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Journal articles on the topic 'COMPUTER MEDIATED COLLABORATIVE DESIGN'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

Freeman, Guo, Dane Acena, Nathan J. McNeese, and Kelsea Schulenberg. "Working Together Apart through Embodiment." Proceedings of the ACM on Human-Computer Interaction 6, GROUP (January 14, 2022): 1–25. http://dx.doi.org/10.1145/3492836.

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Computer-mediated collaboration has long been a core research interest in CSCW and HCI. As online social spaces continue to evolve towards more immersive and higher fidelity experiences, more research is still needed to investigate how emerging novel technology may foster and support new and more nuanced forms and experiences of collaboration in virtual environments. Using 30 interviews, this paper focuses on what people may collaborate on and how they collaborate in social Virtual Reality (VR). We broaden current studies on computer-mediated collaboration by highlighting the importance of emb

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Kaufman, D. R., V. G. Allen, E. H. Shortliffe, J. J. Cimino, R. A. Greenes, and V. L. Patel. "Toward a Framework for Computer-Mediated Collaborative Design in Medical Informatics." Methods of Information in Medicine 38, no. 03 (1999): 158–76. http://dx.doi.org/10.1055/s-0038-1634192.

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AbstractThe development and implementation of enabling tools and methods that provide ready access to knowledge and information are among the central goals of medical informatics. The need for multi-institutional collaboration in the development of such tools and methods is increasingly being recognized. Collaboration involves communication, which typically involves individuals who work together at the same location. With the evolution of electronic modalities for communication, we seek to understand the role that such technologies can play in supporting collaboration, especially when the part

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Rittgen, Peter. "Collaborative Business and Information Systems Design." International Journal of e-Collaboration 5, no. 4 (October 2009): 1–15. http://dx.doi.org/10.4018/jec.2009062601.

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Collaborative business and information systems design touches a number of issues that lie within the realm of different research areas. It deals with design as such, and in particular with design in and for groups. It is also concerned with socio-technical systems and hence with human-computer interaction as well as IT-mediated human-human interaction. This introduces collaboration issues. The significant complexity of the business and information systems that are in the focus of the design endeavor calls for modeling as an instrument for managing this complexity. This article maps the terrain

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Canché, Maximiliano, and Sergio F. Ochoa. "Modeling Computer-Mediated User Interactions in Ubiquitous Collaborative Systems." Proceedings 2, no. 19 (October 17, 2018): 1250. http://dx.doi.org/10.3390/proceedings2191250.

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Modelling ubiquitous collaborative systems that support people-driven processes represents a major challenge for software designers, since there is no a workflow that helps identify the scenarios in which the interaction among the participants could take place. Typically, this reduces the effectiveness of the resulting systems and increases the uncertainty during their developments. This paper proposes a visual modeling notation that allows designers to identify these potential interactions scenarios, and characterize them properly. The usability and expressiveness of this proposal was evaluat

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Santucci, Michael. "Toward an integrated theory of computer-mediated social interaction." Team Performance Management: An International Journal 27, no. 5/6 (August 2, 2021): 353–76. http://dx.doi.org/10.1108/tpm-11-2017-0077.

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Purpose This paper aims to describe an integration of the media naturalness theory, the continuum model of impression formation and the social identity model of deindividuation effects. The goal is to determine the compatibility of the central tenets and propositions of the two theories and reconcile their effects under a unified model that can be used to explain and predict changes in perceptions, attitudes and behaviors arising in computer-mediated interaction. Design/methodology/approach A review of the literature was used to determine whether the two theories were compatible. The reconcili

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Baykal, Gökçe Elif, Olof Torgersson, and Eva Eriksson. "Designing for Children’s Reflections in Collaborative Interaction Mediated by Technology: A Systematic Literature Review." Interaction Design and Architecture(s), no. 49 (September 10, 2021): 111–34. http://dx.doi.org/10.55612/s-5002-049-007.

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Reflection is an integral part of collaborative interaction. However, we know little about how to design for reflection in collaborative activities mediated by technologies. This systematic literature review focuses on children’s reflections within the collaborative practices in child-computer interaction research and investigates (1) the link between reflection and collaborative activities, (2) the types of collaborative technologies to scaffold reflection, and (3) the methodological approaches to analyze reflection. We searched the ACM Digital Library, Scopus and ProQuest which resulted in 1

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GÁNEM GUTIÉRREZ, GABRIELA ADELA. "Beyond interaction: the study of collaborative activity in computer-mediated tasks." ReCALL 15, no. 1 (May 2003): 94–112. http://dx.doi.org/10.1017/s0958344003000818.

