5,374 research outputs found

    Proficiency-aware systems

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    In an increasingly digital world, technological developments such as data-driven algorithms and context-aware applications create opportunities for novel human-computer interaction (HCI). We argue that these systems have the latent potential to stimulate users and encourage personal growth. However, users increasingly rely on the intelligence of interactive systems. Thus, it remains a challenge to design for proficiency awareness, essentially demanding increased user attention whilst preserving user engagement. Designing and implementing systems that allow users to become aware of their own proficiency and encourage them to recognize learning benefits is the primary goal of this research. In this thesis, we introduce the concept of proficiency-aware systems as one solution. In our definition, proficiency-aware systems use estimates of the user's proficiency to tailor the interaction in a domain and facilitate a reflective understanding for this proficiency. We envision that proficiency-aware systems leverage collected data for learning benefit. Here, we see self-reflection as a key for users to become aware of necessary efforts to advance their proficiency. A key challenge for proficiency-aware systems is the fact that users often have a different self-perception of their proficiency. The benefits of personal growth and advancing one's repertoire might not necessarily be apparent to users, alienating them, and possibly leading to abandoning the system. To tackle this challenge, this work does not rely on learning strategies but rather focuses on the capabilities of interactive systems to provide users with the necessary means to reflect on their proficiency, such as showing calculated text difficulty to a newspaper editor or visualizing muscle activity to a passionate sportsperson. We first elaborate on how proficiency can be detected and quantified in the context of interactive systems using physiological sensing technologies. Through developing interaction scenarios, we demonstrate the feasibility of gaze- and electromyography-based proficiency-aware systems by utilizing machine learning algorithms that can estimate users' proficiency levels for stationary vision-dominant tasks (reading, information intake) and dynamic manual tasks (playing instruments, fitness exercises). Secondly, we show how to facilitate proficiency awareness for users, including design challenges on when and how to communicate proficiency. We complement this second part by highlighting the necessity of toolkits for sensing modalities to enable the implementation of proficiency-aware systems for a wide audience. In this thesis, we contribute a definition of proficiency-aware systems, which we illustrate by designing and implementing interactive systems. We derive technical requirements for real-time, objective proficiency assessment and identify design qualities of communicating proficiency through user reflection. We summarize our findings in a set of design and engineering guidelines for proficiency awareness in interactive systems, highlighting that proficiency feedback makes performance interpretable for the user.In einer zunehmend digitalen Welt schaffen technologische Entwicklungen - wie datengesteuerte Algorithmen und kontextabhĂ€ngige Anwendungen - neuartige Interaktionsmöglichkeiten mit digitalen GerĂ€ten. Jedoch verlassen sich Nutzer oftmals auf die Intelligenz dieser Systeme, ohne dabei selbst auf