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Journal articles on the topic 'Patterns for computer-mediated interaction'

Author: Grafiati

Published: 5 June 2025

Last updated: 15 July 2025

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Yu, Bin. "Computer-Mediated Communication Systems." tripleC: Communication, Capitalism & Critique. Open Access Journal for a Global Sustainable Information Society 9, no. 2 (2011): 531–34. http://dx.doi.org/10.31269/triplec.v9i2.309.

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The essence of communication is to exchange and share information. Computers provide a new medium to human communication. CMC system, composed of human and computers, absorbs and then extends the advantages of all former formats of communication, embracing the instant interaction of oral communication, the abstract logics of printing dissemination, and the vivid images of movie and television. It also creates a series of new communication formats, such as Hyper Text, Multimedia etc. which are the information organizing methods, and cross-space message delivering patterns. Benefiting from the continuous development of technique and mechanism, the computer-mediated communication makes the dream of transmitting information cross space and time become true, which will definitely have a great impact on our social lives.

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Li, Mimi, and Wei Zhu. "Patterns of computer-mediated interaction in small writing groups using wikis." Computer Assisted Language Learning 26, no. 1 (2013): 61–82. http://dx.doi.org/10.1080/09588221.2011.631142.

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Bani Alkahtani, Mona. "Classroom Discourse Analysis of Computer-Mediated Communication during COVID-19." Arab World English Journal, no. 9 (July 24, 2023): 87–104. http://dx.doi.org/10.24093/awej/call9.6.

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In March 2020, the Saudi government announced that school and university courses were to be held online to control the COVID-19 outbreak. A sudden yet smooth movement occurred from traditional face-to-face classrooms to online courses. This shift influenced the nature of classes, the nature of the interaction, and the participants’ roles. Interaction in online classes is viewed as a form of computer-mediated communication. This paper explores the nature of computer-mediated communication in online courses at one of the major research universities in Riyadh during the COVID-19 pandemic. Using an in-depth qualitative analysis of Walsh’s (2006) framework of Self-Evaluation of Teacher talk, this study examines the nature of classroom discourse and interactions among level six students who took a content course in English and lectures were transcribed for this study. Results answer questions regarding the common interaction modes and features and how efficient they are to encourage participation during Computerized Mediated Communication. Analysis reveals that using traditional interactional features is not suitable in virtual classes.Teacher dominated classes with excessive IRFs patterns do not cultivate interaction in Computerized Mediated Communication. New modes of communication and discursive features using more interactive tools and engaging features such as referential questions promote interaction. Results provide an insight into the nature of interaction in online university classrooms. It also adds to the current literature on Computerized Mediated Communication interaction to enhance the existing practices done in classrooms.

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Ramadhana, Maulana Rezi, and Freddy Yusanto. "Computer-Mediated Communication and Family Communication among Deaf Teenager." IJDS Indonesian Journal of Disability Studies 7, no. 2 (2020): 230–38. http://dx.doi.org/10.21776/ub.ijds.2020.007.02.11.

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As a basis for parenting, communication can change patterns of interaction in the family. This study examines how computer-mediated communication (CMC) is related to and influences family communication (including conversation and conformity) in adolescents with disabilities. Participants in this study were 100 adolescents with deafness scattered in Indonesia. Through ANOVA analysis, the results show that CMC is significantly positively related to the conversation, conformity, and interaction between the two. Regression analysis found all four CMC factors as significant predictors affecting 50.4% in the climate of family communication among deaf teenagers. The findings in this study produce an empirical explanation of the CMC motive as a factor in family communication in deaf teens. Suggestions and research for the future are discussed.

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Tan, Lan Liana, Gillian Wigglesworth, and Neomy Storch. "Pair interactions and mode of communication." Sociocognitive Approaches to Second Language Pedagogy 33, no. 3 (2010): 27.1–27.24. http://dx.doi.org/10.2104/aral1027.

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In today’s second language classrooms, students are often asked to work in pairs or small groups. Such collaboration can take place face-to-face, but now more often via computer mediated communication. This paper reports on a study which investigated the effect of the medium of communication on the nature of pair interaction. The study involved six pairs of beginner participants in a Chinese class completing seven different tasks. Each task was completed twice, once face to face (FTF), and once via computer mediated communication (CMC). All pair talk was audio recorded, and on-line communication was logged. Using Storch’s (2002) model of patterns of pair interaction, five patterns were identified: collaborative, cooperative, dominant/dominant, dominant/passive and expert/novice. The medium of communication was found to affect the pattern of interaction. In CMC some pairs became more collaborative, or cooperative. The implications of these findings for language teaching, particularly for the use of CMC in language classes, are discussed.

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Lasito, Husam, and Magpika Handayani. "STUDENTS’ INTERACTION IN COMPUTER MEDIATED LEARNING: ANALYSIS OF PRACTICAL INQUIRY MODEL." Jurnal Ilmiah Spectral 9, no. 2 (2023): 078–96. http://dx.doi.org/10.47255/6e734651.

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Students’ collaboration is essential for the construction of effective,deep, and reflective learning. In the context of computer-mediated learning, students’ collaboration was facilitated by discussion forum. While discussion forum is used among distanced learners, there is still lack of knowledge on what really happens when students participate in the discussion forum. This study shed lights on students’ engagement in three discussion forums of two language skill courses (Speaking 1 and Writing 1) conducted asynchronously. The engagement was measured from (i) students’ posts or comments to see how much students’ participation in the forum, (ii) engagement patterns they formed, and (iii) how such collaboration reflected the phases of practical inquiry in online-mediated learning. Results showed that during online asynchronous seminars, students’ participation was minimal, and teachers’ posts were prevalent, with posts confirming students’ answers. This type of interaction, in turns, resulting in a one-way serial monologue – students did not response to each other posts. Analysis on practical inquiry model also confirmed the findings that students’ engagements were in the level of triggering event by which students only responded to the teacher’s thread and did not respond to each other posts. Students’ exchange of information was not negotiated, thus not allowing students to move forwards to integration and resolution phases. The findings were linked with the tasks set out by the teachers in both courses.

