An experimental test of processes underlying self-disclosure in computer-mediated communication

A consistent finding in computer-mediated communication (CMC) and Internet research is that, compared to face-toface communication, CMC results in higher levels of self-disclosure. We identified four possible mediators that may carry the influence of CMC on self-disclosure: self-presentation, similarity, self-awareness, and direct questioning. The validity of these mediators was tested in an experiment in which 81 cross-sex dyads were randomly assigned to three experimental conditions: a text-only CMC condition, a visual CMC condition, and a face-to-face condition. Selfdisclosure was lower in the face-to-face condition than in the text-only CMC condition and the visual CMC condition. Between the two CMC conditions, no differences in self-disclosure were found. Of the four possible mediators, only direct questioning mediated the effect of CMC on self-disclosure. CMC dyads engaged in more direct questioning and therefore displayed higher levels of self-disclosure

Affective Computing in the Area of Autism

The prevalence rate of Autism Spectrum Disorders (ASD) is increasing at an alarming rate (1 in 68 children). With this increase comes the need of early diagnosis of ASD, timely intervention, and understanding the conditions that could be comorbid to ASD. Understanding co-morbid anxiety and its interaction with emotion comprehension and production in ASD is a growing and multifaceted area of research. Recognizing and producing contingent emotional expressions is a complex task, which is even more difficult for individuals with ASD. First, I investigate the arousal experienced by adolescents with ASD in a group therapy setting. In this study I identify the instances in which the physiological arousal is experienced by adolescents with ASD ( have-it ), see if the facial expressions of these adolescents indicate their arousal ( show-it ), and determine if the adolescents are self-aware of this arousal or not ( know-it ). In order to establish a relationship across these three components of emotion expression and recognition, a multi-modal approach for data collection is utilized. Machine learning techniques are used to determine whether still video images of facial expressions could be used to predict Electrodermal Activity (EDA) data. Implications for the understanding of emotion and social communication difficulties in ASD, as well as future targets for intervention, are discussed. Second, it is hypothesized that a well-designed intervention technique helps in the overall development of children with ASD by improving their level of functioning. I designed and validated a mobile-based intervention designed for teaching social skills to children with ASD. I also evaluated the social skill intervention. Last, I present the research goals behind an mHealth-based screening tool for early diagnosis of ASD in toddlers. The design purpose of this tool is to help people from low-income group, who have limited access to resources. This goal is achieved without burdening the physicians, their staff, and the insurance companies

What’s on your Mind? Impact of Online Education on Students’ Mental Wellness

Due to the pandemic, institutions shifted online and away from in-person classes. Online education implementation and integration require adjustments and pedagogical skills. Overcoming social-distance protocols and ensuring education continues is one side. How students adapt needs more study. Stable internet and devices and hours in front of computers require careful consideration. Using a 4-point Likert scale and a self-made validated questionnaire on factors affecting mental wellness, with a reported internal consistency of 0.73, the present study differentiated mental wellness of respondents in terms of their age and sex through ANOVA, and identified factors affecting mental wellness of 100 online Filipino students, evaluated through percentage, mean, and SD, who participated in this mixed method study, which combined quantitative and qualitative research design. Most disagreed with and viewed online education as more difficult than in-person, which had significant effects on their mental wellness, from losing motivation to work on tasks to feeling less effective in lessons. Some had mental breakdowns, anxiety, and considered dropping out. Online education is a possible solution to continue learning until normalcy returns, but questionable in countries where thousands of households lack a stable internet connection and means to buy online education gadgets. Policymakers must create a positive education landscape considering everyone’s welfare while educators are enjoined to innovate

Pedagogies afforded by new technologies: the introduction of iPods in one secondary school

Mobile technologies such as iPods are making inroads in many aspects of education at St. Columba High School in New South Wales. The potential of many of these devices is being explored in a range of educational environments but there has been minimal research to address the effectiveness of this learning tool from the perspective of the student. St. Columba's, a co-educational Catholic High School located in the Blue Mountains of Australia, have adopted iPods to replace textbooks for students in Year 8. As a pedagogical approach to learning, the use of iPods can be an advantageous move for secondary schools in light of the Australian government's education 'Digital revolution.' The aim of this study was to investigate the iPod experience for a small group of Year 8 students and their expectations using iPod Touches for learning. The study aimed to gather data on student expectations of their uses. Data for this study was collected from September to December, 2010, with students completing an online questionnaire using their iPod Touch on the Survey Monkey website. Results are positive and show that students are very keen to use the technology for learning purposes and they have some interesting and realistic expectations on how the iPods can be applied in the classroom