eine persönliche Weiterentwicklung hinzuwirken. Wird ein solches Vorgehen angestrebt, verlangt dies seitens der Anwender eine erhöhte Aufmerksamkeit. Es ist daher herausfordernd, ein entsprechendes Design fĂŒr Kompetenzbewusstsein (Proficiency Awareness) zu etablieren. Das primĂ€re Ziel dieser Arbeit ist es, eine Methodik fĂŒr das Design und die Implementierung von interaktiven Systemen aufzustellen, die Nutzer dabei unterstĂŒtzen ĂŒber ihre eigene Kompetenz zu reflektieren, um dadurch Lerneffekte implizit wahrnehmen können. Diese Arbeit stellt ein Konzept fĂŒr fĂ€higkeitsbewusste Systeme (proficiency-aware systems) vor, welche die FĂ€higkeiten von Nutzern abschĂ€tzen, die Interaktion entsprechend anpassen sowie das Bewusstsein der Nutzer ĂŒber deren FĂ€higkeiten fördern. Hierzu sollten die Systeme gesammelte Daten von Nutzern einsetzen, um Lerneffekte sichtbar zu machen. Die Möglichkeit der Anwender zur Selbstreflexion ist hierbei als entscheidend anzusehen, um als Motivation zur Verbesserung der eigenen FĂ€higkeiten zu dienen. Eine zentrale Herausforderung solcher Systeme ist die Tatsache, dass Nutzer - im Vergleich zur AbschĂ€tzung des Systems - oft eine divergierende Selbstwahrnehmung ihrer Kompetenz haben. Im ersten Moment sind daher die Vorteile einer persönlichen Weiterentwicklung nicht unbedingt ersichtlich. Daher baut diese Forschungsarbeit nicht darauf auf, Nutzer ĂŒber vorgegebene Lernstrategien zu unterrichten, sondern sie bedient sich der Möglichkeiten interaktiver Systeme, die Anwendern die notwendigen Hilfsmittel zur VerfĂŒgung stellen, damit diese selbst ĂŒber ihre FĂ€higkeiten reflektieren können. Einem Zeitungseditor könnte beispielsweise die aktuelle Textschwierigkeit angezeigt werden, wĂ€hrend einem passionierten Sportler dessen MuskelaktivitĂ€t veranschaulicht wird. ZunĂ€chst wird herausgearbeitet, wie sich die FĂ€higkeiten der Nutzer mittels physiologischer Sensortechnologien erkennen und quantifizieren lassen. Die Evaluation von Interaktionsszenarien demonstriert die Umsetzbarkeit fĂ€higkeitsbewusster Systeme, basierend auf der Analyse von Blickbewegungen und MuskelaktivitĂ€t. Hierbei kommen Algorithmen des maschinellen Lernens zum Einsatz, die das Leistungsniveau der Anwender fĂŒr verschiedene TĂ€tigkeiten berechnen. Im Besonderen analysieren wir stationĂ€re AktivitĂ€ten, die hauptsĂ€chlich den Sehsinn ansprechen (Lesen, Aufnahme von Informationen), sowie dynamische BetĂ€tigungen, die die Motorik der Nutzer fordern (Spielen von Instrumenten, FitnessĂŒbungen). Der zweite Teil zeigt auf, wie Systeme das Bewusstsein der Anwender fĂŒr deren eigene FĂ€higkeiten fördern können, einschließlich der Designherausforderungen , wann und wie das System erkannte FĂ€higkeiten kommunizieren sollte. Abschließend wird die Notwendigkeit von Toolkits fĂŒr Sensortechnologien hervorgehoben, um die Implementierung derartiger Systeme fĂŒr ein breites Publikum zu ermöglichen. Die Forschungsarbeit beinhaltet eine Definition fĂŒr fĂ€higkeitsbewusste Systeme und veranschaulicht dieses Konzept durch den Entwurf und die Implementierung interaktiver Systeme. Ferner werden technische Anforderungen objektiver EchtzeitabschĂ€tzung von NutzerfĂ€higkeiten erforscht und DesignqualitĂ€ten fĂŒr die Kommunikation dieser AbschĂ€tzungen mittels Selbstreflexion identifiziert. Zusammengefasst sind die Erkenntnisse in einer Reihe von Design- und Entwicklungsrichtlinien fĂŒr derartige Systeme. Insbesondere die Kommunikation, der vom System erkannten Kompetenz, hilft Anwendern, die eigene Leistung zu interpretieren