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Jeong, Allan. "A Guide to Analyzing Message–Response Sequences and Group Interaction Patterns in Computer‐mediated Communication." Distance Education 26, no. 3 (2005): 367–83. http://dx.doi.org/10.1080/01587910500291470.

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de Oliveira, Janaina Minelli, and Vanessa Esteve-González. "Navigating choppy discourses: A conceptual framework for understanding synchronous text-based computer-mediated communication." Text & Talk 40, no. 2 (2020): 171–93. http://dx.doi.org/10.1515/text-2020-2056.

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AbstractThis paper presents an investigation into patterns of interaction in synchronous, text-based computer-mediated communication (SCMC) with a focus on participation. The data constitute a corpus of 3,785 words from a series of interactions between student teachers performing learning activities in a three-dimensional online environment. Drawing on a systemic functional grammar perspective of language, we aim to develop a conceptual framework for understanding participation as made up of interactional patterns in students’ linguistic exchanges while performing learning activities. Our findings show that verbal negotiation that creates a shared understanding of what the group should accomplish or a common view of how to perform the activity is more frequent than strict activity organization. We argue that there are features of CMC signaling higher levels of complexity than those ordinarily found in face to face or written communication. The three broad interactional features identified – blending, turn-taking collaboration and delay endurance – corroborate our claim. This paper presents evidence that participation in text-based SCMC with learning purposes demands a disposition for collaboration and solidarity, a capacity to endure delay, and the ability to manage a conglomerate of information and communication tools without instructions on how-to processes.

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Asoke Nath, Prashant Gomes, and Sanchita Paul. "Enhancing Cybersecurity Through Intelligent Conversations : A Chatbot Approach." International Journal of Scientific Research in Computer Science, Engineering and Information Technology 10, no. 3 (2024): 204–19. http://dx.doi.org/10.32628/cseit2410323.

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Retrieval-based chatbots are fundamental tools in computer-mediated conversations. They use stored responses to act as virtual assistants, facilitating smooth interactions between users and computers. This examination investigates into how these chatbots work, emphasizing their crucial role in modern communication. They not only enable human-like interactions but also establish strong question-answer systems. Additionally, their ability to adapt to different contexts and user queries makes them invaluable in today's digital landscape. In a world where communication patterns are constantly evolving, retrieval-based chatbots are essential for bridging gaps in understanding and improving human-computer interaction. They excel at interpreting and responding to queries across various fields, from customer service to education. As technology advances, retrieval-based chatbots will continue to shape the future of conversational interfaces, providing dynamic platforms for interacting with machines. Their significance in digital communication is bound to increase, setting their status as indispensable assets in the technological landscape.

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Aldossary, Khaled S. "Interaction Dynamics in Collaborative Writing: The Impact of Communication Mode and Learner Goals in EFL Dyads." Theory and Practice in Language Studies 15, no. 6 (2025): 1834–45. https://doi.org/10.17507/tpls.1506.12.

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This study examined how six male English as a foreign language (EFL) learners engaged in dyadic collaborative writing via three communication modes: face-to-face, synchronous computer-mediated communication using only text chat, and synchronous computer-mediated communication using only voice chat. It also assessed the influence of learners’ individual goals. Participants were paired by proficiency, and activity theory was employed to analyze their interaction patterns in terms of mutuality and equality. Face-to-face and voice chat modes encouraged high mutuality, equality, dynamic exchange, immediate feedback, and engagement. However, the mutuality of text chat interactions focused on functionality, reducing opportunities for relational engagement and language-based discussion. While two pairs focused on balanced collaboration, the third developed an expert/novice dynamic, with one partner leading but facilitating joint decisions. Relational goals appeared crucial for mutual engagement, and effective communication modes appeared to optimize collaborative writing. These findings could inform the design of collaborative language learning tasks in various settings.

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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 (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 effort. Consequently, it is important for participants to be able to identify not only for whom a message was intended but also the position of that message in an ongoing sequence of messages. A major disadvantage of current CMC design is that it can be structurally difficult to relate previous messages. Therefore, the primary purpose of this study was to investigate the effect of a redesigned user interface on the structure of interaction between group members in a small-group discussion. It was found that a graphic-based interface significantly reduced isolate messages as well as increasing sustained multichannel interaction.

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Abrams, Zsuzsanna I. "Sociopragmatic Features of Learner-to-Learner Computer-Mediated Communication." CALICO Journal 26, no. 1 (2013): 1–27. http://dx.doi.org/10.1558/cj.v26i1.1-27.

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The present study offers a holistic and rich description (as recommended by Ellis, 1999b) of the sociopragmatic features of exchanges among first-year learners of German. Specifically, it examines the use of opening and closing sequences, patterns of topic assignment, and maintenance by participants in computer-mediated interactions in order to gain insights into learners' sociopragmatic abilities in the foreign language. This is an important first step towards exploring the potential of computer-mediated communication (CMC) for fostering foreign language (L2) sociopragmatic competence, which--Kasper (1998) posited--may be developed only through practice and awareness raising. The results of the present study suggest that computer-mediated learner-to-learner interac-tion offers L2 learners unique opportunities for active control of topic selection and management and provides rich opportunities for learners to recognize and adapt to diverse interactional patterns through collaboration among the interactants. Thus, the study furthers the argument that through meaningful participation in different speech communities--here, CMC communities--L2 learners may develop the procedural knowledge (Wildner-Bassett, 1994) necessary for recognizing the interac-tional patterns of a microlevel speech community (e.g., an online discussion group) and for adapting their discourse effectively to function in these speech communities.

