The impact of owner age on companionship with virtual pets

This paper focuses on issues of interaction with a particular type of mobile information system – virtual pets. It examines the impact of owner age on companionship with virtual pets, and tests the hypothesis that younger virtual pet owners will experience closer companionship with their virtual pet than older owners. This is in response to the marketing stance adopted by virtual pet manufacturers who clearly target younger people as the main consumers of their products. The hypothesis was tested using survey data and companionship was measured using the Comfort from Companion Animals Scale. Support was found for the hypothesis at all definitions of young: there is a highly significant difference between the companionship offered by a virtual pet to young people than that offered to older people. Although this finding generally indicates that virtual pets offer more, in terms of emotional-engagement, to younger people than older people we suggest that much more research in this area is needed in order to better understand the phenomenal commercial success of virtual pets. In addition, there is an abundance of literature examining the benefits of owning real pets. It is possible that a virtual pet might be able to deliver some of these, and given our result, it is likely that virtual pets will be more likely to bring these benefits to young people rather than to old peopl

my.Eskwela: Designing An Enterprise Learning Management System to Increase Social Network and Reduce Cognitive Load

A typical learning management system (LMS) provides a tool for teachers to upload and create links to resources, create online assessments and provide immediate evaluation to students. As much as it tries to be student centered, most LMS remains a tool for instruction rather than learning. In a learning generation that is bound by very high online social capital, connectedness to the family weakens. my.Eskwela (My School) redefines LMS to include a parent component to address the need for inclusive participation of parents in the teaching-learning process. Basis for re-design came from the low user acceptance of teachers in using similar system. The study premised that designing an environment that evokes a ”feeling of socialness” through social widgets provides a perceived presence of a social environment that will increase usage of the system. In a majority of the focus group discussion, results showed a more positive evaluation of the system. Precisely, for perceived usefulness, perceived ease of use, perceived adoption and intent to use, it can be reasoned that the implementations for reducing the total effort to perform a task and the effect of implementing social interaction in the user-interface has high-impact

Building a Stronger CASA: Extending the Computers Are Social Actors Paradigm

The computers are social actors framework (CASA), derived from the media equation, explains how people communicate with media and machines demonstrating social potential. Many studies have challenged CASA, yet it has not been revised. We argue that CASA needs to be expanded because people have changed, technologies have changed, and the way people interact with technologies has changed. We discuss the implications of these changes and propose an extension of CASA. Whereas CASA suggests humans mindlessly apply human-human social scripts to interactions with media agents, we argue that humans may develop and apply human-media social scripts to these interactions. Our extension explains previous dissonant findings and expands scholarship regarding human-machine communication, human-computer interaction, human-robot interaction, human-agent interaction, artificial intelligence, and computer-mediated communication

Motions of Robots Matter! The Social Effects of Idle and Meaningful Motions

Humans always move, even when “doing” nothing, but robots typically remain immobile. According to the threshold model of social influence [3] people respond socially on the basis of social verification. If applied to human-robot interaction this model would predict that people increase their social responses depending on the social verification of the robot. On other hand, the media equation hypothesis [11] holds that people will automatically respond socially when interacting with artificial agents. In our study a simple joint task was used to expose our participants to different levels of social verification. Low social verification was portrayed using idle motions and high social verification was portrayed using meaningful motions. Our results indicate that social responses increase with the level of social verification in line with the threshold model of social influence

Human-Machine Communication: Complete Volume. Volume 1

This is the complete volume of HMC Volume 1

Using Computers to Develop Phonemic Awareness in the Early Primary Classroom

The aim of this project is to determine whether a computer application can be used to develop phonemic awareness in the early primary classroom, which is a key component of phonics. This thesis explores the evolution of the strategy for teaching literacy in the UK which shows phonics to be a key component of that strategy. However, government reports which inform the direction of the literacy strategy call for more empirical study in all areas of literacy teaching; this thesis documents such an empirical study. This research project creates a phonics based computer application designed specifically for young children aged 5 to 6 years (year 1 in UK primary schools). The timing and level of content presented by the computer application activities are grounded in appropriate academic theory. A significant component of the work is the development of interface design guidelines for children’s applications. These guidelines are then used to inform the development of the phonics-based computer application. A Randomised Controlled Trial (RCT) is designed to determine the application’s effectiveness in developing the phonemic awareness skills of young children in a classroom setting. In order to control experimental bias resulting from problems with the usability of the computer interface, the usability of the application’s interface is evaluated in the classroom by year 1 children before the application is used in a pragmatic RCT. The results of the final usability evaluation found no usability issues and the application was wholly intuitive to the children in the evaluation groups. The results from the RCT (N=266) show no statistically significant improvement in the learning rate of phonemic awareness by the intervention group using the computer program compared to the traditional teacher-delivered paper-based method used with the control group, even though the computer program was designed carefully for this age range. The results did suggest however, that the intervention group developed at the same rate as the control group which implies that the computer program could be used to support teachers by reducing the amount of resource-intensive phonics tuition required by children in this age range