards using technology for learning and thirdly how technology might support socio-emotional development and expression in children. The discussion of these issues is framed by two of the author's research projects. For the first two issues this is an early study of students' perceptions and attitudes towards using computers for tutorial learning in 1980. The factors that influenced the students' use of the computer tutorials are discussed (including access, assessment and anxiety about using computers) and also the extent to which some of these factors persist for many learners using (or not using) technologies today. The discussion of the third issue draws on a series of studies conducted in the 1990s to investigate whether educational technology could support children and young people's emotional expression and communication and development of socio-emotional skills. Finally the paper considers how these kinds of issues have been taken forward and how they are represented in contemporary research and suggests that trust is an important factor in using learning technologies

Impact of CSR perceptions on workers’ innovative behaviour: exploring the social exchange process and the role of perceived external prestige

The study aims to show how organisational corporate social responsibility (CSR) can influence workers’ attitudes, especially in terms of innovative behaviour (IB). A second aim is to explore the social exchange process that may underlie this relationship, by examining the mediating role of organisational trust (OT), affective commitment (AC) and happiness (HAP), and the moderating role of perceived external prestige (PEP). The authors employ structural equation modelling based on survey data obtained from 315 Portuguese individuals. The findings show that perceptions of CSR predict IB through a social exchange process which involves the mediating role of OT, AC and HAP and the moderating process of PEP. They suggest that managers should implement CSR practices because these can contribute towards fostering IB, but that they should also invest in communication and in the process of upgrading corporate image. This study enriches the existing knowledge about social exchange relationships in organisational contexts, and responds to the need to understand underlying mechanisms linking CSR with workers’ organisational outcomes, by analysing CSR practices from a holistic stakeholder perspective.info:eu-repo/semantics/publishedVersio

Building an Ethical Small Group (Chapter 9 of Meeting the Ethical Challenges of Leadership)

This chapter examines ethical leadership in the small-group context. To help create groups that brighten rather than darken the lives of participants, leaders must foster individual ethical accountability among group members, ensure ethical group interaction, avoid moral pitfalls, and establish ethical relationships with other groups. In his metaphor of the leader\u27s light or shadow, Parker Palmer emphasizes that leaders shape the settings or contexts around them. According to Palmer, leaders are people who have an unusual degree of power to create the conditions under which other people must live and move and have their being, conditions that can either be as illuminating as heaven or as shadowy as hell. 1 In this final section of the text, I\u27ll describe some of the ways we can create conditions that illuminate the lives of followers in small-group, organizational, global, and crisis settings. Shedding light means both resisting and exerting influence. We must fend off pressures to engage in unethical behavior while actively seeking to create healthier moral environments

Evaluating Methods of Correcting for Multiple Comparisons Implemented in SPM12 in Social Neuroscience fMRI Studies: An Example from Moral Psychology

In fMRI research, the goal of correcting for multiple comparisons is to identify areas of activity that reflect true effects, and thus would be expected to replicate in future studies. Finding an appropriate balance between trying to minimize false positives (Type I error) while not being too stringent and omitting true effects (Type II error) can be challenging. Furthermore, the advantages and disadvantages of these types of errors may differ for different areas of study. In many areas of social neuroscience that involve complex processes and considerable individual differences, such as the study of moral judgment, effects are typically smaller and statistical power weaker, leading to the suggestion that less stringent corrections that allow for more sensitivity may be beneficial, but also result in more false positives. Using moral judgment fMRI data, we evaluated four commonly used methods for multiple comparison correction implemented in SPM12 by examining which method produced the most precise overlap with results from a meta-analysis of relevant studies and with results from nonparametric permutation analyses. We found that voxel-wise thresholding with family-wise error correction based on Random Field Theory provides a more precise overlap (i.e., without omitting too few regions or encompassing too many additional regions) than either clusterwise thresholding, Bonferroni correction, or false discovery rate correction methods

The Affect of Software Developers: Common Misconceptions and Measurements

The study of affects (i.e., emotions, moods) in the workplace has received a lot of attention in the last 15 years. Despite the fact that software development has been shown to be intellectual, creative, and driven by cognitive activities, and that affects have a deep influence on cognitive activities, software engineering research lacks an understanding of the affects of software developers. This note provides (1) common misconceptions of affects when dealing with job satisfaction, motivation, commitment, well-being, and happiness; (2) validated measurement instruments for affect measurement; and (3) our recommendations when measuring the affects of software developers.Comment: 2 pages. Research note to be presented at the 2015 IEEE/ACM 8th International Workshop on Cooperative and Human Aspects of Software Engineering (CHASE 2015