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Clark, Jenna L., and Melanie C. Green. "Making “Real” Connections." International Journal of Interactive Communication Systems and Technologies 3, no. 1 (2013): 1–19. http://dx.doi.org/10.4018/ijicst.2013010101.

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Examining the subjective aspects of online social interaction can help explain contradictory results about the consequences of such interaction. The authors posit a new theoretical construct, the perceived reality of online interactions, defined as the extent to which an individual believes online interactions are suitable for the maintenance and formation of close relationships. Higher perceived reality of online interactions is theorized to lead to more investment and effort in computer-mediated communication, thus increasing benefits such as perceived social support from online relationships. An experiment using an Amazon Mechanical Turk sample (n = 169) and undergraduate students (n = 88) found correlational evidence that perceived reality of online relationships predicted perceived social support from online sources. Additionally, patterns of correlations between perceived reality, personality traits, and general attitudes toward the Internet point at differential implications of this variable between samples.

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Gablasova, Dana, Luke Harding, Vaclav Brezina, and Jamie Dunlea. "Expressions of epistemic stance in computer-mediated L2 speaking assessment." Learner Corpus Research for Pedagogical Purposes 10, no. 1 (2024): 183–215. http://dx.doi.org/10.1075/ijlcr.00044.gab.

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Abstract Learner and L2 user corpora are increasingly valued in language testing and assessment as they can inform test design, revision, and validation. This paper illustrates the benefits of using an L2 corpus to explore patterns of epistemic stance marking in computer-mediated speaking tests with no live human interlocutor. Drawing on the British Council-Lancaster Aptis Corpus – comprising over 630,000 words of L2 speech – we explored the frequency of epistemic stance markers (adverbial, adjectival and verbal) across proficiency levels and speaking task types. The analysis revealed that epistemic stance was prevalent in test-taker discourse and that frequency was influenced by L2 proficiency and task type. The findings demonstrate that computer-mediated speaking tests can elicit expressions of epistemic stance in a comparable way to tests which involve human-human interaction. Implications are drawn for examiner training, test preparation, and an enriched understanding of the elements of pragmatic competence that can be elicited in computer-mediated speaking assessment.

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Yonatan Trianto. "Pola Komunikasi Virtual dalam Percakapan Tim Game Online Counter Strike." Jurnal Spektrum Komunikasi 6, no. 1 (2018): 12–18. http://dx.doi.org/10.37826/spektrum.v6i1.50.

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Online game Counter Strike: Global Offensive is an online game that provides communication features in it. Communication that occurs inside a virtual communication can be defined as, where the players get the ease of communicating for a good partnership. This research to find out how a virtual communication patterns that occur in conversations in drawing up the strategy team. This research uses the theory of virtual communication, communication patterns, computer mediated communication and the form of the interaction process to summarize and analyze findings data from interviews and observations.The results obtained indicate the existence of a multidirectional communication patterns formed from the activities of communication within the team. The form of the interaction process were also influential in the effectiveness of communication within the team.

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Marcus, Aaron. "Patterns within patterns." Interactions 11, no. 2 (2004): 28–34. http://dx.doi.org/10.1145/971258.971268.

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Martin, David, and Ian Sommerville. "Patterns of cooperative interaction." Interactions 11, no. 3 (2004): 9–10. http://dx.doi.org/10.1145/986253.986260.

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Shen, Fanxi. "A Study of Human-AI Interaction Patterns in Artificial Intelligence-Assisted Second Language Writing." International Journal of English Literature and Social Sciences 10, no. 2 (2025): 041–52. https://doi.org/10.22161/ijels.102.8.

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The aim of this project is to investigate human-computer interaction patterns in AI-assisted second language writing in order to explore students' strategies and patterns when collaborating with generative AI tools, as well as key hidden states in AI-assisted writing. The project utilizes Hidden Markov Models (HMM) and process mining techniques to analyze the potential patterns of student interactions with AI and evaluate the efficacy of different patterns. The findings will reveal the cognitive mechanisms of human-computer interaction in second language writing, expand the theoretical framework of human-computer collaboration, and provide empirical evidence for effectively guiding students to utilize AI to address key questions in second language writing research.

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Wong, Eric T. C., Victor So, Mike Guron, et al. "Protein–Protein Interactions Mediated by Intrinsically Disordered Protein Regions Are Enriched in Missense Mutations." Biomolecules 10, no. 8 (2020): 1097. http://dx.doi.org/10.3390/biom10081097.

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Because proteins are fundamental to most biological processes, many genetic diseases can be traced back to single nucleotide variants (SNVs) that cause changes in protein sequences. However, not all SNVs that result in amino acid substitutions cause disease as each residue is under different structural and functional constraints. Influential studies have shown that protein–protein interaction interfaces are enriched in disease-associated SNVs and depleted in SNVs that are common in the general population. These studies focus primarily on folded (globular) protein domains and overlook the prevalent class of protein interactions mediated by intrinsically disordered regions (IDRs). Therefore, we investigated the enrichment patterns of missense mutation-causing SNVs that are associated with disease and cancer, as well as those present in the healthy population, in structures of IDR-mediated interactions with comparisons to classical globular interactions. When comparing the different categories of interaction interfaces, division of the interface regions into solvent-exposed rim residues and buried core residues reveal distinctive enrichment patterns for the various types of missense mutations. Most notably, we demonstrate a strong enrichment at the interface core of interacting IDRs in disease mutations and its depletion in neutral ones, which supports the view that the disruption of IDR interactions is a mechanism underlying many diseases. Intriguingly, we also found an asymmetry across the IDR interaction interface in the enrichment of certain missense mutation types, which may hint at an increased variant tolerance and urges further investigations of IDR interactions.

