60,752 research outputs found
Video prototyping of dog-inspired non-verbal affective communication for an appearance constrained robot
Original article can be found at: http://ieeexplore.ieee.org âThis material is presented to ensure timely dissemination of scholarly and technical work. Copyright and all rights therein are retained by authors or by other copyright holders. All persons copying this information are expected to adhere to the terms and constraints invoked by each author's copyright. In most cases, these works may not be reposted without the explicit permission of the copyright holder." âCopyright IEEE. Personal use of this material is permitted. However, permission to reprint/republish this material for advertising or promotional purposes or for creating new collective works for resale or redistribution to servers or lists, or to reuse any copyrighted component of this work in other works must be obtained from the IEEE.âThis paper presents results from a video human-robot interaction (VHRI) study in which participants viewed a video in which an appearance-constrained Pioneer robot used dog-inspired affective cues to communicate affinity and relationship with its owner and a guest using proxemics, body movement and orientation and camera orientation. The findings suggest that even with the limited modalities for non-verbal expression offered by a Pioneer robot, which does not have a dog-like appearance, these cues were effective for non-verbal affective communication
Exploring the remuneration âblack boxâ: establishing an organizational learning insight into changing remuneration committee âsocial worldsâ
Current executive compensation research posits a need to extend analysis beyond principalagent theory in order to explore the complex social influences and processes implicated in Remuneration Committee (RemCo) decision-making (e.g. Bender, 2007; Kakabadse et al, 2006; Main et al., 2007), particularly given the current uproar surrounding reported levels and structuring of executive remuneration. We respond to this international need by highlighting how innovative organizational learning theorizing can be integrated into further investigations of the remuneration âBlack Boxâ, in order to focus attention upon the nuances of what and how organizational learning takes place in the remuneration process. Additionally, we note the importance of investigating the main actors and particularly their performance of complex roles within their rapidly evolving âsocial worldsâ. By exploring the organizational learning phenomena implicated in executive remuneration, we argue that practitioners, regulatory bodies etc. can appreciate further the implications of their respective decision-making
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A model of factors affecting independent learnersâ engagement with feedback on language learning tasks
In independent learning contexts, the effectiveness of the feedback dialogue between student and tutor or, in the absence of a tutor, the quality of the learning materials, is essential to successful learning. Using the voices of participants as the prime source of data through a combination of data-driven and concept-driven approaches, this investigation attempts to gain deeper insights into the dynamics of the learning process as students express emotional reactions to the learning environment and in particular the written feedback from their tutors and the learning materials. To account for the different ways in which adult learners studying independently engage both cognitively and emotionally with external feedback, we propose a model based on four key drivers: goal relevance, knowledge, self-confidence, and roles. We conclude that only when these key drivers are aligned with each other can learners in independent settings engage with external feedback and learn from it
Sensitizing children to the social and emotional mechanisms involved in racism : a program evaluation
This paper describes and discusses the results of an intervention aiming to sensitize
children to the social and emotional processes involved in racism. The intervention was
applied and evaluated in 10 Greek elementary schools. The goals and the intervention
methods of the program modules are briefly outlined and the results of the program
evaluation are elaborated and discussed. Two-hundred students participated in the
program and 180 took part in the pre-and-post-testing which assessed their ability to
identify emotions associated with prejudice, discrimination and stereotypical thinking; to
understand similarities and differences between people; and to develop perspective
taking and empathic skills in relation to diverse others. Results indicate gains in all three
areas of assessment although the increased ability to identify similarities between people
can also be attributed to age/grade effects. The implications of the findings are discussed
with regard to antiracism intervention methods and evaluation strategies.peer-reviewe
Crowdsourcing for Reminiscence Chatbot Design
In this work-in-progress paper we discuss the challenges in identifying
effective and scalable crowd-based strategies for designing content,
conversation logic, and meaningful metrics for a reminiscence chatbot targeted
at older adults. We formalize the problem and outline the main research
questions that drive the research agenda in chatbot design for reminiscence and
for relational agents for older adults in general
Mindfulness as a treatment for gambling disorder: current directions and issues
Mindfulness is a form of meditation that derives from Buddhist practice and is one of the fastest growing areas of psychological research. Studies investigating the role of mindfulness in the treatment of behavioural addictions have, to date, primarily focused on gambling disorder. Recent pilot studies and clinical case studies have demonstrated that weekly mindfulness therapy sessions can lead to clinically significant change among individuals with gambling problems. This purpose of this paper is to appraise current directions in gambling disorder research as it relates to mindfulness approaches, and discuss issues that are likely to hinder the wider acceptance of mindfulness as a treatment for gambling disorder. It is concluded that although preliminary findings indicate that there are applications for mindfulness approaches in the treatment of gambling disorder, further empirical and clinical research utilizing larger-sample controlled study designs is clearly needed
Responsible research and innovation in science education: insights from evaluating the impact of using digital media and arts-based methods on RRI values
The European Commission policy approach of Responsible Research and Innovation (RRI) is gaining momentum in European research planning and development as a strategy to align scientific and technological progress with socially desirable and acceptable ends. One of the RRI agendas is science education, aiming to foster future generations' acquisition of skills and values needed to engage in society responsibly. To this end, it is argued that RRI-based science education can benefit from more interdisciplinary methods such as those based on arts and digital technologies. However, the evidence existing on the impact of science education activities using digital media and arts-based methods on RRI values remains underexplored. This article comparatively reviews previous evidence on the evaluation of these activities, from primary to higher education, to examine whether and how RRI-related learning outcomes are evaluated and how these activities impact on students' learning. Forty academic publications were selected and its content analysed according to five RRI values: creative and critical thinking, engagement, inclusiveness, gender equality and integration of ethical issues. When evaluating the impact of digital and arts-based methods in science education activities, creative and critical thinking, engagement and partly inclusiveness are the RRI values mainly addressed. In contrast, gender equality and ethics integration are neglected. Digital-based methods seem to be more focused on students' questioning and inquiry skills, whereas those using arts often examine imagination, curiosity and autonomy. Differences in the evaluation focus between studies on digital media and those on arts partly explain differences in their impact on RRI values, but also result in non-documented outcomes and undermine their potential. Further developments in interdisciplinary approaches to science education following the RRI policy agenda should reinforce the design of the activities as well as procedural aspects of the evaluation research
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