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Research, design, implementation, and evaluation of CALL materials needs to be based on sound SLA theories and research. A research agenda of CALL issues needs to be identified and investigated by means of suitable methodology. I propose that a Sociocultural approach to language learning provides a useful theoretical framework to investigate the process of collaborative activity in computer-mediated tasks. Following a brief overview of Sociocultural theory in relation to its claims about the usefulness of collaborative activity in the language classroom, I provide an account of issues to be ad

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Cheung, Ronnie, and Doug Vogel. "Designing Web 2.0 Collaboration Tools to Support Project-Based Learning." International Journal of Systems and Service-Oriented Engineering 3, no. 2 (April 2012): 1–14. http://dx.doi.org/10.4018/jssoe.2012040101.

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Collaborative learning involves small groups of students working together to solve problems for the purpose of learning. There are a large number of researches that focus on the technical aspects of computer-mediated environments for collaborative learning. Very few studies have examined the design of Web 2.0 technologies to support collaborative learning using an activity-oriented approach. In this study, activity theory was used as a design framework for collaborative learning in a Web 2.0 environment using Google Applications technology. By employing an activity-oriented design method, a co

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Neale, Dennis C., Daniel R. Dunlap, Philip Isenhour, and John M. Carroll. "Collaborative Critical Incident Development." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 44, no. 37 (July 2000): 598–601. http://dx.doi.org/10.1177/154193120004403714.

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We have been using critical incidents to research the design and evaluation of computer-mediated collaborative and communication technologies for use in K-12 education. A variety of methods have generated a number of critical incidents identified during classroom evaluations. To enhance our analysis and understanding of these incidents, we developed a Web-based forum called the collaborative critical incident tool (CCIT). Users (teachers) and researchers collaboratively post, rate incident criticality, and elaborate on critical incidents through sustained dialog, contributing to the understand

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Levine, Adina, Orna Ferenz, and Thea Reves. "A computer-mediated curriculum in the EFL academic writing class." ReCALL 11, no. 1 (May 1999): 72–79. http://dx.doi.org/10.1017/s0958344000002111.

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AbstractThe purpose of this study was to investigate the application of a computer mediated curriculum in the instruction of advanced written academic communication skills in a non-immersion situation. While previous studies have focused upon collaborative writing within a computer networked environment (Gregor & Cuskelfy 1994), the use of computer-tutorial programs (Warschauer, Turbee & Roberts 1996), or the additive effects of supplemental computer-based instruction (Chun 1994), the present study dealt with the implementation of a fully computer based EFL writing curriculum through t

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Kvan, Thomas, Robert West, and Alonso H. Vera. "Tools and Channels of Communication: Dealing with the Effects of Computer Mediation on Design Communication." International Journal of Virtual Reality 3, no. 3 (January 1, 1998): 21–33. http://dx.doi.org/10.20870/ijvr.1998.3.3.2628.

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This paper proposes a methodology to evaluate the effects of computer-mediated communication on collaboratively solving design problems. When setting up a virtual design community, choices must be made between a variety of tools, choices dictated by budget, bandwidth, ability and availability. How do you choose between the tools, which is useful and how will each affect the outcome of the design exchanges you plan? A commonly used method is to analyze the work done and to identify tools which support this type of work. In general, research on the effects of computer-mediation on collaborative

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Fisher, Mercedes, Gregory S. Thompson, and David A. Silverberg. "Effective Group Dynamics in E-Learning: Case Study." Journal of Educational Technology Systems 33, no. 3 (March 2005): 205–22. http://dx.doi.org/10.2190/ytj7-plqb-vndv-71uu.

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Investigating the participant structure that works in online courses helps us design for, and facilitate, collaboration. Learning communities and group work influence collaboration in online courses. We present an exploratory study of computer-mediated groups that used this model to participate in an online MA program in Educational Technology. These participants were organized into groups and collaboratively built knowledge through synchronous and asynchronous online dialogue while leveraging technology as a tool for individual and collaborative learning. We present a detailed case study coll

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Nuhoğlu Kibar, Pınar, Kevin Sullivan, and Buket Akkoyunlu. "Creatıng Infographics Based on the Bridge21 Model for Team-based and Technology-mediated Learning." Journal of Information Technology Education: Innovations in Practice 18 (2019): 087–111. http://dx.doi.org/10.28945/4418.

