Between the Lines: documenting the multiple dimensions of computer supported collaborations

When we consider the possibilities for the design and evaluation of Computer Supported Collaborative Learning (CSCL) we probably constrain the CS in CSCL to situations in which learners, or groups of learners collaborate with each other around a single computer, across a local intranet or via the global internet. We probably also consider situations in which the computer itself acts as a collaborative partner giving hints and tips either with or without the addition of an animated pedagogical agent. However, there are now many possibilities for CSCL applications to be offered to learners through computing technology that is something other than a desktop computer, such as the TV or a digital toy. In order to understand how such complex and novel interactions work, we need tools to map out the multiple dimensions of collaboration using a whole variety of technologies. This paper discusses the evolution of a documentation technique for collaborative interactions from its roots in a situation where a single learner is collaborating with a software learning partner, through its second generation: group use of multimedia, to its current test-bed: young children using digital toys and associated software. We will explore some of the challenges these different learning situations pose for those involved in the evaluation of collaborative learning

Childhood Play as a Predictor for Development of Creative Potential in Adulthood: A Mixed Methods Study

Previous research has demonstrated the benefits of childhood play and creativity in childhood from either a qualitative or quantitative perspective; yet, questions remain regarding the predictive power of childhood play, specifically what types of toys facilitate competencies such as creative potential in adulthood. Utilizing a mixed methods convergent parallel design, the aim of this research was to explore the relationship between the types of toys frequently used during childhood and adult creative potential. Additionally, utilizing adults’ retrospective play stories, the study sought to understand the contribution of play to human development by identifying how qualitative themes ofchildhood play experiences aligned with the concepts from the Framework of Doing-Being-Becoming-Belonging (Wilcock, 2006; Wilcock & Hocking, 2015). The quantitative strand consisted of a global sample of 972 participants, aged 23-74, who completed the researcher-developed Retrospective Childhood Play Inventory to gather information regarding a participant’s preferred toy use during childhood, as well as the Runco Ideational Behavior Scale: Short Form to measure creative potential. Results indicated that although every participant possessed varying ranges ofcreative potential, there was no conclusive evidence that the types of toys used during childhood had a significant relationship or prediction on creative potential in adulthood. Based on a post-priori framework, the qualitative strand was conducted utilizing 116 adult retrospective playstories from existing data from The Strong National Museum of Play’s America at Play: Play Stories Video Archive. The data demonstrated the meaningful influences of childhood play in a person’s adult life. These findings led to a deeper understanding of the link between childhoodplay and a person’s lived experiences and identity development in adulthood through the two themes that emerged: the kaleidoscope of playand the continuity of play across the lifespan. Thus, the mixed methods approached demonstrated the complexity involved in studying the links between childhood play and creative potential in adulthood and the difficulty in measuring these constructs via quantitative means alone. The integration of both quantitative and qualitative data demonstrated that, regardless of age, what people played with, how they played with the toys or objects, whom they played with, where and when the play occurred, and the meaning infused and derived from play, all contributed to aperson’s evolution into an occupational being in adulthood. Strong recommendations are made for occupational therapy and occupational science to influence development through play and through the facilitation of creative potential for the enhancement of health, well-being, and development across the lifespan for individuals, communities, and populations

Examination of Eco-Behavioral Assessments Designed for Understanding Complex Behaviors and Environments.

Second-generation intervention research requires methods for overcoming challenges to understanding complex learning ecologies and interactions of students. Eco-behavioral assessments (EBAs) are one solution to past intervention research challenges. EBAs record the effects of ecological variables in students’ behavior and daily interactions. The utility of EBAs in second-generation research has increased substantially. Numerous EBAs now exist for use with all ages of learners and provide a valid, reliable, and cost effective method for intervention research. This paper examines 18 EBAs as well as software systems designed to support and enhance the use of EBAs. The examination serves as a comprehensive resource to better understand how EBAs can be used in answering complex questions about students’ learning and for advancing second-generation research

Autonomy supportive environments and mastery as basic factors to motivate physical activity in children: a controlled laboratory study

<p>Abstract</p> <p>Background</p> <p>Choice promotes the experience of autonomy, which enhances intrinsic motivation. Providing a greater choice of traditional active toys may increase children's activity time. Mastery also increases intrinsic motivation and is designed into exergames, which may increase play time of a single exergame, reducing the need for choice to motivate activity compared to traditional active toys. Providing both choice and mastery could be most efficacious at increasing activity time. The energy expenditure (EE) of an active play session is dependent on the duration of play and the rate of EE during play. The rate of EE of exergames and the same game played in traditional fashion is not known. The purpose was to test the basic parameters of choice and mastery on children's physical activity time, activity intensity, and energy expenditure.</p> <p>Methods</p> <p>44 children were assigned to low (1 toy) or high (3 toys) choice groups. Children completed 60 min sessions with access to traditional active toys on one visit and exergame versions of the same active toys on another visit.</p> <p>Results</p> <p>Choice had a greater effect on increasing girls' (146%) than boys' (23%) activity time and on girls' (230%) than boys' (minus 24%) activity intensity. When provided choice, girls' activity time and intensity were no longer lower than boys' activity time and intensity. The combination of choice and mastery by providing access to 3 exergames produced greater increases in physical activity time (1 toy 22.5 min, 3 toys 41.4 min) than choice alone via access to 3 traditional games (1 toy 13.6 min, 3 toys 19.5 min). Energy expenditure was 83% greater when engaging in traditional games than exergames.</p> <p>Conclusions</p> <p>Boys and girls differ in their behavioral responses to autonomy supportive environments. By providing girls with greater autonomy they can be motivated to engage in physical activity equal to boys. An environment that provides both autonomy and mastery is most efficacious at increasing physical activity time. Though children play exergames 87% longer than traditional games, the rate of energy expenditure is 83% lower for exergames than traditional indoor versions of the same games.</p