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Conny, Conny, Nudia Yultisa, Rakhmat Wahyudin, and Tri Indah Rezeki. "LINGUISTIC SHIFT AMONG GEN Z IN COMPUTER-MEDIATED COMMUNICATION." English Review: Journal of English Education 12, no. 3 (2024): 959–70. http://dx.doi.org/10.25134/erjee.v12i3.10414.

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In the quickly changing context of the Information and Communication Technology (ICT) revolution, it is essential to comprehend how Generation Z (Gen Z) modifies their language usage. As digital natives who have grown up with technology, Gen Z is at the forefront of shaping and transforming language in the digital age. This study investigates the notable changes in Gen Z's language use in digital discourse, emphasizing Instagram. The goal is to recognize how the linguistic shifts of Gen Z are changing how people communicate in digital environments. This study used a qualitative content analysis method to analyze the data from Instagram comments and posts, highlighting essential features such mixing language, new slang and expression, use of non-standard spelling, emoji language and use of symbols, and contextualization in pop culture and social media trends. The results show that Gen Z used the linguistic shift in their communication in digital discourse such as communication in Instragram. These linguistic patterns show how Gen Z navigates and shapes their digital identities through language and how engaged they are with pop culture and social media trends. This study adds to our understanding of how digital platforms shape language use and social interaction in the modern period. It emphasizes the necessity of more investigation into how these changes may affect sociolinguistic theory, pedagogy, and communication techniques.

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Nadolu, Delia, and Bogdan Nadolu. "THE SOCIALIZATION BETWEEN THE EFFECTIVE AND VIRTUAL PATTERNS." Professional Communication and Translation Studies 8 (December 14, 2022): 27–32. http://dx.doi.org/10.59168/yvnd9580.

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The socialization between the effective and virtual patterns – represent a sociological paper focus on the daily effects generated by the over-utilization of the NICT. The extensive utilization of the any devices dedicated for various kind of computer mediated communication can generate an alteration of the basic socialization skills, like direct interactions, face-to-face communication, empathize and so on. If the social interactions trend to be developed mostly into the technological mediated way, than this pattern will be reflected into the loosing of the classical abilities for living together with others. Are we approaching for a living model such in well known Isaac Asimov SF novel, ”The Robots from Aurora”, without any direct interactions? We will try not to find solutions, but only to show the contemporary risks.

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Tatte, Gauri Dinesh, and Prof. Samata V. Athawale. "Human Computer Interaction & Blue Eye Technology." International Journal of Ingenious Research, Invention and Development (IJIRID) 3, no. 5 (2024): 537–42. https://doi.org/10.5281/zenodo.14230357.

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Human-Computer Interaction (HCI) is an interdisciplinary field that focuses on the design, evaluation, and implementation of interactive computing systems for human use, as well as the study of major phenomena surrounding them. It encompasses elements from computer science, psychology, cognitive science, design, and ergonomics to understand the interaction between people (users) and computers, enhancing the overall user experience and usability of systems. The evolution of HCI has shifted from the early focus on hardware and software efficiency towards the broader concept of user-centered design (UCD), where the needs, capabilities, and limitations of users are central to the development process. Key areas of HCI research include usability, accessibility, user interface (UI) design, interaction techniques, and the emotional and cognitive impacts of technology on users. Human Computer Interaction (HCI) focuses on designing systems that allow seamless communication between humans and computers, enhancing usability and user experience. Blue Eye Technology is an innovative system designed to enable computers to recognize and respond to human emotions and behaviors. It integrates various sensing devices and artificial intelligence techniques to capture and process psychological and perceptual information, such as eye movements, voice patterns, facial expressions, and even physical gesture. By monitoring eye gaze, pulse rate, and other biometric signals, the system can interpret the user’s emotional state and intentions, enabling more natural, empathetic human-computer interactions. This technology has applications in fields like healthcare, automative, and entertainment, aiming to enhance user experience, safety, and efficiency. Blue Eye Technology is a breakthrough in HCL, enabling computers to recognize and interpret human emotions through inputs like eye movements, facial expressions, and voice patterns. By analyzing these psychological signals, it allows for more natural, empathetic, and intuitive interactions, improving how users engage with technology across various field.

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JieYoungKim. "The patterns of interaction in synchronous computer-assisted communication." Korean Journal of English Language and Linguistics 8, no. 1 (2008): 21–49. http://dx.doi.org/10.15738/kjell.8.1.200803.21.

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Khlaif, Zuheir, Hamid Nadiruzzaman, and Kyungbin Kwon. "Types of Interaction in Online Discussion Forums: A Case Study." Journal of Educational Issues 3, no. 1 (2017): 155. http://dx.doi.org/10.5296/jei.v3i1.10975.

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The purpose of this paper is to identify the types of students’ interaction, as well as their discussion patterns in an online course. The study took place in a large Midwestern University and 17 graduate students participated in the study. The primary data was obtained from students’ discussion forum postings. The researchers used both qualitative and quantitative approaches to describe and analyze the types of discussion and interaction. The researchers developed a coding scheme based on theories and models. The findings of the study reveal that computer mediated communication (CMC) has a positive potential to increase interaction among students. Furthermore, the findings confirm the effectiveness of asynchronous online environment in supporting online learning community. Participants were engaged in social interaction to build their knowledge. This study recommends two-way interaction for achieving sustainable discussion and promoting higher level of interaction.

