An ambient agent model for reading companion robot

Reading is essentially a problem-solving task. Based on what is read, like problem solving, it requires effort, planning, self-monitoring, strategy selection, and reflection. Also, as readers are trying to solve difficult problems, reading materials become more complex, thus demands more effort and challenges cognition. To address this issue, companion robots can be deployed to assist readers in solving difficult reading tasks by making reading process more enjoyable and meaningful. These robots require an ambient agent model, monitoring of a reader’s cognitive demand as it could consist of more complex tasks and dynamic interactions between human and environment. Current cognitive load models are not developed in a form to have reasoning qualities and not integrated into companion robots. Thus, this study has been conducted to develop an ambient agent model of cognitive load and reading performance to be integrated into a reading companion robot. The research activities were based on Design Science Research Process, Agent-Based Modelling, and Ambient Agent Framework. The proposed model was evaluated through a series of verification and validation approaches. The verification process includes equilibria evaluation and automated trace analysis approaches to ensure the model exhibits realistic behaviours and in accordance to related empirical data and literature. On the other hand, validation process that involved human experiment proved that a reading companion robot was able to reduce cognitive load during demanding reading tasks. Moreover, experiments results indicated that the integration of an ambient agent model into a reading companion robot enabled the robot to be perceived as a social, intelligent, useful, and motivational digital side-kick. The study contribution makes it feasible for new endeavours that aim at designing ambient applications based on human’s physical and cognitive process as an ambient agent model of cognitive load and reading performance was developed. Furthermore, it also helps in designing more realistic reading companion robots in the future

The Information Behaviour of Mature Online Doctoral Students at a University in the United Kingdom: A Qualitative Exploratory Case Study

Online doctoral students’ information behaviour is drawn from their experiences in the information behaviour process cycle, learning at the doctoral level and usability of information support services. It emphasises the behaviour of humans and their interaction with information, rather than the information system itself. This doctoral thesis focuses on the perceptions and experiences of the online doctoral students, as highly non-traditional adult learners, at two phases of the thesis stage: the pre-ethical and post-ethical approval phase. Wilson’s 1997 information behaviour conceptual framework is used to design this study, which identifies four main components of information behaviour: person-in-context, information-need, information-seeking, and information-processing-and-use. The research employs a qualitative single-case study design, in which 19 participants, 14 students and 5 faculty members were interviewed. The results showed there is a significant level of ‘socialness’ in the online doctoral students’ information behaviour through the information-sharing activities. As they undergo the information behaviour iterative process cycle, a transformation occurs. They acquire knowledge and skills that change their mental and emotional structures. Doctoral-level learning is transformative, wherein students experience an ontological, epistemological and methodological shift in ‘self’ (S S’). These findings help expand Wilson’s information behaviour conceptual framework by adding information-sharing as a new component. The study also found that the information behaviour process is not a linear sequential process but is one that is iterative, until a specific outcome is achieved. In addition, the study discovers Wilson’s intervening variables: social learning and self-efficacy theories are appropriate attributes of the person-in-context, rather than influencing variables in information-seeking. The outcome of information use through the person-in-context attributes changes knowledge, skills, and the mental and emotional structure of ‘self’ (S), making S = KNL (knowledge) + SKL (skill) + MTL (mental) + EMT (emotion). Further, the findings showed that information support services hold a significant influence on the students’ information behaviour in terms of user experience in the information and learning support environment, where socialness in the online information for adult learners, the adoption of usability and user experience concepts should be enhanced