    Language Factors Modulate Audiovisual Speech Perception. A Developmental Perspective

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    [eng] In most natural situations, adults look at the eyes of faces in seek of social information (Yarbus, 1967). However, when the auditory information becomes unclear (e.g. speech-in- noise) they switch their attention towards the mouth of a talking face and rely on the audiovisual redundant cues to help them process the speech signal (Barenholtz, Mavica, & Lewkowicz, 2016; Buchan, ParĂ©, & Munhall, 2007; Lansing & McConkie, 2003; Vatikiotis- Bateson, Eigsti, Yano, & Munhall, 1998). Likewise, young infants are sensitive to the correspondence between acoustic and visual speech (Bahrick & Lickliter, 2012), and they also rely on the talker’s mouth during the second half of the first year of life, putatively to help them acquire language by the time they start babbling (Lewkowicz & Hansen-Tift, 2012), and also to aid language differentiation in the case of bilingual infants (Pons, Bosch & Lewkowicz, 2015). The current set of studies provides a detailed examination of the audiovisual (AV) speech cues contribution to speech processing at different language development stages, through the analysis of selective attention patterns when processing speech from talking faces. To do so, I compared different linguistic experience factors (i.e. types of bilingualism – distance between bilinguals’ two languages –, language familiarity and language proficiency) that modulate audiovisual speech perception in first language acquisition during infancy (Studies 1 and 2), early childhood (Studies 3 and 4), and in second language (L2) learning during adulthood (Studies 5, 6 and 7). The findings of the present work demonstrate that (1) perceiving speech audiovisually hampers close bilingual infants’ ability to discriminate their languages, that (2) 15-month-old and 5 year-old close language bilinguals rely more on the mouth cues of a talking face than do their distant bilingual peers, that (3) children’s attention to the mouth follows a clear temporal pattern: it is maximal in the beginning of the presentation and it diminishes gradually as speech continues, and that (4) adults also rely more on the mouth speech cues when they perceive fluent non-native vs. native speech, regardless of their L2 expertise. All in all, these studies shed new light into the field of audiovisual speech perception and language processing by showing that selective attention to a talker’s eyes and mouth is a dynamic, information-seeking process, which is largely modulated by perceivers’ early linguistic experience and the tasks’ demands. These results suggest that selectively attending the redundant speech cues of a talker’s mouth at the adequate moment enhances speech perception and is crucial for normal language development and speech processing, not only in infancy – during first language acquisition – but also in more advanced language stages in childhood, as well as in L2 learning during adulthood. Ultimately, they confirm that mouth reliance is greater in close bilingual environments, where the presence of two related languages increases the necessity for disambiguation and keeping separate language systems.[cat] Atendre selectivament a la boca d’un parlant ens ajuda a beneficiar-nos de la informaciĂł audiovisual i processar millor el senyal de la parla, quan el senyal auditiu es torna confĂșs. Paral·lelament, els infants tambĂ© atenen a la boca durant la segona meitat del primer any de vida, la qual cosa els ajuda en l'adquisiciĂł del llenguatge/s. Aquesta tesi examina la contribuciĂł del senyal audiovisual al processament de la parla, a travĂ©s de les anĂ lisis d'atenciĂł selectiva a una cara parlant. Es comparen diferents factors lingĂŒĂ­stics (tipologies de bilingĂŒisme, la familiaritat i la competĂšncia amb l'idioma) que modulen la percepciĂł audiovisual de la parla en l'adquisiciĂł del llenguatge durant la primera infĂ ncia (Estudis 1 i 2), en nens d’edat escolar (Estudis 3 i 4) i l’aprenentatge d'una segona llengua durant l'edat adulta (Estudis 5, 6 i 7). Els resultats demostren que (1) la percepciĂł audiovisual de la parla dificulta la capacitat dels infants bilingĂŒes de discriminar les seves llengĂŒes properes, que (2) els bilingĂŒes de llengĂŒes properes de 15 mesos i de 5 anys d’edat posen mĂ©s atenciĂł a les pistes audiovisuals de la boca que els bilingĂŒes de llengĂŒes distants, que (3) l’atenciĂł dels nens a la boca del parlant Ă©s mĂ xima al començament i disminueix gradualment a mesura que continua la parla, i que (4) els adults tambĂ© es recolzen mĂ©s en els senyals audiovisuals de la boca quan perceben una llengua no nativa (L2), independentment de la seva competĂšncia en aquesta. Aquests estudis demostren que l'atenciĂł selectiva a la cara d'un parlant Ă©s un procĂ©s dinĂ mic i de cerca d'informaciĂł, i que aquest Ă©s modulat per l'experiĂšncia lingĂŒĂ­stica primerenca i les exigĂšncies que comporten les situacions comunicatives. Aquests resultats suggereixen que atendre a les pistes audiovisuals de la boca en els moments adequats Ă©s crucial per al desenvolupament normal del llenguatge, tan durant la primera infĂ ncia com en les etapes mĂ©s avançades del llenguatge, aixĂ­ com en l’aprenentatge de segones llengĂŒes. Per Ășltim, aquests resultats confirmen que l’estratĂšgia de recolzar-se en les pistes audiovisuals s’utilitza en major mesura en entorns bilingĂŒes propers, on la presĂšncia de dues llengĂŒes relacionades augmenta la necessitat de desambiguaciĂł