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Aim/Purpose: The main aim of this study was modeling a collaborative process for knowledge visualization, via the creation of infographics. Background: As an effective method for visualizing complex information, creating infographics requires learners to generate and cultivate a deep knowledge of content and enables them to concisely visualize and share this knowledge. This study investigates creating infographics as a knowledge visualization process for collaborative learning situations by integrating the infographic design model into the team-based and technology-mediated Bridge21 learning m

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Aubrey, Scott. "Dynamic engagement in second language computer-mediated collaborative writing tasks: Does communication mode matter?" Studies in Second Language Learning and Teaching 12, no. 1 (March 21, 2022): 59–86. http://dx.doi.org/10.14746/ssllt.2022.12.1.4.

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This study takes a dynamic approach to investigating engagement, examining fluctuations in cognitive-affective variables at regular time intervals during online collaborative second language (L2) writing tasks. Using online conference software and online editing software, 16 university students who use English as an L2, completed two collaborative problem-solution L2 writing tasks in two communication modes: video-chat and text-chat. After each task, learners viewed videos of their performances in 12 three-minute segments and were asked to rate their engagement on two scales (interest, focus).

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Sadler, Randall. "Computer-mediated Communication and a Cautionary Tale of Two Cities." CALICO Journal 25, no. 1 (January 14, 2013): 11–30. http://dx.doi.org/10.1558/cj.v25i1.11-30.

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This paper describes an action research project that investigated the pedagogical applicability of computer-mediated communication (CMC) tools for collaborative projects. The research involved two groups of students studying to become ESL/EFL teachers, one group at a university located in the US Midwest and the other in the Catalan region of Spain, engaging in collaborative projects of their own designs which examined potential uses of CMC for language learning. As part of this project, the students also learned about and used a number of CMC tools, ranging from email to message boards to vide

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Martin Nolan, Edmund. "Transcending Lockdown: Fostering Student Imagination through Computer-Supported Collaborative Learning and Creativity in Engineering Design Courses." University of Toronto Quarterly 91, no. 1 (February 1, 2022): 67–87. http://dx.doi.org/10.3138/utq.91.1.01.

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Engineering design and communication courses are typically dynamic, active learning spaces that bring together a complex array of knowledge and skills. Their ambiguous nature has allowed, often contentiously, subjects such as language and communication, the arts, the humanities, and the social sciences to enter the discourse of engineering in a newly meaningful way. This article considers this development in the context of the COVID-19 pandemic and, in particular, how the creativity and imagination required to succeed in engineering design might be cultivated in emergency distance learning. I

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Nolan, E. Martin. "Transcending Lockdown: Fostering Student Imagination Through Computer-Supported Collaborative Learning and Creativity in Engineering Design Courses." University of Toronto Quarterly Forthcoming (July 16, 2021): e2021001. http://dx.doi.org/10.3138/utq.91.1.001.

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Engineering design and communication courses are typically dynamic, active learning spaces that bring together a complex array of knowledge and skills. Their ambiguous nature has allowed, often contentiously, subjects such as language and communication, the arts, the humanities and the social sciences to enter the discourse of engineering in a newly meaningful way. This paper considers this development in the context of the COVID-19 pandemic, and in particular how the creativity and imagination required to succeed in engineering design might be cultivated in emergency distance learning. I cons

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Yan, Wei. "Design on Monitoring and Evaluation Methods for CSCL System." Applied Mechanics and Materials 336-338 (July 2013): 2213–16. http://dx.doi.org/10.4028/www.scientific.net/amm.336-338.2213.

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The problem of capitalizing on experience of how to track and analyze the learning processes is of particular interest in Computer Supported Collaborative Learning (CSCL) environments, where learning is usually based on the interactions occurring among peers. This paper provides some examples of DPs addressing tracking problems in CSCL environments. Our DPs have been elaborated with a twofold aim to contribute to the ﬁeld by proposing possible solutions to tracking problems frequently faced in CSCL; on the other hand, by using DPs as a tool for sharing experience, we hope to inform the develop

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Bauters, Merja, Jana Pejoska, Eva Durall, Katri Saarikivi, Valtteri Wikström, Mari Falcon, and Silja Martikainen. "Are you there? Presence in collaborative distance work." Human Technology 17, no. 3 (December 31, 2021): 261–93. http://dx.doi.org/10.14254/1795-6889.2021.17-3.5.

