Internal networks revisited: Telepathy meets technology

This conference paper is available to download from the publisher’s website at the link below.This is speculative paper that explores the paradigm-shifting concept of initiating a mind/body to computer communication or interaction, it is not intended necessarily a prescriptive work. This idea pushes the boundaries of accepted conventional science, in terms of human versus computer capabilities and the potential for these capabilities to work in tandem, through means currently accepted only in science fiction. This paper takes the recent revelations in physics, psychology and neuroscience then couples them with the idea of human computer interaction and wireless communication to envision experiential means of connecting human consciousness with technology

Theory of Robot Communication: II. Befriending a Robot over Time

In building on theories of Computer-Mediated Communication (CMC), Human-Robot Interaction, and Media Psychology (i.e. Theory of Affective Bonding), the current paper proposes an explanation of how over time, people experience the mediated or simulated aspects of the interaction with a social robot. In two simultaneously running loops, a more reflective process is balanced with a more affective process. If human interference is detected behind the machine, Robot-Mediated Communication commences, which basically follows CMC assumptions; if human interference remains undetected, Human-Robot Communication comes into play, holding the robot for an autonomous social actor. The more emotionally aroused a robot user is, the more likely they develop an affective relationship with what actually is a machine. The main contribution of this paper is an integration of Computer-Mediated Communication, Human-Robot Communication, and Media Psychology, outlining a full-blown theory of robot communication connected to friendship formation, accounting for communicative features, modes of processing, as well as psychophysiology.Comment: Hoorn, J. F. (2018). Theory of robot communication: II. Befriending a robot over time. arXiv:cs, 2502572(v1), 1-2

The relationship between human – computer interaction with educational psychology in Medan: Hubungan interaksi manusia dan komputer dengan psikologi pendidikan di Kota Medan

This study examines the relationship between human and computer interactions in educational psychology. This study used simple random sampling. participants in this study collected 100 participants who used the mind map learning method in the Educational Psychology course in Medan. Analysis of the data in this study using Spearman correlation produces a significance value of 0.695 with an r-value of 0.040. The results of this study indicate insignificant relationship between human and computer interaction and educational psychology which is used through the use of applications for complex learning materials for educational psychology courses

Using motivation derived from computer gaming in the context of computer based instruction

This paper was originally presented at the IEEE Technically Sponsored SAI Computing Conference 2016, London, 13-15 July 2016. Abstract— this paper explores how to exploit game based motivation as a way to promote engagement in computer-based instruction, and in particular in online learning interaction. The paper explores the human psychology of gaming and how this can be applied to learning, the computer mechanics of media presentation, affordances and possibilities, and the emerging interaction of playing games and how this itself can provide a pedagogical scaffolding to learning. In doing so the paper focuses on four aspects of Game Based Motivation and how it may be used; (i) the game player’s perception; (ii) the game designers’ model of how to motivate; (iii) team aspects and social interaction as a motivating factor; (iv) psychological models of motivation. This includes the increasing social nature of computer interaction. The paper concludes with a manifesto for exploiting game based motivation in learning

Computer‐based learning in psychology using interactive laboratories

Traditional approaches to computer‐based learning often focus on the delivery of information. Such applications usually provide large stores of information which can be accessed in a wide variety of ways. Typical access facilities provided within such applications include Boolean search engines and hypermedia (non‐linear) browsing. These types of approach often centre on providing human‐computer dialogues which are relatively low on interaction. The interactive‐laboratory approach, however, aims to limit the quantity of information presented, and instead to provide a highly interactive learning environment. In the field of psychology, users are able interactively to design and deliver a broad range of psychological experiments. This paper details the approach, and describes how it can be used to teach psychology within a university environment. The way in which its effectiveness as a learning tool can be evaluated is also discussed

Design as conversation with digital materials

This paper explores Donald Schön's concept of design as a conversation with materials, in the context of designing digital systems. It proposes material utterance as a central event in designing. A material utterance is a situated communication act that depends on the particularities of speaker, audience, material and genre. The paper argues that, if digital designing differs from other forms of designing, then accounts for such differences must be sought by understanding the material properties of digital systems and the genres of practice that surround their use. Perspectives from human-computer interaction (HCI) and the psychology of programming are used to examine how such an understanding might be constructed.</p

Smoothness perception : investigation of beat rate effect on frame rate perception

Despite the complexity of the Human Visual System (HVS), research over the last few decades has highlighted a number of its limitations. These limitations can be exploited in computer graphics to significantly reduce computational cost and thus required rendering time, without a viewer perceiving any difference in resultant image quality. Furthermore, cross-modal interaction between different modalities, such as the influence of audio on visual perception, has also been shown as significant both in psychology and computer graphics. In this paper we investigate the effect of beat rate on temporal visual perception, i.e. frame rate perception. For the visual quality and perception evaluation, a series of psychophysical experiments was conducted and the data analysed. The results indicate that beat rates in some cases do affect temporal visual perception and that certain beat rates can be used in order to reduce the amount of rendering required to achieve a perceptual high quality. This is another step towards a comprehensive understanding of auditory-visual cross-modal interaction and could be potentially used in high-fidelity interactive multi-sensory virtual environments

Cheetah Experimental Platform Web 1.0: Cleaning Pupillary Data

Recently, researchers started using cognitive load in various settings, e.g., educational psychology, cognitive load theory, or human-computer interaction. Cognitive load characterizes a tasks' demand on the limited information processing capacity of the brain. The widespread adoption of eye-tracking devices led to increased attention for objectively measuring cognitive load via pupil dilation. However, this approach requires a standardized data processing routine to reliably measure cognitive load. This technical report presents CEP-Web, an open source platform to providing state of the art data processing routines for cleaning pupillary data combined with a graphical user interface, enabling the management of studies and subjects. Future developments will include the support for analyzing the cleaned data as well as support for Task-Evoked Pupillary Response (TEPR) studies