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Strube, Michael J., and Miriam D. Goldstein. "A Computer Program that Demonstrates the Difference between Main Effects and Interactions." Teaching of Psychology 22, no. 3 (1995): 207–8. http://dx.doi.org/10.1207/s15328023top2203_15.

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This article describes a QuickBASIC program for demonstrating the difference between main effects and interactions in factorial designs. The program guides the student through the construction of data patterns corresponding to different combinations of the main effects and the interaction in a 2 times 2 design. Program feedback provides tailored guidance to help students produce the requested patterns of means. The program also generates ideal solutions for comparison. To simulate actual experience, the program generates a data set (N = 80) for each constructed pattern of means and calculates the tests of significance for the main effects and interaction. The program can be used in conjunction with a traditional lecture on factorial designs to improve student understanding of main effects and interactions and to develop student skill in recognizing main effects and interactions from graphical displays.

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Al-Mutairy, Muna, and Nadia Shukri. "Patterns of Interactions in a Synchronous Computer Mediated Communication (CMC) Collaborative Activity in the Saudi EFL Context." Studies in English Language Teaching 5, no. 2 (2017): 307. http://dx.doi.org/10.22158/selt.v5n2p307.

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This study explored patterns of interaction in a synchronous Computer Mediated Communication (CMC) collaborative activity in an English as a Foreign Language (EFL) setting in the Saudi Arabian context. The study focused on the use of synchronous Chat in teaching and learning. Collaborative learning is considered to lead to a deeper level of learning, enhanced critical thinking, shared understanding and long-term recognition of the learned material. A qualitative approach was used in the data collection process. Participants were 20 high school students, native speakers of Arabic, in Jeddah, Saudi Arabia. The study examined participants’ English usage in conversation, a quiz, and a discussion, all of which took place online, in a CMC format. There was also a paired work presentation of 25 minutes’ duration. Results revealed that CMC enabled learners to further their understanding of instructional content and to better apply what they had learned when they were placed in a group. The results from the online discussion showed that participants’ linguistic performance improved, including better utilization of words. Although grammatical usages lack certain accuracy, the use of CMC to a larger extent contributed to enhanced communication skills and autonomy. Based on the findings some suggestions and recommendations were provided as to aid teachers as well as students in implementing the Internet technology in EFL classrooms.

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Hernán, Tena Cortés. "Integrating Complex Thinking and Emotional Intelligence in Digital Language Learning: A Psycho-Emotional Framework for Second Language Acquisition." INTERNATIONAL JOURNAL OF SOCIAL SCIENCE HUMANITY & MANAGEMENT RESEARCH 04, no. 05 (2025): 928–39. https://doi.org/10.5281/zenodo.15429972.

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This article explores the integration of Complex Thinking and emotional intelligence in digitally mediated second language acquisition (SLA) among adult learners. Grounded in Edgar Morin’s epistemological paradigm, the study employs a qualitative case study with an interpretative phenomenological approach to examine the emotional barriers experienced by 30 Spanish-speaking adult learners enrolled in an online English academy. Through the use of digital self-perception questionnaires, computer-mediated anxiety and motivation scales, semi-structured interviews, and platform interaction logs, the research identifies patterns of anxiety, fear of error, and perceived digital inadequacy, particularly among older participants. These emotional obstacles were addressed through the implementation of recursive feedback, heutagogical modules, and dialogical interaction strategies. Findings indicate a measurable reduction in affective filters, increased learner autonomy, and the emergence of emotional resilience and digital confidence. The study argues that psycho-emotional intelligence, combined with the principles of Complex Thinking, constitutes a viable and transformative pedagogical framework for TESOL in digital environments. It contributes to both education and computer science by offering a user-centred, interdisciplinary design model that foregrounds empathy, reflexivity, and learner agency. Limitations and directions for future research on biometric feedback and longitudinal emotional analytics are also discussed.

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Soderstrom, Tor, Lars-Olof Häll, Jan Ahlqvist, and Tore Nilssont. "Patterns of Interaction and Dialogue in Computer Assisted Simulation Training." Procedia - Social and Behavioral Sciences 46 (2012): 2825–31. http://dx.doi.org/10.1016/j.sbspro.2012.05.571.

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Hak, Roman, and Tomas Zeman. "Consistent categorization of multimodal integration patterns during human–computer interaction." Journal on Multimodal User Interfaces 11, no. 3 (2017): 251–65. http://dx.doi.org/10.1007/s12193-017-0243-1.

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Liddicoat, Anthony. "Reading picture books on television." Australian Review of Applied Linguistics 14, no. 1 (1991): 91–111. http://dx.doi.org/10.1075/aral.14.1.05lid.

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Abstract Television plays a major role in the lives of children. This studies examines one aspect of children’s television – the reading of picture books. Interaction centred around picture books has been shown to be an important element in the acquisition of literacy. Mediated picture books and “live” picture books encourage different patterns of interaction between reader and child. The reading of a television picture book, unlike that of a live picture book, is a text, not an interaction centred about a text. Such texts can form the basis of useful interactions between children and others, but exposure to mediated picture books alone does not appear to replace the function of “live” picture book reading in the acquisition of literacy.

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Lv, Kaiyue, Zhong Sun, and Min Xu. "Artificial Intelligent Based Video Analysis on the Teaching Interaction Patterns in Classroom Environment." International Journal of Information and Education Technology 11, no. 3 (2021): 126–30. http://dx.doi.org/10.18178/ijiet.2021.11.3.1500.