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Already before the pandemic, digitally mediated collaborative work and communication were perceived as challenging. We investigate the attitudes towards emerging technologies and for transforming practises in workplaces. The focus lies on understanding the readiness for appropriating emotional tracking on presence and support for collaboration. The research-based design framework allowed to combine the various perspectives of the transdisciplinary team. Methods included participatory design, design thinking, contextual inquiry and prototype testing for enhancing presence while working with sha

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Hasan, Zahir. "Exploring the Influence of Beliefs of Instructors on Adoption of Technology in Teaching." Indonesian Journal of EFL and Linguistics 6, no. 2 (November 15, 2021): 369. http://dx.doi.org/10.21462/ijefl.v6i2.381.

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The implementation of Emergency Remote Teaching (ERT) due to Covid-19 pandemic resulted in classes being taught online. This research study examines computer-mediated instruction as it is influenced by beliefs of English-language instructors, and how those instructors make sense of their beliefs regarding computer-mediated online instruction tools. An Interpretative Phenomenological Analysis (IPA) research design was used. English-language instructors employed full-time in universities in Tokyo participated in this study. It appeared that each instructor’s beliefs interacted in a complex manne

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Nam, Junghyun. "Understanding of the Quality of Computer-Mediated Communication Technology in the Context of Business Planning." Informing Science: The International Journal of an Emerging Transdiscipline 24 (2021): 111–27. http://dx.doi.org/10.28945/4872.

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Aim/Purpose: This study seeks to uncover the perceived quality factors of computer-mediated communication in business planning in which communication among teammates is crucial for collaboration. Background: Computer-mediated communication has made communicating with teammates easier and more affordable than ever. What motivates people to use a particular CMC technology during business planning is a major concern in this research. Methodology: This study seeks to address the issues by applying the concept of Information Product Quality (IPQ). Based on 21 factors derived from an extensive liter

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Mohd Daud, Norzaidi, and Halimi Zakaria. "Impact of antecedent factors on collaborative technologies usage among academic researchers in Malaysian research universities." International Journal of Information and Learning Technology 34, no. 3 (May 6, 2017): 189–209. http://dx.doi.org/10.1108/ijilt-09-2016-0046.

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Purpose The purpose of this paper is to investigate the impact of antecedent factors on collaborative technologies usage among academic researchers in Malaysian research universities. Design/methodology/approach Data analysis was conducted on data collected from 156 academic researchers from five Malaysian research universities. This study employed an extensive quantitative approach of a structural equation modeling method to evaluate the research model and to test the hypotheses. Findings The main findings of this study are that personal innovativeness, task-technology fit, and perceived peer

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Nosek, John T. "Towards an Affordance-Based Theory of Collaborative Action (CoAct)." International Journal of e-Collaboration 7, no. 4 (October 2011): 37–60. http://dx.doi.org/10.4018/jec.2011100103.

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Collaborative Action provides a novel approach to modeling interaction among users and machines and IT-mediated collaboration among people to solve problems. CoAct extends the notions of affordance and moves away from idiosyncratic, subjective mental models of the world to the notion that actors with similar capacities to act can potentially discern similar action possibilities in the world. It changes the direction from discovery and alignment of internal representations to mutual attunement of collaborators to build sufficient capabilities, share informational structures, and calibrate selec

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Maquil, Valérie, Hoorieh Afkari, Béatrice Arend, Svenja Heuser, and Patrick Sunnen. "Balancing Shareability and Positive Interdependence to Support Collaborative Problem-Solving on Interactive Tabletops." Advances in Human-Computer Interaction 2021 (April 22, 2021): 1–17. http://dx.doi.org/10.1155/2021/6632420.

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To support collaboration, researchers from different fields have proposed the design principles of shareability (engaging users in shared interactions around the same content) and positive interdependence (distributing roles and information to make users dependent on each other). While, on its own, each principle was shown to successfully support collaboration in different contexts, these principles are also partially conflicting, and their combination creates several design challenges. This paper describes how shareability and positive interdependency were jointly implemented in an interactiv

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Lu, Stephen C. Y., Qingfeng Li, Michael Case, and Francois Grobler. "A Socio-Technical Framework for Collaborative Product Development." Journal of Computing and Information Science in Engineering 6, no. 2 (July 20, 2005): 160–69. http://dx.doi.org/10.1115/1.2194912.

