Ariel - Volume 8 Number 1

Executive Editor James W. Lockard, Jr. Issue Editor Michael J. Grimes Business Manager Neeraj K. Kanwal Managing Editor Edward H. Jasper University News Richard J. Perry World News William D.B. Hiller Opinions Elizabeth A. McGuire Features Patrick P. Sokas Sports Desk Shahab S. Minassian Managing Associate Brenda Peterson Photography Robert D. Lehman, Jr. Graphics Christine M. Kuhnl

The impact of feedback on students’ affective states

Affective states play a significant role in students' learning behaviour. Positive affective states can enhance learning, while negative affective states can inhibit it. This paper describes a Wizard-of-Oz study that investigates the impact of different types of feedback on students' affective states. Our results indicate the importance of providing feedback matched carefully to the affective state of the students in order to help them transition into more positive states. For example when students were confused affect boosts and specific instructive feedback seem to be effective in helping students to be in flow again. We discuss this and other ways to adapt the feedback, together with implications for the development of our system and the field in general

Five-Factor Model as a Predictor for Spoken Dialog Systems

Human behavior varies widely as does the design of spoken dialog systems (SDS). The search for predictors to match a user’s preference and efficiency for a specific dialog interface type in an SDS was the focus of this research. By using personality as described by the Five-Factor Method (FFM) and the Wizard of Oz technique for delivering three system initiatives of the SDS, participants interacted with each of the SDS initiatives in scheduling an airline flight. The three system initiatives were constructed as strict system, which did not allow the user control of the interaction; mixed system, which allowed the user some control of the interaction but with a system override; and user system, which allowed the user control of the interaction. In order to eliminate gender bias in using the FFM as the instrument, participants were matched in gender and age. Participants were 18 years old to 70 years old, passed a hearing test, had no disability that prohibited the use of the SDS, and were native English speakers. Participants completed an adult consent form, a 50-question personality assessment as described by the FFM, and the interaction with the SDS. Participants also completed a system preference indication form at the end of the interaction. Observations for efficiency were recorded on paper by the researcher. Although the findings did not show a definitive predictor for a SDS due to the small population sample, by using a multinomial regression approach to the statistical analysis, odds ratios of the data helped draw conclusions that support certain personality factors as important roles in a user’s preference and efficiency in choosing and using a SDS. This gives an area for future research. Also, the presumption that preference and efficiency always match was not supported by the results from two of the three systems. An additional area for future research was discovered in the gender data. Although not an initial part of the research, the data shows promise in predicting preference and efficiency for certain SDS. Future research is indicated

Wizundry: A Cooperative Wizard of Oz Platform for Simulating Future Speech-based Interfaces with Multiple Wizards

Wizard of Oz (WoZ) as a prototyping method has been used to simulate intelligent user interfaces, particularly for speech-based systems. However, as our societies' expectations on artificial intelligence (AI) grows, the question remains whether a single Wizard is sufficient for it to simulate smarter systems and more complex interactions. Optimistic visions of 'what artificial intelligence (AI) can do' places demands on WoZ platforms to simulate smarter systems and more complex interactions. This raises the question of whether the typical approach of employing a single Wizard is sufficient. Moreover, while existing work has employed multiple Wizards in WoZ studies, a multi-Wizard approach has not been systematically studied in terms of feasibility, effectiveness, and challenges. We offer Wizundry, a real-time, web-based WoZ platform that allows multiple Wizards to collaboratively operate a speech-to-text based system remotely. We outline the design and technical specifications of our open-source platform, which we iterated over two design phases. We report on two studies in which participant-Wizards were tasked with negotiating how to cooperatively simulate an interface that can handle natural speech for dictation and text editing as well as other intelligent text processing tasks. We offer qualitative findings on the Multi-Wizard experience for Dyads and Triads of Wizards. Our findings reveal the promises and challenges of the multi-Wizard approach and open up new research questions.Comment: 34 page

Light-bulb moment?: towards adaptive presentation of feedback based on students' affective state

Affective states play a significant role in students’ learning behaviour. Positive affective states can enhance learning, whilst negative affective states can inhibit it. This paper describes a Wizard-of-Oz study which investigates whether the way feedback is presented should change according to the affective state of a student, in order to encourage affect change if that state is negative. We presented high-interruptive feedback in the form of pop-up windows in which messages were immediately viewable; or low-interruptive feedback, a glow- ing light bulb which students needed to click in order to access the messages. Our results show that when students are confused or frustrated high-interruptive feedback is more effective, but when students are enjoying their activity, there is no difference. Based on the results, we present guidelines for adaptively tailoring the presentation of feedback based on students’ affective states when interacting with learning environments

The Independent, No. 28, May 12, 1977

The Independent was a student run newspaper created in 1960 at Newark State College, now Kean University. The proceeding title was The Reflector. The editor of this issue was Barbara Walcoff.https://digitalcommons.kean.edu/independent_1975-1979/1047/thumbnail.jp

Modern myth in performance: claiming identity through a reading of fantasy withcraft

In this dissertation, I create a Wiccan dramaturgical lens to analyze three key fantasy sites: The Wizard of Oz film and stage adaptations (especially the Broadway musical Wicked), The Chronicles of Narnia film and theatrical adaptations, and the Harry Potter films and paratheatrical adaptations. These three fantasy stories have significant cultural impact and strong images of folkloric witches. My alternative reading shows how a subgroup can appropriate popular images for their own identity formation. I will analyze how signs, themes, and narrative tropes that otherwise seem ancillary or even anti-witch become highlighted and privileged, creating a different but equally legitimate counter-text for the Wiccan spectator (or for any spectator looking through a Wiccan dramaturgical lens). I model my primary methodology on Stacy Wolf’s A Problem Like Maria, where she gives a “queer” reading of popular musicals. Following Wolf’s lead, a Wiccan reading of these texts highlights how the witch images offer opportunities for Witchcraft practitioners to perform their own faith identity. Using the theories of Neo-Pagan identity as developed by academics well-grounded in the field of Witchcraft studies, I distill nine specific “identity markers” in three categories to locate and describe Wiccan spectatorship. After grounding my methodology in performance studies in my introduction, I explain the relevant Wiccan history, beliefs and practices in my first chapter. In my second chapter, I analyze “Wiccan culture” (relationship to other faith groups and society) in the film The Wizard of Oz (1939) and the musical Wicked. In my second chapter, I discuss “Wiccan beliefs” (theology) through a close reading of the film The Lion, the Witch, and the Wardrobe (2005) and the stage musical Narnia. In my fourth chapter, I identify Wiccan “practices” (the use of costumes, tools, and space in rituals) as found in the Harry Potter films and paratheatrical activities. In my final chapter, I make conclusions about this type of subcultural performance of identity and introduce the concept of ritual innovation based on “modern myth.” I argue that performance of fantasy witch images can be a tactical syncretism that alters/assimilates a new authenticity, bridging ancient folklore to modern religious identity