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Recently, the development of technology has enriched the form of classroom interaction. Exploring the characteristics of current classroom teaching interaction forms can clarify the deficiencies of teaching interactions, thereby improving teaching. Based on the existing classroom teaching interactive coding system, this paper adopted ITIAS coding system, and took classroom with interactive whiteboard, interactive television or mobile terminals as research scene, selected 20 classroom videos of teaching cases in this environment as research objects. Computer vision, one of the artificial intelligent technologies was applied for video analysis from four aspects: the classroom teaching atmosphere, the teacher-student interaction, the student-student interaction, the interaction between human and technology. Through cluster analysis, three clusters of sample’s behavioral sequences were found. According to the analysis on the behavioral sequences and the behavioral transition diagram of each cluster, three classroom teaching interaction patterns were identified, including immediate interaction pattern, waiting interaction pattern and shallow interaction pattern.

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Ahmadipour, Alihasan, and Afshin Sarafinejad. "Investigation of Drug Interactions through Analysis of Prescribed Medications Association Rules Using the FP -growth Algorithm." Journal of Health and Biomedical Informatics 11, no. 2 (2024): 166–75. https://doi.org/10.34172/jhbmi.2024.22.

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Introduction: The identification of hidden patterns in pharmaceutical data can enhance the performance of hospital pharmacies. One of the applications of advanced data analysis techniques is the identification of drug interactions. Method: This study utilized data mining techniques using the FP -growth algorithm within the RapidMiner Studio® 10.1 environment to extract association rules and frequent pharmaceutical patterns. Data preprocessing and modeling were conducted based on the CRISP -DM model. The type and level of drug interactions were determined based on the algorithm's results and by referencing the database at www.drugs.com . Results: The results included 17 association rules and 126 prescribing patterns, ranging from single -drug to four -drug combinations. Of the 64 two -drug prescribing patterns, 56 had no interactions, 6 had moderate interactions, 1 had a minor interaction, and 1 had a major interaction. Additionally, among the 19 three -drug patterns, 18 had no interactions, and only 1 had a moderate interaction. No interactions were observed in the four -drug prescribing pattern . Conclusion: The results of this study can help stakeholders to improve the pharmaceutical supply chain, optimize prescriptions, reduce drug interactions, and lower costs. The identified patterns may also be integrated into a clinical decision support system. Although no significant drug interactions were observed, the identification of even a single major interaction highlights its importance and further underscores the practical role of computer applications in medicine .

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You, Terry. "Neural interface technology for human-computer interaction." Theoretical and Natural Science 27, no. 1 (2023): 279–85. http://dx.doi.org/10.54254/2753-8818/27/20240747.

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Brain-Computer Interfaces (BCI) offer a direct communication channel between the brain and external devices, marking a pivotal convergence of neuroscience and technology. Neural activities, essentially electrical impulses, can be captured either invasively, with methods such as Electrocorticography (ECoG) which require surgical implantation, or non-invasively using techniques like Electroencephalography (EEG) that operate externally. Once acquired, raw neural data undergoes processing; external and physiological noises are filtered out, and meaningful patterns or neural fingerprints are extracted. Modern BCIs then employ machine learning, specifically deep learning, to translate these cleaned neural patterns into discernible commands, with continuous feedback loops enhancing system adaptability. These decoded signals can control varied devices, from medical-grade robotic limbs to cursors on screens. BCIs have transformative applications across sectors: theyre pivotal in neurorehabilitation after brain injuries, providing feedback where traditional methods might fail; theyre integrated with virtual reality for immersive feedback; they revolutionize cognitive training and meditation practices; and theyre finding a foothold in high-risk sectors like deep-sea exploration and military operations. Additionally, research on tactile Event-Related Potential (ERP)-based BCIs emphasizes the importance of congruent Control-Display Mapping for efficient user experience. However, with these advancements come ethical concerns, such as the potential invasion of the privacy of ones thoughts, challenges to human identity and autonomy, societal disparities in access, and health implications.

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Jonathan Howell, A., and Hilary Buxton. "Active vision techniques for visually mediated interaction." Image and Vision Computing 20, no. 12 (2002): 861–71. http://dx.doi.org/10.1016/s0262-8856(02)00095-1.

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Mitra, Ananda. "Toward Developing Questionnaire Items to Measure Effectiveness of Computers in Teaching." Journal of Educational Computing Research 26, no. 4 (2002): 381–94. http://dx.doi.org/10.2190/jcwt-e81n-6xe7-len8.

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This article reports on a longitudinal study of the effectiveness of computerizing a liberal arts university in the United States. The article uses data from the study to develop a reliable scale to measure attitudes related to four parameters of the learning process. Specifically, the scale reported here can be used to measure the climate of interaction developed by computerization, the specific communication patterns offered by computer mediated communication and the different perceived expectations about the promise of technology provided by the computerization process. It is expected that the statistically reliable scale can be used for measurements across different institutions.

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Roth, Jörg. "Patterns of Mobile Interaction." Personal and Ubiquitous Computing 6, no. 4 (2002): 282–89. http://dx.doi.org/10.1007/s007790200029.

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Balconi, Michela, Giulia Fronda, Federico Cassioli, and Davide Crivelli. "Face-to-face vs. remote digital settings in job assessment interviews: A multilevel hyperscanning protocol for the investigation of interpersonal attunement." PLOS ONE 17, no. 2 (2022): e0263668. http://dx.doi.org/10.1371/journal.pone.0263668.

