Digital Media Use: Differences and Inequalities in Relation to Class and Age

This paper takes a national perspective on issues of digital media use. The paper draws upon the OfCom Media Literacy 2013 survey to explore how digital media use varies in regard to two major social variables – class and age. Both class and age feature predominantly in UK policy on digital access and use. Class and age are invoked as either things that create barriers to access or as issues to be addressed and managed through using digital media. Despite the large body of work on the 'digital divide' there is a more limited literature that explicitly addresses class. The paper seeks to act as an empirical reference point for the development of further debate around the links between class and digital media use. The paper presents a factor analysis of the OfCom data that identifies five main areas of digital media use. These five factors are then subjected to a multiple analysis of variance to explore the effects across, between and within age and class categories. A cluster analysis based on the factors identifies seven main 'User Types' that are again compared across class and age. The paper finds that class and age act relatively independently as predicators of digital media use and neither compound nor mitigate each other's effects. Importantly the paper notes that the greatest levels and breadth of Internet use can be found in NRS social class groups AB and to an extent C1. In contrast the greatest levels of non-use and limited use can be found in NRS social class groups DE. In conclusion the paper notes that age still acts as the major explanatory variable for overall use and some specific types of use, but that class also independently acts to explain patterns of digital media use. As a result any simplistic policy expectations that digital access and use issues will become less relevant as age demographics change have to be questioned

Payment Instruments as Perceived by Consumers – Results from a Household Survey

cost efficiency, household survey, non-price features, payment instruments, retail payments, D12, D61, G20,

Cognitive Learning Styles and Digital Equity: Searching for the Middle Way

This research is driven by a desire to understand the lifelong learner in the context of styles of learning and the emerging implications of technology enhanced learning for digital equity. Recognizing cognitive learning styles is the first step educators need to take in order to be most effective in working with students of diversity and bridging across formal and informal settings. Learning environments as a characterising feature of learning styles have undergone unprecedented change over the past decade with learning environments now blending physical and virtual space. To support the increasing diversity of learners pedagogy has to be fair, culturally responsive, equitable and relevant to the ‘virtual generation’. This in turn will inform our understanding of the ‘middle way’ in recognising cognitive learning styles , associated cultural context, and the implications to digital pedagogy equity

Communicative rhythm in gesture and speech

Wachsmuth I. Communicative rhythm in gesture and speech. In: Braffort A, Gherbi R, Gibet S, Richardson J, Teil D, eds. Gesture-Based Communication in Human-Computer Interaction - Proceedings International Gesture Workshop. LNAI 1739. Berlin: Springer-Verlag; 1999: 277-289.Led by the fundamental role that rhythms apparently play in speech and gestural communication among humans, this study was undertaken to substantiate a biologically motivated model for synchronizing speech and gesture input in human computer interaction. Our approach presents a novel method which conceptualizes a multimodal user interface on the basis of timed agent systems. We use multiple agents for the purpose of polling presemantic information from different sensory channels (speech and hand gestures) and integrating them to multimodal data structures that can be processed by an application system which is again based on agent systems. This article motivates and presents technical work which exploits rhythmic patterns in the development; of biologically and cognitively motivated mediator systems between humans and machines

High-dimensional Exploratory Item Factor Analysis by A Metropolis–Hastings Robbins–Monro Algorithm

stochastic approximation, SA, item response theory, IRT, Markov chain Monte Carlo, MCMC, numerical integration, categorical factor analysis, latent variable modeling, structural equation modeling,