Game-Based Simulation and Study of Pedestrian-Automated Vehicle Interactions

We identify the need for enhanced pedestrian–vehicle simulation tools and build such a tool to explore the interaction among pedestrian "players" and virtual human- and automated-vehicles for different scenarios taking place in an urban environment. We first present contemporary research tools and then propose the design and development of a new desktop application that facilitates pedestrian-point-of-view research. We then conduct a three-step user experience experiment, in which a small number of participants answer questions before and after using the application to interact with virtual human and automated vehicles in diverse road-crossing scenarios. Behavioral results observed in virtuality, especially when motivated by consequence, tend to simulate real life sufficiently well to inform design choices. From the simulation, we observed valuable insights into human–vehicle interactions. Upon completing this preliminary testing, we iterated the tool’s design and ultimately conducted an 89-participant study of human–vehicle interactions for three scenarios taking place in a virtual environment. Our tool raised participant awareness of autonomous vehicles and their capabilities and limitations, which is an important step in overcoming public distrust of AVs. We additionally saw that participants trust humans and technology less as drivers than in other contexts, and that pedestrians feel safer around vehicles with autonomy indicators. Further, we note that study participants increasingly feel safe with automated vehicles with increased exposure. These preliminary results, as well as the efficacy of the tool’s design, may inform future socio-technical design for automated vehicles and their human interactions

Experience of developing Twitter-based communities of practice in higher education

This article presents the results of a case study of the use of a microblogging tool by a university academic to increase their knowledge and experience of social media for educational purposes. The academic had the role of digital steward in a university and attempted to use microblogging (Twitter) to increase professional contacts within the framework of a community of practice. Several types of data were collected and analysed. These included the structure of the network arising from the links formed with others by microblogging, the similarity of stated interests between the academic and others in the network, and the contents of postings such as their external references. It was found that a personal network had been established, with some of the characteristics of a community of practice. The activity demonstrated the utility of social media in supporting the professional development of academic staff using technology

Real-Time, Real World Learning—Capitalising on Mobile Technology

This chapter explores the adoption of Web 2.0 technologies to promote active learning by students and to both mediate and enhance classroom instruction. Web 2.0 refers to open source, web-enabled applications (apps) that are driven by user-manipulated and user-generated content (Kassens-Noor, 2012). These apps are often rich in user participation, have dynamic content, and harness the collective intelligence of users (Chen, Hwang, & Wang, 2012). As such, these processes create “active, context based, personalised learning experiences” (Kaldoudi, Konstantinidis, & Bamidis, 2010, p. 130) that prioritise learning ahead of teaching. By putting the learner at the centre of the education process educators can provide environments that enhance employability prospects and spark a passion for learning that, hopefully, lasts a lifetime. As such, we critique an active learning approach that makes use of technology such as mobile applications (apps), Twitter, and augmented reality to enhance students’ real world learning. Dunlap and Lowenthal (2009) argue that social media can facilitate active learning as they recreate informal, free-flowing communications that allow students and academics to connect on a more emotional level. Furthermore, their use upskills students in the technical complexities of the digital world and also the specialised discourses that are associated with online participation, suitable for real world learning and working (Fig. 16.1). Three case studies explore the benefits of Web 2.0 processes. The first details the use of Twitter chats to connect students, academics, and industry professionals via online synchronous discussions that offer a number of benefits such as encouraging concise writing from students and maintaining on-going relationships between staff, students, and industry contacts. The second details a location-based mobile app that delivers content to students when they enter a defined geographical boundary linked to an area of a sports precinct. Finally, we explore the use of augmented reality apps to enhance teaching in Human Geography and Urban Studies

Unravelling legacy: a triadic actor-network theory approach to understanding the outcomes of mega events

Mega events have recently attracted the attention of social scientists due to their important role for festival capitalism, urban regeneration and political propaganda. Their planning stage often produces elaborate strategies for maximising the benefits before, during and after the actual event, which has given rise to interdisciplinary studies of event legacy and leveraging. This paper aims to advance ongoing debates on the outcomes of sports mega events by bringing together the literatures on mega event legacy, leveraging and actor-network theory. Drawing on a case study on the usage of the Queen Elizabeth Olympic Park, the main legacy of the London 2012 Olympic Games, the paper develops a novel conceptual framework for researching the multi-scalar outcomes of mega events and locating respective studies within the resulting wider research agenda. The proposed concept extends Preuss’ (2007) legacy cube in two ways by visualising its five research dimensions in the legacy rings and using three rather than two sub-dimensions per ring, thereby replacing the restrictive dyads of dualistic thinking through more comprehensive but still manageable triads of triadic thought (Jöns, 2006)

Game-Based Simulation and Study of Pedestrian-Automated Vehicle Interactions

We identify the need for enhanced pedestrian–vehicle simulation tools and build such a tool to explore the interaction among pedestrian “players” and virtual human- and automated-vehicles for different scenarios taking place in an urban environment. We first present contemporary research tools and then propose the design and development of a new desktop application that facilitates pedestrian-point-of-view research. We then conduct a three-step user experience experiment, in which a small number of participants answer questions before and after using the application to interact with virtual human and automated vehicles in diverse road-crossing scenarios. Behavioral results observed in virtuality, especially when motivated by consequence, tend to simulate real life sufficiently well to inform design choices. From the simulation, we observed valuable insights into human–vehicle interactions. Upon completing this preliminary testing, we iterated the tool’s design and ultimately conducted an 89-participant study of human–vehicle interactions for three scenarios taking place in a virtual environment. Our tool raised participant awareness of autonomous vehicles and their capabilities and limitations, which is an important step in overcoming public distrust of AVs. We additionally saw that participants trust humans and technology less as drivers than in other contexts, and that pedestrians feel safer around vehicles with autonomy indicators. Further, we note that study participants increasingly feel safe with automated vehicles with increased exposure. These preliminary results, as well as the efficacy of the tool’s design, may inform future socio-technical design for automated vehicles and their human interactions

What makes an event a mega-event? Definitions and sizes

There is considerable ambiguity about what makes an event a mega-event. Intervening in this debate, this paper develops a definition and classification scheme for mega-events. On the basis of a review of existing definitions, it proposes four constitutive dimensions of mega-events: visitor attractiveness, mediated reach, costs and transformative impact. The paper develops indicators for each dimension and maps onto these four dimensions a sample of the latest editions of nine large events (Expo, Summer and Winter Olympics, Football World Cup, European Football Championship, Asian Games, Commonwealth Games, Pan American Games, Universiade). From this, it develops a multi-dimensional, point-based classification scheme of large events according to size, distinguishing between major events, mega-events and the recently emerging class of giga-events. Concluding, it identifies the need for more systematic data on the size, costs and impacts of a broad range of large-scale events over time