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Human behavior dynamics impact technical decisions that cause societal changes, which, in turn, shape social dynamics to influence future technical decisions. This paper presents a socio-technical framework, based on the Engineering as Collaborative Negotiation paradigm. Collaborative product development is viewed as a socially mediated technical activity aiming to achieve a human purpose and modeled as a dynamic co-construction process, where stakeholders’ perspectives continuously evolve to form a share reality through collaborative negotiations. The paper introduces the socio-technical fram

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Matei, Ştefania. "Responsibility Beyond the Grave: Technological Mediation of Collective Moral Agency in Online Commemorative Environments." Design Issues 34, no. 1 (January 2018): 84–94. http://dx.doi.org/10.1162/desi_a_00478.

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Online platforms of donations in memoriam are technologies of commemoration that mediate a responsible mode of being in the world. They construct death as empowering for the deceased, and they open up new opportunities for collaborative action to emerge. By relying on existing conceptualizations of post-mortem personhood and technologically mediated agency, this article considers the socio-technical construction of the commemorative platform, MuchLoved, an online tribute charity; it focuses on its interaction design for online donations in memoriam. Through specific design options, MuchLoved s

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Gross, Mark D., Ellen Yi-Luen Do, Raymond J. McCall, Wayne V. Citrin, Paul Hamill, Adrienne Warmack, and Kyle S. Kuczun. "Collaboration and coordination in architectural design: approaches to computer mediated team work." Automation in Construction 7, no. 6 (September 1998): 465–73. http://dx.doi.org/10.1016/s0926-5805(98)00055-7.

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Wang, Qiaosi, Ida Camacho, Shan Jing, and Ashok K. Goel. "Understanding the Design Space of AI-Mediated Social Interaction in Online Learning: Challenges and Opportunities." Proceedings of the ACM on Human-Computer Interaction 6, CSCW1 (March 30, 2022): 1–26. http://dx.doi.org/10.1145/3512977.

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Our online interactions are constantly mediated through Artificial Intelligence (AI), especially our social interactions. AI-mediated social interaction is the AI-facilitated process of building and maintaining social connections between individuals through information inferred from people's online posts. With its impending application across a number of contexts, the challenges and opportunities of AI-mediated social interaction remain underexplored. This paper seeks to understand the design space of AI-mediated social interaction in the context of online learning, where students frequently f

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Fuchs, Carolin. "Use of the Wiki for Cross-Institutional Collaborations." International Journal of Online Pedagogy and Course Design 5, no. 1 (January 2015): 1–19. http://dx.doi.org/10.4018/ijopcd.2015010101.

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This article discusses how groups of student teachers use the wiki to collaborate cross-institutionally in order to design tasks for English language learners. Participants in this case study involved student teachers at a private graduate institution on the East Coast in the U.S. and students at a public graduate institution in Luxembourg. In this action research approach, data triangulation involved gathering information through a combination of different instruments such as computer-mediated communication data, needs analyses, journal entries, and post-course questionnaires. Findings showed

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Vargo, J., J. C. Nesbit, K. Belfer, and A. Archambault. "Learning Object Evaluation: Computer-Mediated Collaboration And Inter-Rater Reliability." International Journal of Computers and Applications 25, no. 3 (January 2003): 198–205. http://dx.doi.org/10.1080/1206212x.2003.11441703.

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Ziegler, Nicole, Kara Moranski, George Smith, and Huy Phung. "Metacognitive Instruction and Interactional Feedback in a Computer-Mediated Environment." TESL Canada Journal 37, no. 2 (December 2, 2020): 210–33. http://dx.doi.org/10.18806/tesl.v37i2.1337.

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Multiple theoretical frameworks support the notion of interactional feedback as facilitative of second language (L2) development. However, research demonstrates that learners often avoid providing feedback during peer collaborative work, thus failing to take advantage of key opportunities for language learning and development. Recent studies have examined how metacognitive instruction (MI) may be used to explicitly train learners in the provision of interactional feedback, with results showing increased instances of feedback (Fujii et al., 2016) and improved L2 outcomes (e.g., Sato & Loewe

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Ahern, Terence C. "The Effect of Interface on the Structure of Interaction in Computer-Mediated Small-Group Discussion." Journal of Educational Computing Research 11, no. 3 (October 1994): 235–50. http://dx.doi.org/10.2190/5p8j-10m6-gp9k-6rep.

