Media Literacy: Using a Game to Prompt Self-Reflection on Political Truth Biases

In this paper we examine how games can both capture player biases around truthfulness and facilitate self-reflection on such patterns of biases as a pedagogical approach to media literacy. Our focus is on the study of a game called Fibber, conducted with 344 participants online. The gameplay entails guessing whether statements made by presidential candidates are mostly factual and receiving aggregate feedback on their judgment patterns and potential truth biases. Specifically we sought to answer the questions: 1) how can the game prompt self-reflection in players, 2) what player characteristics are linked to self-reported acts of self-reflection and biases, and 3) how can the study inform future designs of media literacy and self-reflection games? Our results suggest that efforts to promote self-reflection in truth biases – a useful media literacy technique – may be facilitated through aggregation of in-game decisions that can serve as en end-of-game self-reflection prompt. Furthermore, self-reflection on potential political truth biases may be supported by specific in-game behaviors and player characteristics such as gender and political orientation. Future work includes a more experimental comparison of specific game mechanics and qualitative data to better understand the self-reflection process and possible subsequent changes in behavior as a result of self-reported acts of self-reflection.

First Science Observations with SOFIA/FORCAST: Properties of Intermediate-Luminosity Protostars and Circumstellar Disks in OMC-2

We examine eight young stellar objects in the OMC-2 star forming region based on observations from the SOFIA/FORCAST early science phase, the Spitzer Space Telescope, the Herschel Space Observatory, 2MASS, APEX, and other results in the literature. We show the spectral energy distributions of these objects from near-infrared to millimeter wavelengths, and compare the SEDs with those of sheet collapse models of protostars and circumstellar disks. Four of the objects can be modelled as protostars with infalling envelopes, two as young stars surrounded by disks, and the remaining two objects have double-peaked SEDs. We model the double-peaked sources as binaries containing a young star with a disk and a protostar. The six most luminous sources are found in a dense group within a 0.15 x 0.25 pc region; these sources have luminosities ranging from 300 L_sun to 20 L_sun. The most embedded source (OMC-2 FIR 4) can be fit by a class 0 protostar model having a luminosity of ~50 L_sun and mass infall rate of ~10^-4 solar masses per year.Comment: Accepted by ApJ Letter

Reclaiming the right to look: making the case for critical visual literacy and data science education

As visual cultures scholars have argued, visual expression and aesthetic artifacts largely comprise the modern world. This includes the production of the school as an institution. A critical approach to education therefore must reinscribe students with the ability to see what educational processes attempt to hide and to construct an understanding of the real for themselves. To illustrate this argument, we explore the production of visuality within data science education as one example of how the visual manifests within schools. In response, we propose a visual literacy informed approach to engaging students with data, one that expands beyond contemporary forms of critical data literacy by involving an ontological critique of educational aestheticization. To ground this work, we examine the role of visuality and aesthetics within the implementation of co-designed arts-infused data science projects in four US middle schools. In analyzing interviews with teachers and students, we uncover a series of tensions that reveal the ongoing influence of school visualities alongside the potential for student generated images to amplify their right to look. We therefore argue that critical pedagogies must not only involve reading and critiquing aesthetic artifacts but also engage students in a critique of visuality itself

Fibber: A Game To Reflect on Deception in Political Messaging

Ignit

Introductory Design Thinking Sprint

Worksho

Instructional Presence When You’re Not Looking Them Right in the Eye

Breakout

Promises and Pitfalls of Computer-Supported Mindfulness: Exploring a Situated Mobile Approach

Computer-supported mindfulness (CSM) is a burgeoning area filled with varied approaches such as mobile apps and EEG headbands. However, many of the approaches focus on providing meditation guidance. The ubiquity of mobile devices may provide new opportunities to support mindfulness practices that are more situated in everyday life. In this paper, a new situated mindfulness approach is explored through a specific mobile app design. Through an experimental design, the approach is compared to traditional audio-based mindfulness meditation, and a mind wandering control, over a one-week period. The study demonstrates the viability for a situated mobile mindfulness approach to induce mindfulness states. However, phenomenological aspects of the situated mobile approach suggest both promises and pitfalls for computer-supported mindfulness using a situated approach

Mindfulness: Emerging Mobile Tools and the Potential to Help Learners

Ignit

Collaborating with Bots to Teach: The Good the Bad and Ugly

Concurrent, Session

Opening Remarks

Genera