6,687 research outputs found
On the Social and Technical Challenges of Web Search Autosuggestion Moderation
Past research shows that users benefit from systems that support them in
their writing and exploration tasks. The autosuggestion feature of Web search
engines is an example of such a system: It helps users in formulating their
queries by offering a list of suggestions as they type. Autosuggestions are
typically generated by machine learning (ML) systems trained on a corpus of
search logs and document representations. Such automated methods can become
prone to issues that result in problematic suggestions that are biased, racist,
sexist or in other ways inappropriate. While current search engines have become
increasingly proficient at suppressing such problematic suggestions, there are
still persistent issues that remain. In this paper, we reflect on past efforts
and on why certain issues still linger by covering explored solutions along a
prototypical pipeline for identifying, detecting, and addressing problematic
autosuggestions. To showcase their complexity, we discuss several dimensions of
problematic suggestions, difficult issues along the pipeline, and why our
discussion applies to the increasing number of applications beyond web search
that implement similar textual suggestion features. By outlining persistent
social and technical challenges in moderating web search suggestions, we
provide a renewed call for action.Comment: 17 Pages, 4 images displayed within 3 latex figure
Challenges and Opportunities for the Design of Smart Speakers
Advances in voice technology and voice user interfaces (VUIs) -- such as
Alexa, Siri, and Google Home -- have opened up the potential for many new types
of interaction. However, despite the potential of these devices reflected by
the growing market and body of VUI research, there is a lingering sense that
the technology is still underused. In this paper, we conducted a systematic
literature review of 35 papers to identify and synthesize 127 VUI design
guidelines into five themes. Additionally, we conducted semi-structured
interviews with 15 smart speaker users to understand their use and non-use of
the technology. From the interviews, we distill four design challenges that
contribute the most to non-use. Based on their (non-)use, we identify four
opportunity spaces for designers to explore such as focusing on information
support while multitasking (cooking, driving, childcare, etc), incorporating
users' mental models for smart speakers, and integrating calm design
principles.Comment: 15 pages, 7 figure
Developing serious games for cultural heritage: a state-of-the-art review
Although the widespread use of gaming for leisure purposes has been well documented, the use of games to support cultural heritage purposes, such as historical teaching and learning, or for enhancing museum visits, has been less well considered. The state-of-the-art in serious game technology is identical to that of the state-of-the-art in entertainment games technology. As a result, the field of serious heritage games concerns itself with recent advances in computer games, real-time computer graphics, virtual and augmented reality and artificial intelligence. On the other hand, the main strengths of serious gaming applications may be generalised as being in the areas of communication, visual expression of information, collaboration mechanisms, interactivity and entertainment. In this report, we will focus on the state-of-the-art with respect to the theories, methods and technologies used in serious heritage games. We provide an overview of existing literature of relevance to the domain, discuss the strengths and weaknesses of the described methods and point out unsolved problems and challenges. In addition, several case studies illustrating the application of methods and technologies used in cultural heritage are presented
Serious Games in Cultural Heritage
Although the widespread use of gaming for leisure purposes has been well documented, the use of games to support cultural heritage purposes, such as historical teaching and learning, or for enhancing museum visits, has been less well considered. The state-of-the-art in serious game technology is identical to that of the state-of-the-art in entertainment games technology. As a result the field of serious heritage games concerns itself with recent advances in computer games, real-time computer graphics, virtual and augmented reality and artificial intelligence. On the other hand, the main strengths of serious gaming applications may be generalised as being in the areas of communication, visual expression of information, collaboration mechanisms, interactivity and entertainment. In this report, we will focus on the state-of-the-art with respect to the theories, methods and technologies used in serious heritage games. We provide an overview of existing literature of relevance to the domain, discuss the strengths and weaknesses of the described methods and point out unsolved problems and challenges. In addition, several case studies illustrating the application of methods and technologies used in cultural heritage are presented
A Transcendental Phenomenological Study of Student Nurses With Learning Disabilities in the Clinical Learning Environment
The purpose of this transcendental phenomenological study was to record the lived experiences of nursing students with learning disabilities while in the clinical learning environment. Dewey’s theory of education and Knowles’ theory of adult learning were used to ground this study. Their theories provided a foundation to understand how the learning process is affected in nursing students with learning disabilities in the clinical learning environment. The study answered the following research questions: (a) What are the lived experiences of student nurses with learning disabilities in the clinical learning setting? (b) How are nursing students impacted by their learning disability during clinical learning experiences? (c) What are perceived obstacles that hinder nursing students with learning disabilities during clinical learning experiences? and (d) What are reasonable accommodations or solutions for students with learning disabilities during clinical learning experiences? Data collection for this study included student interviews, audio memos of the students’ descriptions of their lived experiences, and analysis of documents. Data was analyzed and coded using Moustakas’ (1994) transcendental phenomenological model and revealed the themes of negative emotions, disclosure, hands-on, negative faculty members, difficulties/obstacles, and determination. Implications for schools of nursing, nursing faculties, and nursing students with learning disabilities are discussed, and recommendations for areas of future research are included
Closing the mathematics achievement gap: exploring the applicability of growth mindset in South Africa
Growth mindset interventions have been shown to give small but significant boosts to mathematics performance. These interventions are both brief and cheap, making them attractive for boosting mathematics performance. Is it possible that South African students can benefit from a growth mindset intervention? Mindset assessments and interventions have predominantly been developed in the United States. There have been applications of the assessments and interventions to other cultural contexts, often with minimal adaptions. Adaptions are not reported in detail (or thoroughly evaluated) in existing research literature. In a series of four studies, I establish that South African high school students do have mathematics mindsets akin to the fixed and growth mindsets reported elsewhere. Using an iterative design process and item analysis, I modified a mathematics mindset assessment for use with disadvantaged students in South Africa. In two correlational studies I established validity and reliability for a mindset assessment I call “Thinking About Maths”. I examined the contribution of mathematics mindsets to mathematics performance, in comparison with mathematics anxiety, study attitude and study milieu (or environment). I found that whilst mindsets do contribute to performance, the contribution is minimal compared to other variables measured. Additionally, I found that in an impoverished study environment males have high mathematics anxiety which inhibits mathematics performance whereas females have high study attitude, boosting mathematics performance. With assistance from students and teachers, I developed a mindset intervention that is culturally appropriate and relevant. 305 Grade 9 students participated in a field-based quasi-experiment, which had a passive control group. The intervention was delivered on WhatsApp over four weeks. Each week contained a growth mindset message, a YouTube clip, advice on a learning strategy, and an integration activity. The groups were facilitated by young adult mentors. It was clear that WhatsApp groups were an effective mode of delivery and there was good evidence of participation from students. Mathematics performance at the intervention school improved significantly beyond that of the control school. The strength of the intervention seems to lie in the combination of mindset messaging and the teaching of effective strategies
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