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In the traditional classroom, talk is usually considered noise that must be controlled, but there is mounting evidence that talk is vital to learning and education. Implementing a change from the traditional classroom to one that values talk is not a simple matter. Computer technology may provide a solution. However, our understanding of how computer-mediated communication systems affect patterns of interaction is severely limited. Research into the nature of interaction demonstrates that interaction does not normally consist of a succession of disconnected remarks but is a collaborative effor

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Cook, John. "Mobile Phones as Mediating Tools within Augmented Contexts for Development." International Journal of Mobile and Blended Learning 2, no. 3 (July 2010): 1–12. http://dx.doi.org/10.4018/jmbl.2010070101.

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This paper argues for the need to re-examine approaches to the design of, and research into, learning experiences that incorporate mobile phones in the learning context. Following an overview of ‘mobile learning’ the author’s argument describes two initiatives: Firstly, Design Research is presented as an approach that tends to have interventionist characteristics, and is process-oriented and contributes to theory building. Secondly, describing Augmented Contexts for Development; these place context as a core construct that enables collaborative, location-based, mobile device-mediated problem-s

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de Velasco, Guillermo Vásquez. "A Group of Friends: The Las Americas Network, Virtual Studios, and Distance Education in Architecture." International Journal of Architectural Computing 5, no. 3 (September 2007): 455–68. http://dx.doi.org/10.1260/147807707782581765.

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This paper celebrates the human factor by describing how our collective vocation towards innovation in design education has inspired the development of an active network across the Americas. Ten years after its creation, the Las Americas Digital Research Network has generated a stream of innovative implementations. This is the first time that the main stream of these research activities is articulated into a peer-reviewed journal publication. The narrative of the paper follows a time-line that starts with the creation of the Las Americas Digital Research Network in 1996. Supported by such a fr

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Biocca, Frank, Chad Harms, and Judee K. Burgoon. "Toward a More Robust Theory and Measure of Social Presence: Review and Suggested Criteria." Presence: Teleoperators and Virtual Environments 12, no. 5 (October 2003): 456–80. http://dx.doi.org/10.1162/105474603322761270.

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At a time of increased social usage of net and collaborative applications, a robust and detailed theory of social presence could contribute to our understanding of social behavior in mediated environments, allow researchers to predict and measure differences among media interfaces, and guide the design of new social environments and interfaces. A broader theory of social presence can guide more valid and reliable measures. The article reviews, classifies, and critiques existing theories and measures of social presence. A set of criteria and scope conditions is proposed to help remedy limitatio

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Benjamin, Jesse Josua, Christoph Kinkeldey, Claudia Müller-Birn, Tim Korjakow, and Eva-Maria Herbst. "Explanation Strategies as an Empirical-Analytical Lens for Socio-Technical Contextualization of Machine Learning Interpretability." Proceedings of the ACM on Human-Computer Interaction 6, GROUP (January 14, 2022): 1–25. http://dx.doi.org/10.1145/3492858.

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During a research project in which we developed a machine learning (ML) driven visualization system for non-ML experts, we reflected on interpretability research in ML, computer-supported collaborative work and human-computer interaction. We found that while there are manifold technical approaches, these often focus on ML experts and are evaluated in decontextualized empirical studies. We hypothesized that participatory design research may support the understanding of stakeholders' situated sense-making in our project, yet, found guidance regarding ML interpretability inexhaustive. Building on

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MacDonald, Lunden. "The 'Virtual Language Lab' Virtually Painless, Simply Real." IALLT Journal of Language Learning Technologies 41, no. 1 (April 15, 2011): 137–60. http://dx.doi.org/10.17161/iallt.v41i1.8484.

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This paper discusses the technology that has inspired and guided the design of a ‘virtual language center,’ within the context of a major urban college. Specifically, a number of mobile and cloud-based resources will be proposed and discussed such as: Asynchronous writing computer-mediated communication; Collaborative publishing; Textbook specific technological assistance; Video interface; Virtual realities and cyber-real estate; social networking tools; and communication tools that function in tandem with other technologies. The present paper provides a detailed assessment of the implementati

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Kim, Jung, Hyun Kim, Boon K. Tay, Manivannan Muniyandi, Mandayam A. Srinivasan, Joel Jordan, Jesper Mortensen, Manuel Oliveira, and Mel Slater. "Transatlantic Touch: A Study of Haptic Collaboration over Long Distance." Presence: Teleoperators and Virtual Environments 13, no. 3 (June 2004): 328–37. http://dx.doi.org/10.1162/1054746041422370.