    Figuring Out How Verb-Particle Constructions Are Understood During L1 and L2 Reading

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    The aim of this paper was to investigate first-language (L1) and second-language (L2) reading of verb particle constructions (VPCs) among English–French bilingual adults. VPCs, or phrasal verbs, are highly common collocations of a verb paired with a particle, such as eat up or chew out, that often convey a figurative meaning. VPCs vary in form (eat up the candy vs. eat the candy up) and in other factors, such as the semantic contribution of the constituent words to the overall meaning (semantic transparency) and frequency. Much like classic forms of idioms, VPCs are difficult for L2 users. Here, we present two experiments that use eye-tracking to discover factors that influence the ease with which VPCs are processed by bilingual readers. In Experiment 1, we compared L1 reading of adjacent vs. split VPCs, and then explored whether the general pattern was driven by item-level factors. L1 readers did not generally find adjacent VPCs (eat up the candy) easier to process than split VPCs (eat the candy up); however, VPCs low in co-occurrence strength (i.e., low semantic transparency) and high in frequency were easiest to process in the adjacent form during first pass reading. In Experiment 2, we compared L2 reading of adjacent vs. split VPCs, and then explored whether the general pattern varied with item-level or participant-level factors. L2 readers generally allotted more second pass reading time to split vs. adjacent forms, and there was some evidence that this pattern was greater for L2 English readers who had less English experience. In contrast with L1 reading, there was no influence of item differences on L2 reading behavior. These data suggest that L1 readers may have lexicalized VPC representations that are directly retrieved during comprehension, whereas L2 readers are more likely to compositionally process VPCs given their more general preference for adjacent particles, as demonstrated by longer second pass reading time for all split items

    The reliability of eyetracking to assess attentional bias to threatening words in healthy individuals

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    Eyetracking is commonly used to investigate attentional bias. Although some studies have investigated the internal consistency of eyetracking, data are scarce on the test–retest reliability and agreement of eyetracking to investigate attentional bias. This study reports the test–retest reliability, measurement error, and internal consistency of 12 commonly used outcome measures thought to reflect the different components of attentional bias: overall attention, early attention, and late attention. Healthy participants completed a preferential-looking eyetracking task that involved the presentation of threatening (sensory words, general threat words, and affective words) and nonthreatening words. We used intraclass correlation coefficients (ICCs) to measure test–retest reliability (ICC \u3e .70 indicates adequate reliability). The ICCs(2, 1) ranged from –.31to.71. Reliability varied according to the outcome measure and threat word category. Sensory words had a lower mean ICC (.08) than either affective words (.32) or general threat words (.29). A longer exposure time was associated with higher test–retest reliability. All of the outcome measures, except second-run dwell time, demonstrated low measurement error (\u3c6%). Most of the outcome measures reported high internal consistency (α \u3e.93). Recommendations are discussed for improving the reliability of eyetracking tasks in future research

    Hyper-learning from hyper-teaching: what might the future hold for learning mathematics from & with electronic screens?