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The digitalization process for organizations, which was inevitably accelerated by the COVID-19 pandemic, raises relevant challenges for Human Resource Management (HRM) because every technological implementation has a certain impact on human beings. Between many organizational HRM practices, recruitment and assessment interviews represent a significant moment where a social interaction provides the context for evaluating candidates’ skills. It is therefore relevant to investigate how different interaction frames and relational conditions affect such task, with a specific focus on the differences between face-to-face (FTF) and remote computer-mediated (RCM) interaction settings. In particular, the possibility of qualifying and quantifying the mechanisms shaping the efficiency of interaction in the recruiter-candidate dyad—i.e. interpersonal attunement—is potentially insightful. We here present a neuroscientific protocol aimed at elucidating the impact of FTF vs. RCM modalities on social dynamics within assessment interviews. Specifically, the hyperscanning approach, understood as the concurrent recording and integrated analysis of behavioural-physiological responses of interacting agents, will be used to evaluate recruiter-candidate dyads while they are involved in either FTF or RCM conditions. Specifically, the protocol has been designed to collect self-report, oculometric, autonomic (electrodermal activity, heart rate, heart rate variability), and neurophysiological (electroencephalography) metrics from both inter-agents to explore the perceived quality of the interaction, automatic visual-attentional patterns of inter-agents, as well as their cognitive workload and emotional engagement. The proposed protocol will provide a theoretical evidence-based framework to assess possible differences between FTF vs. RMC settings in complex social interactions, with a specific focus on job interviews.

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Gomathi, Sundaramoorthy, Jeyaraman Selvaraj Nirmalram, and Packianathan Thomas Muthiah. "Hydrogen bonding patterns in salts of derivatives of aminopyrimidine and thiobarbituric acid." Acta Crystallographica Section B Structural Science, Crystal Engineering and Materials 71, no. 2 (2015): 144–52. http://dx.doi.org/10.1107/s2052520615001729.

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Three salts, namely 2-amino-4,6-dimethylpyrimidin-1-ium thiobarbiturate trihydrate (I), 2-amino-4,6-dimethoxypyrimidin-1-ium thiobarbiturate dihydrate (II) and 2,4-diamino-5-(3′,4′,5′-trimethoxybenzyl)pyrimidin-1-ium thiobarbiturate (III), were synthesized and characterized by IR and X-ray diffraction techniques. The primary interaction between the acid and base happensviaN—H...O hydrogen bonds in (II) and (III), andviawater-mediated N—H...OWand OW—HW...S in (I). The water molecules present in compound (I) form a (H2O)12water clusterviawater–water interactions. In all three compounds (I)–(III), thiobarbiturate anions form self-complementary pairs with a robustR22(8) motifviaa pair of N—H...O/N—H...S hydrogen bonds. They mimic the nucleobase base pairs by utilizing the same groups (thymine/uracil uses N3—H and C4=O8 groups during the formation of Watson–Crick and Hoogsteen base pairs with adenine). Compound (I) forms a water-mediated base pair through N—H...OWhydrogen bonds and forms anR42(12) motif. The formation of N—H...S hydrogen bonds, water-mediated base pairs and water–water interactions in these crystal systems offers scope for these systems to be considered as a model in the study of hydration of nucleobases and water-mediated nucleobase base pairs in macromolecules.

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Wang, Linnan. "The impact of computer-mediated contexts on interaction pattern of ESL learners in collaborative writing." Technology, Pedagogy and Education 28, no. 5 (2019): 547–62. http://dx.doi.org/10.1080/1475939x.2019.1674183.

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Steenson, Molly Wright. "FEATUREProblems before patterns." Interactions 16, no. 2 (2009): 20–23. http://dx.doi.org/10.1145/1487632.1487637.

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Lee, Miwha. "Gender, Group Composition, and Peer Interaction in Computer-Based Cooperative Learning." Journal of Educational Computing Research 9, no. 4 (1993): 549–77. http://dx.doi.org/10.2190/vmv1-jcvv-d9ga-gn88.

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This study investigated the patterns of peer interaction among students working cooperatively in small groups on a computer-based problem-solving task and examined the effects of student gender and group composition on peer interaction in such a situation. Sixty-four students (32 females, 32 males) were randomly assigned to four-person groups: same-gender, majority-female, equal-ratio, and majority-male groups. The results of the analyses showed that students' interactions were primarily task-related, collaborative, and positive and that female and male students had significantly different experiences across groups of varied gender composition in regard to the specific categories of interaction as well as the total interaction. The implications of these results for computer-based small group work were discussed.

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Kim, Soojung, Hyemin Suh, and Boram Lee. "The Interaction between Intelligent Robots and Children in Daycare Centers." Korean Journal of the Human Development 30, no. 4 (2023): 73–87. http://dx.doi.org/10.15284/kjhd.2023.30.4.73.

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The purpose of this study is to introduce artificial intelligence (AI) robots to day-care centers to examine how children interact with robots in a natural environment and whether these interaction patterns change over time. Accordingly, the AI robot ALPHA MINI was introduced into two classes (33 children and 3 teachers) at daycare centers for 5 years olds to observe interactions among children, teachers, and a robot for three months. In addition, interviews with teachers were conducted after using the robot. The findings of the study revealed that children mainly use simple language with robots to en-gage in entertainment-oriented interactions, information acquisition interactions, and emotional interactions. Furthermore, while the interaction between children and robots remained relatively stable over time, it was noted that children leading the interaction with robots circulated, and the interaction patterns between peers mediated by robots has changed. Based on these findings, we highlight the need for prior deliberations on techni-cal support, teacher education, and AI ethics as prerequisites for the integration of AI ro-bots into early childhood classrooms.

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Ferreira, Deller James, Tatiane F. N. Melo, and Luciana Oliveira Berretta. "Case Study of a Blind Computer Graphics Student's Online Interactions." International Journal of Information and Communication Technology Education 17, no. 1 (2021): 72–87. http://dx.doi.org/10.4018/ijicte.2021010105.