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The extent to which the addition of haptic communication between human users in a shared virtual environment (SVE) contributes to the shared experience of the users has not received much attention in the literature. In this paper we describe a demonstration of and an experimental study on haptic interaction between two users over a network of significant physical distance and a number of network hops. A number of techniques to mitigate instability of the haptic interactions induced by network latency are presented. An experiment to evaluate the use of haptics in a collaborative situation media

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Imoudu Enegbuma, Wallace, Uche Godwin Aliagha, and Kherun Nita Ali. "Preliminary building information modelling adoption model in Malaysia." Construction Innovation 14, no. 4 (September 30, 2014): 408–32. http://dx.doi.org/10.1108/ci-01-2014-0012.

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Purpose – This paper aims to investigate the relationship between building information modelling (BIM) adoption from the perspectives of people, process and technology to strategic information technology (IT) in construction mediated by collaborative processes for new BIM entrants. The demand pull for more effective project delivery in the construction industry across the globe has continued to transform design techniques from two-dimensional, three-dimensional (3D) and, currently, BIM. Leverage on IT is pivotal for construction industry development as earmarked by the Malaysian construction i

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Ribeiro, Clarissa. "Data incarnations: Nesting complex inherited and learned behaviours." Technoetic Arts 19, no. 3 (November 1, 2021): 253–68. http://dx.doi.org/10.1386/tear_00067_1.

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What happens when humans and birds engage each other through a collaboration-as-fantasy mediated by computers? Could such an exercise be modelled in a way that helps us to transcend the techno-ocularcentric fetishes for precision and certainty which demarcate our time? From Edgar Wind’s notion of 'incarnation' ‐ as the place where empirical experience and metaphysical foundation meet in the single cognitive and experiential act ‐ this article bridges the analogue with the digital, navigating nature’s strategies to embody inherited and learned complex behaviours in the design of nests, in what

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Leon, Marianthi, Richard Laing, Julian Malins, and Huda Salman. "Development and Testing of a Design Protocol for Computer Mediated Multidisciplinary Collaboration during the Concept Stages with Application to the Built Environment." Procedia Environmental Sciences 22 (2014): 108–19. http://dx.doi.org/10.1016/j.proenv.2014.11.011.

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Katsarou, Eirene, and Paraskevi Chatzipanagiotou. "A Critical Review of Selected Literature on Learner-centered Interactions in Online Learning." Electronic Journal of e-Learning 19, no. 5 (November 9, 2021): pp349–362. http://dx.doi.org/10.34190/ejel.19.5.2469.

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Interactivity, a fundamental aspect of traditional face-to-face teaching, is a central concern in the design planning and organization of technology mediated instructional settings and online learning, because it is crucial in knowledge acquisition and the development of cognitive skills, and is intrinsic to effective instructional practice and individual discovery. The present paper aims to critically review a set of recent representative empirical studies during the period 2010-2019 focusing on the pedagogical expediency of learner-centered interaction in online learning contexts, to identif

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MacLean, Piers, and Marie Cahillane. "The human factor in learning design, research, policy, and practice." International Journal of Information and Learning Technology 32, no. 3 (June 1, 2015): 182–96. http://dx.doi.org/10.1108/ijilt-12-2014-0029.

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Purpose – The purpose of this paper is to highlight the importance of coherent alignment of current theory from cognitive psychology with practice and policy in training and education institutions developing e-learning materials and present recommendations emphasising the human factor within processes. Design/methodology/approach – In this paper a recent empirical study which applies current theory from cognitive psychological and multimodal learning research provides the backdrop to discussion about alignment of strategic vision, through policy, to effective practice. Findings – Despite advan

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Zhou, Huiyuan, Vinicius Ferreira, Thamara Silva Alves, Bonnie MacKay, Kirstie Hawkey, and Derek Reilly. "Exploring Privacy Notification and Control Mechanisms for Proximity-Aware Tablets." International Journal of Mobile Human Computer Interaction 7, no. 3 (July 2015): 1–19. http://dx.doi.org/10.4018/ijmhci.2015070101.

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In hospitals, offices and other settings, professionals face the challenge of accessing and sharing sensitive content in public areas. As tablets become increasingly adopted in work environments, it is important to explore ways to support privacy that are appropriate for tablet use in dynamic, mobile workflows. In this research we consider how spatial information can be utilized to support both individual and collaborative work in a natural way while respecting data privacy. We present a proof-of-concept implementation of a proximity-aware tablet, and a range of privacy notification and contro

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Pelegrini Morita, Plinio, and Catherine Marie Burns. "Trust tokens in team development." Team Performance Management 20, no. 1/2 (March 4, 2014): 39–64. http://dx.doi.org/10.1108/tpm-03-2013-0006.