Distributed simulation and industry: Potentials and pitfalls

We present the views of five researchers and practitioners of distributed simulation. Collectively we attempt to address what the implications of distributed simulation are for industry. It is hoped that the views contained herein, and the presentations made by the panelists at the 2002 Winter Simulation Conference will raise awareness and stimulate further discussion on the application of distributed simulation methods and technology in an area that is yet to benefit from the arguable economic benefits that this technique promises

Tangible user interfaces : past, present and future directions

In the last two decades, Tangible User Interfaces (TUIs) have emerged as a new interface type that interlinks the digital and physical worlds. Drawing upon users' knowledge and skills of interaction with the real non-digital world, TUIs show a potential to enhance the way in which people interact with and leverage digital information. However, TUI research is still in its infancy and extensive research is required in or- der to fully understand the implications of tangible user interfaces, to develop technologies that further bridge the digital and the physical, and to guide TUI design with empirical knowledge. This paper examines the existing body of work on Tangible User In- terfaces. We start by sketching the history of tangible user interfaces, examining the intellectual origins of this field. We then present TUIs in a broader context, survey application domains, and review frame- works and taxonomies. We also discuss conceptual foundations of TUIs including perspectives from cognitive sciences, phycology, and philoso- phy. Methods and technologies for designing, building, and evaluating TUIs are also addressed. Finally, we discuss the strengths and limita- tions of TUIs and chart directions for future research

The Bidder's Curse

We employ a novel approach to identify overbidding in the field. We compare auction prices to fixed prices for the same item on the same webpage. In detailed board-game data, 42 percent of auctions exceed the simultaneous fixed price. The result replicates in a broad cross-section of auctions (48 percent). A small fraction of overbidders, 17 percent, suffices to generate the overbidding. The observed behavior is inconsistent with rational behavior, even allowing for uncertainty and switching costs, since also the expected auction price exceeds the fixed price. Limited attention to outside options is most consistent with our results.

Toys That Listen: A Study of Parents, Children, and Internet-Connected Toys

Hello Barbie, CogniToys Dino, and Amazon Echo are part of a new wave of connected toys and gadgets for the home that listen. Unlike the smartphone, these devices are always on, blending into the background until needed. We conducted interviews with parent-child pairs in which they interacted with Hello Barbie and CogniToys Dino, shedding light on children’s expectations of the toys’ “intelligence” and parents’ privacy concerns and expectations for parental controls. We find that children were often unaware that others might be able to hear what was said to the toy, and that some parents draw connections between the toys and similar tools not intended as toys (e.g., Siri, Alexa) with which their children already interact. Our findings illuminate people’s mental models and experiences with these emerging technologies and will help inform the future designs of interactive, connected toys and gadgets. We conclude with recommendations for designers and policy makers.https://digitalcommons.law.uw.edu/techlab/1002/thumbnail.jp

Choice of Prizes Allocated by Multiple Lotteries with Endogenously Determined Probabilities

We study a class of interactive decision making situations in which each agent must choose to participate in one of several lotteries with commonly known prizes. In contrast to the widely studied paradigm of choice between gambles in individual decision making under risk, the probability of winning a prize in each of the lotteries in our study is endogenously determined. In particular, for each lottery, it is known to decrease in the number of agents choosing to play that lottery. We construct the Nash equilibrium solution to this game and then test it experimentally in the special case where each lottery yields only a single prize. The results show a remarkable degree of tacit coordination that supports the equilibrium solution under the assumption of common risk-aversion. However, this coordination is not achieved via individual level randomization. Rather, the entry decisions of most of the subjects can be characterized by local adjustments to the outcome of the previous iteration of the same game along the lines suggested by anticipatory learning models.Coordination, Endogenously Determined Probabilities

Motivating sustainable goal choices and providing effective feedback

Overconsumption of natural resources and the associated environmental hazards are one of today’s most pressing global issues. In the western world, individual consumption in homes and workplaces is a key contributor to this problem. Reflecting the importance of individual action in this domain, this thesis focuses on studying and influencing choices related to sustainability and energy consumption made by people in their daily lives. There are three main components to this work. Firstly, this thesis asserts that people frequently make ineffective consumption reduction goal choices and attempts to understand the rationale for these poor choices by fitting them to goalsetting theory, an established theoretical model of behavior change. Secondly, it presents two approaches that attempt to influence goal choice towards more effective targets, one of which deals with mechanisms for goal priming and the other of which explores the idea that carefully designed toys can exert influence on children’s long term consumption behavior patterns. The final section of this thesis deals with the design of feedback to support the performance of environmentally sound activities. Key contributions surrounding goals include the finding that people choose easy sustainable goals despite immediate feedback as to their ineffectiveness and the discussion and study of goal priming mechanisms that can influence this choice process. Contributions within the design of value instilling toys include a theoretically grounded framework for the design of such toys and a completed and tested prototype toy. Finally, contributions in designing effective and engaging energy consumption feedback include the finding that negative feedback is best presented verbally compared with visually and this is exemplified and presented within a working feedback system. The discussions, concepts, prototypes and empirical findings presented in this work will be useful for both environmental psychologists and for HCI researchers studying eco-feedback