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Previous research points that computer-supported collaborative learning is an educational approach that suits blind students, because they have high verbal capacity. The authors believe that both sighted and blind students may gain from knowledge sharing, transactions on collaborative tasks, and being aware of distinct cognitive aspects, ideas, and activities, due to different behaviors, perceptions, and backgrounds. To unveil new insights concerning this assumption, they present an exploratory case study that provides an analysis of one blind undergraduate computer graphics student's online interactions during collaborative learning. They approached a qualitative technique to analyze results obtained from the blind student participation and interaction in discussions. The analysis of a blind student interactions, participation, and interaction patterns revealed emotional and deep relationships that implied in profitable interactions, knowledge construction, and better blind and sighted students' performance.

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Pereira, Aluisio José, Alex Sandro Gomes, Tiago Thompsen Primo, Rodrigo Lins Rodrigues, Ronaldo Pereira Melo Júnior, and Fernando Moreira. "Learning Mediated by Social Network for Education in K-12: Levels of Interaction, Strategies, and Difficulties." Education Sciences 13, no. 2 (2023): 100. http://dx.doi.org/10.3390/educsci13020100.

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This study aims to capture evidence on the effectiveness of emergency remote learning mediated by educational technology according to the interaction levels of K-12 students. The study involved students from a public institution that adopted emergency remote learning during the COVID-19 pandemic. From a mixed approach that used quantitative and qualitative methods, data from 963 students were collected and analyzed on the domain and use of the virtual learning environment Redu. Data were collected through student interactions and classified according to eleven classes that were used to identify the level and characteristics of those interactions between students and educators. We also performed interviews with 13 students based on their interaction patterns (highly interact, sporadically interact, rarely interact) to characterize the students’ interaction strategies within the virtual learning environment and strategies without the use of the virtual learning environment. It was found that students seek other means to interact and to send requests for help, regularly interact about school content, participate in discussions, and contact peers and teachers. The results can serve as a basis for proposing new functionalities for virtual learning environments.

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von Cramon-Taubadel, Noreen, and Stephen J. Lycett. "Assessing the relative impact of historical divergence and inter-group transmission on cultural patterns: a method from evolutionary ecology." Philosophical Transactions of the Royal Society B: Biological Sciences 373, no. 1743 (2018): 20170054. http://dx.doi.org/10.1098/rstb.2017.0054.

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In the study of cultural evolution, observed among-group affinity patterns reflect the effects of processes such as mutation (e.g. innovation and copying error), between-group interaction (culture flow), drift and selection. As in biology, cultural affinity patterns are often spatially correlated, making it difficult to distinguish between the opposing geographically mediated forces of divergence and interaction, which cause groups to become more distinct or similar over time, respectively. Analogous difficulties are faced by evolutionary biologists examining the relationship between biological affinity and geography, particularly at lower taxonomic levels where the potential for gene flow between lineages is greatest. Tree models are generally used to assess the fit between affinity patterns and models of historical divergence. However, factors driving lineage divergence are often spatially mediated, resulting in tree models that are themselves geographically structured. Here, we showcase a simple method drawn from evolutionary ecology for assessing the relative impact of both geographically mediated processes simultaneously. We illustrate the method using global human craniometric diversity and material culture from the northern coast of New Guinea as example case studies. This method can be employed to quantify the relative importance of history (divergence) and geographically mediated between-group interaction (culture flow) in explaining observed cultural affinity patterns. This article is part of the theme issue ‘Bridging cultural gaps: interdisciplinary studies in human cultural evolution’.

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Jacobs, Adam L., and Frank S. Werblin. "Spatiotemporal Patterns at the Retinal Output." Journal of Neurophysiology 80, no. 1 (1998): 447–51. http://dx.doi.org/10.1152/jn.1998.80.1.447.

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Jacobs, Adam L. and Frank S. Werblin. Spatiotemporal patterns at the retinal output. J. Neurophysiol. 80: 447–451, 1998. Edge enhancement in the retina is thought to be mediated by classical center-surround antagonism, first encountered as the interactions between horizontal cells and cones. But in the salamander retina these interactions do little to enhance edges. Instead, a robust dynamic interaction between amacrine and bipolar cells appears to be responsible for a sharp edge enhancement. To demonstrate this we recorded extracellularly from a single ganglion cell and moved a flashed square, 300 μm on a side, over a 1.5 × 1.0 mm2 grid at 25-μm increments. Playing back all of these recordings simultaneously simulated the pattern of responses that would have been measured from an array of ganglion cells. The emerging pattern of ganglion cell activity first faithfully represented the flashed square, but after ∼60 ms the center of the representation collapsed, leaving a representation of only the edges. We inferred that the feedback synapse from amacrine to bipolar cells at γ-aminobutyric acid-C (GABAC) receptors mediated this effect: bicuculline and strychnine were ineffective in altering the response pattern, but in picrotoxin the center of the representation did not collapse. The GABAergic amacrine cells thought to mediate this effect have quite narrow spread of processes, so the existence of this edge-enhancing effect suggests a mechanism quite different from classical lateral inhibition, namely the delayed inhibition of a spatially expanding input pattern.

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Azriel, Omer, Amit Lazarov, Adva Segal, and Yair Bar-Haim. "Visual attention patterns during online video-mediated interaction in socially anxious individuals." Journal of Behavior Therapy and Experimental Psychiatry 69 (December 2020): 101595. http://dx.doi.org/10.1016/j.jbtep.2020.101595.

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Jeong, Allan. "Gender Interaction Patterns and Gender Participation in Computer-Supported Collaborative Argumentation." American Journal of Distance Education 20, no. 4 (2006): 195–210. http://dx.doi.org/10.1207/s15389286ajde2004_2.

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