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Purpose – Computer-mediated communication systems (CMCSs) have become the standard for supporting virtual teamwork. However, interpersonal trust formation though CMCSs is impaired due to limited media richness of the communication channels. The aim of this paper is to identify trust forming cues that occur naturally in face-to-face environments and are suitable to include in CMCSs design, to facilitate greater trust in virtual teams. Design/methodology/approach – To select cues that had a strong effect on fostering trust behaviour, a non-participatory ethnographic study was conducted. Two stud

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Fages, Arthur, Cédric Fleury, and Theophanis Tsandilas. "Understanding Multi-View Collaboration between Augmented Reality and Remote Desktop Users." Proceedings of the ACM on Human-Computer Interaction 6, CSCW2 (November 7, 2022): 1–27. http://dx.doi.org/10.1145/3555607.

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Establishing an effective collaboration between augmented-reality (AR) and remote desktop users is a challenge because collaborators do not share a common physical space and equipment. Yet, such asymmetrical collaboration configurations are common today for many design tasks, due to the geographical distance of people or unusual circumstances such as a lockdown. We conducted a first study to investigate trade-offs of three remote representations of an AR workspace: a fully virtual representation, a first-person view, and an external view. Building on our findings, we designed ARgus, a multi-vi

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Janssen, Marijn, Ricardo Matheus, Justin Longo, and Vishanth Weerakkody. "Transparency-by-design as a foundation for open government." Transforming Government: People, Process and Policy 11, no. 1 (March 20, 2017): 2–8. http://dx.doi.org/10.1108/tg-02-2017-0015.

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Purpose Many governments are working toward a vision of government-wide transformation that strives to achieve an open, transparent and accountable government while providing responsive services. The purpose of this paper is to clarify the concept of transparency-by-design to advance open government. Design/methodology/approach The opening of data, the deployment of tools and instruments to engage the public, collaboration among public organizations and between governments and the public are important drivers for open government. The authors review transparency-by-design concepts. Findings To

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Bickle, Jason T., Malar Hirudayaraj, and Alaina Doyle. "Social Presence Theory: Relevance for HRD/VHRD Research and Practice." Advances in Developing Human Resources 21, no. 3 (June 11, 2019): 383–99. http://dx.doi.org/10.1177/1523422319851477.

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The ProblemSocial presence theory (SPT) is the degree to which a person is perceived to be a “real person” in their computer-mediated communication or virtual environments. The level of social presence influences the quality of virtual interactions and outcomes. SPT has not been examined within human resource development (HRD) or virtual human resource development (VHRD); therefore, it is not known if increased social presence could improve virtual teams/organizations and online instruction.The SolutionDesigning online environments and practices to increase social presence could enhance VHRD w

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Catalan, Amy Luz U. "No Social Distancing: Challenges and Collaboration in the Use of Computer-Mediated Learning (CML) Experienced by Selected Students in the Master of Education in English as Second Language Course during the Time of the Coronavirus." Linguistics Initiative 1, no. 2 (December 31, 2021): 64–87. http://dx.doi.org/10.53696/27753719.128.

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The COVID-19 pandemic forced higher learning institutions to shift to the remote mode paving the way for computer-mediated learning (CML), a new yet familiar method of engagement between the teacher and the students. The main purpose of this study is to discuss the challenges experienced and the manner of peer collaboration as students maximized the teaching and learning process in such a setup. The study is descriptive-qualitative by design. It involves a thematic analysis of the corpus collected from selected participants who shared their experiences on CML. The respondents of this study wer

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Yang, Chi-Lan, Naomi Yamashita, Hideaki Kuzuoka, Hao-Chuan Wang, and Eureka Foong. "Distance Matters to Weak Ties." Proceedings of the ACM on Human-Computer Interaction 6, GROUP (January 14, 2022): 1–26. http://dx.doi.org/10.1145/3492863.

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Workers tend to make inferences about one another's commitment and dedication to work depending on what cues are available to them, affecting worker relationships and collaboration outcomes. In this work, we investigate how remote work affects workers' perceptions of their colleagues with different levels of social connectivity, commonly referred to as strong ties and weak ties. When working remotely, workers' perceptions of weak ties may suffer due to the lack of in-person interaction. On the other hand, workers' inferences about their strong ties may also be impacted by losing richer communi

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