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    Traditionally, mathematics has been learned through learners manipulating the content of their mental screens (mental imagery). When the situation became complicated, devices were found to augment and support the mental screen, holding some aspects invariant while transformations and anticipations were experienced and performed mentally. Now electronic escreens further augment, but threaten to overwhelm, our mental screens. In this paper different modes of interaction with e-screens are outlined, and attention is drawn to the discipline required to use them effectively. Questions are raised about how e-screens could alter what we mean by learning mathematics, at least for the majority.Traditionally, mathematics has been learned through learners manipulating the content of their mental screens (mental imagery). When the situation became complicated, devices were found to augment and support the mental screen, holding some aspects invariant while transformations and anticipations were experienced and performed mentally. Now electronic escreens further augment, but threaten to overwhelm, our mental screens. In this paper different modes of interaction with e-screens are outlined, and attention is drawn to the discipline required to use them effectively. Questions are raised about how e-screens could alter what we mean by learning mathematics, at least for the majority

    Hyper-learning from hyper-teaching: what might the future hold for learning mathematics from & with electronic screens?

    Get PDF
    Traditionally, mathematics has been learned through learners manipulating the content of their mental screens (mental imagery). When the situation became complicated, devices were found to augment and support the mental screen, holding some aspects invariant while transformations and anticipations were experienced and performed mentally. Now electronic escreens further augment, but threaten to overwhelm, our mental screens. In this paper different modes of interaction with e-screens are outlined, and attention is drawn to the discipline required to use them effectively. Questions are raised about how e-screens could alter what we mean by learning mathematics, at least for the majority.Traditionally, mathematics has been learned through learners manipulating the content of their mental screens (mental imagery). When the situation became complicated, devices were found to augment and support the mental screen, holding some aspects invariant while transformations and anticipations were experienced and performed mentally. Now electronic escreens further augment, but threaten to overwhelm, our mental screens. In this paper different modes of interaction with e-screens are outlined, and attention is drawn to the discipline required to use them effectively. Questions are raised about how e-screens could alter what we mean by learning mathematics, at least for the majority

    Is semantic preview benefit due to relatedness or plausibility?

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    There is increasing evidence that skilled readers of English benefit from processing a parafoveal preview of a semantically related word. However, in previous investigations of semantic preview benefit using the gaze-contingent boundary paradigm the semantic relatedness between the preview and target has been confounded with the plausibility of the preview word in the sentence. In the present study, preview relatedness and plausibility were independently manipulated in neutral sentences read by a large sample of skilled adult readers. Participants were assessed on measures of reading and spelling ability to identify possible sources of individual differences in preview effects. The results showed that readers benefited from a preview of a plausible word, regardless of the semantic relatedness of the preview and the target. However, there was limited evidence of a semantic relatedness benefit when the plausibility of the preview was controlled. The plausibility preview benefit was strongest for low proficiency readers, suggesting that poorer readers were more likely to program a forward saccade based on information extracted from the preview. High proficiency readers showed equivalent disruption from all non-identical previews suggesting that they were more likely to suffer interference from the orthographic mismatch between preview and target.Australian Research Counci

    Conversational Movement Dynamics and Nonverbal Indicators of Second Language Development: A Microgenetic Approach

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    This dissertation study extends on current understandings of gesture and embodied interaction with the eco-social environment in second language development (SLD) while introducing new aspects of movement analysis through dynamical modeling. To understand the role of embodiment during learning activities, a second language learning task has been selected. Dyads consisting of a non-native English-speaking student and a native English-speaking tutor were video recorded during writing consultations centered on class assignments provided by the student. Cross-recurrence quantification analysis was used to measure interactional movement synchrony between the members of each dyad. Results indicate that students with varied English proficiency levels synchronize movements with their tutors over brief, frequent periods of time. Synchronous movement pattern complexity is highly variable across and within the dyads. Additionally, co-speech gesture and gesture independent of speech were analyzed qualitatively to identify the role of gesture as related to SLD events. A range of movement types were used during developmental events by the students and tutors to interact with their partner. The results indicated that language development occurs within a movement rich context through negotiated interaction which depends on a combination of synchronized and synergistic movements. Synchronized movements exhibited complex, dynamical behaviors including variability, self-organization, and emergent properties. Synergistic movement emergence revealed how the dualistic presence of the self/other in each dyad creates a functioning intersubjective space. Overall, the dyads demonstrated that movement is a salient factor in the writing consultation activity
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