Educator Perceptions of Visual Support Systems and Social Skills for Young Adults with Autism Spectrum Disorders

Young adults with Autism Spectrum Disorder (ASD) face unique social skills challenges as they transition into independent living environments and seek fulfilling relationships within their communities. Research has focused on social education and interventions for children with autism, while transitioning young adults with ASD have received insufficient attention. The purpose of this multisite case study was to explore perceptions of school personnel related to the use of visual support system (VSS) technology and enhancement of social skillsets for young adults with ASD. Information processing theory and social learning theory provided the research framework. Research questions addressed perceptions related to the utility of VSS technology and social skills teaching strategies. Interviews were conducted with 11 special education administrators, teachers, and intervention specialists from 3 different programs in the United States. Data from interviews and field notes were analyzed using open, axial, and selective coding; themes such as social skills, video-modeling, learning strategies, use of visual technology, and cognition emerged. Participants indicated that exploring cognitive learning strategies underpinned with VSS technology provided alternative methods to teach social skills in classroom settings. They identified the need for more funding for VSS technologies for all learners. Implications for social change include that social skills and critical thinking skills can be enhanced by learning through the use of VSS technology. Empowering young adults with ASD to participate with greater confidence in learning situations and in social situations will support their efforts to be more comfortable and to interact more appropriately in work and community interactions

Cyberbullying and traditional bullying in relation with adolescents’ perception of parenting

This study investigates the relation between parenting and involvement in cyberbullying. We predicted that cyberbullies and cyberbully-victims report less responsiveness and de manding reactions from their parents than victims and youthswho are not involved in cyberbullying. Furthermore, we predicted that youths with neglectful parents cyberbully the most often and youth with authoritative parents cyberbully the least. The same differences were predicted for traditional bullying. behavio and for youth involved in both forms of bullying behavior. Participants were made up to 1200 youths from 10-14 years old. They responded to a survey measuring cyberbullying and traditional bullying with questions based on the sub-scales from the Bully?Victim Questionnaire, and parenting with an adjusated version of the Parenting Style Questionnaire. Most results confirm out predictions. Results on authoritative, autoritarian, permissive and neglectful parenting styles suggest that for bullies, demanding actions are an important dimension of thier behavior and for victims, responsiveness is an important dimension of their behavior

Facing life problems through the Internet. The link between psychosocial malaise and problematic Internet use in an adolescent sample

none3noIntroduction: Scholars have highlighted the role of negative affect as key correlates of Problematic Internet Use (PIU). According to the assumption that Internet-related behaviours can be seen as mechanisms to cope with everyday life (Kardefelt-Winther, 2017), the present study aims to explore the relation between PIU and psychosocial malaise, expecting that adolescents with high levels of social anxiety, negative emotions, and loneliness are more likely to be associated to the problem group of internet users. Methods: Measures of PIU (GPIUS-2), social anxiety (IAS, negative affectivity (PANAS), and loneliness (ILS) were detected in a sample of 766 students attending yr. 9 - 11 (13-19 years old; 47% females) of public high schools in the territory of Lecce (Apulia –Italy). A sub-group of problematic internet users was identified (n=185) and a control group was selected (n=187). A logistic regression was applied in order to esteem the effect of psychosocial variables on the differentiation between problematic and control internet users. Results: Results of the present cross-sectional study show that a higher level of social anxiety, negative emotions, and loneliness increases the probability of belonging to the group of problematic internet users. Conclusions: The findings show that for a better understanding of PIU onset and maintenance among adolescents, it is important to take into account the life problems which may lead young people to overindulge in internet use.Su rivista indicizzata ScopusopenVenuleo Claudia; Ferrante Lucrezia; Rollo SimoneVenuleo, Claudia; Ferrante, Lucrezia; Rollo, Simon

The Self 2.0: How AI-Enhanced Self-Clones Transform Self-Perception and Improve Presentation Skills

This study explores the impact of AI-generated digital self-clones on improving online presentation skills. We carried out a mixed-design experiment involving 44 international students, comparing self-recorded videos (control) with self-clone videos (AI group) for English presentation practice. The AI videos utilized voice cloning, face swapping, lip-sync, and body-language simulation to refine participants' original presentations in terms of repetition, filler words, and pronunciation. Machine-rated scores indicated enhancements in speech performance for both groups. Though the groups didn't significantly differ, the AI group exhibited a heightened depth of reflection, self-compassion, and a meaningful transition from a corrective to an enhancive approach to self-critique. Within the AI group, congruence between self-perception and AI self-clones resulted in diminished speech anxiety and increased enjoyment. Our findings recommend the ethical employment of digital self-clones to enhance the emotional and cognitive facets of skill development.Comment: 25 page