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Artykuły w czasopismach na temat „Interaction Collaboratives”

Autor: Grafiati

Data publikacji: 25 stycznia 2025

Data aktualizacji: 31 lipca 2025

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Arling, Priscilla A., Edward J. Miech, and Greg W. Arling. "Comparing Electronic and Face-to-Face Communication in the Success of a Long-Term Care Quality Improvement Collaborative." International Journal of Reliable and Quality E-Healthcare 2, no. 1 (2013): 1–10. http://dx.doi.org/10.4018/ijrqeh.2013010101.

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Researchers have long debated the effectiveness of electronic communication for getting work done in organizations, with many arguing that face-to-face interaction is key to high quality work and desired outcomes. Yet in healthcare quality improvement (QI) collaboratives, membership is frequently comprised of individuals from different, geographically dispersed organizations. This study examines the relationship between electronic and face-to-face interaction and the outcomes of a specific QI collaborative, the Empira Fall Prevention project in Minnesota. Outside of regularly scheduled meeting

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Knight, Andrew Walter, Chun Wah Michael Tam, Sarah Dennis, John Fraser, and Dimity Pond. "The role of quality improvement collaboratives in general practice: a qualitative systematic review." BMJ Open Quality 11, no. 2 (2022): e001800. http://dx.doi.org/10.1136/bmjoq-2021-001800.

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BackgroundThis systematic review used qualitative methodologies to examine the role of quality improvement collaboratives (QICs) in general practice. The aim was to inform implementers and participants about the utility of using or participating in QICs in general practice.MethodsIncluded studies were published in English, used a QIC intervention, reported primary research, used qualitative or mixed methods, and were conducted in general practice.A Medline search between January 1995 and February 2020 was developed and extended to include Embase, CINAHL and PsycInfo databases. Articles were so

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Ishimaru, Ann M., Megan Bang, Charlene Montaño Nolan, Aditi Rajendran, and Jondou Chase Chen. "Expanding Theories of Educational Change in Family & Community-Led Designs." Journal of Family Diversity in Education 5, no. 2 (2023): 83–114. http://dx.doi.org/10.53956/jfde.2023.179.

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In this paper, we share findings from Family Leadership Design Collaborative’s (FLDC) multi-year work, which comprised 10 co-design collaboratives engaged in historicizing their experiences and imagining transformative possibilities for education together. Using knowledge and interaction analysis (e.g., diSessa, Levin, & Brown, 2015) we examined collaboratives’ conceptual ecologies (Kelly & Green, 1998) to develop an empirical typology of collaboratives' theories of change (Tuck & Yang, 2018), or the broader aims and the who, what and how of their change-making conversations in com

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Kumar, Bijendra, and Prabir Sarkar. "Understanding Collaborative Interaction for Varying Product Complexity." International Journal of e-Collaboration 14, no. 3 (2018): 19–48. http://dx.doi.org/10.4018/ijec.2018070102.

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Small and medium scale enterprises (SMEs) often develop products collaboratively. Significant interaction among designers is critical to the success of any collaborative design session. There exist various tools for remotely located interactions, such as textual, video, audio, screen share modes with varied level of cost; however, often, SMEs are unable to afford them. This work aims to identify the most appropriate mode that are required for a successful collaborative design for a given product complexity. The authors made three categories of collaborative design activity (i.e., designing an

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Kitjaroonchai, Nakhon, and Suksan Suppasetseree. "Online Collaborative Writing via Google Docs: Case Studies in the EFL Classroom." Journal of Language Teaching and Research 12, no. 6 (2021): 922–34. http://dx.doi.org/10.17507/jltr.1206.08.

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This article reported a case study investigating small group interaction patterns in online collaborative writing tasks and factors influencing team collaborations. Participants included six Asian EFL university students who formed two small groups and were engaged in two online collaborative writing tasks via Google Docs. Data collection included the participants’ use of writing change functions and language functions during the collaborative writing processes revealed through Google Docs archives and collaborative essays. Semi-structured interviews were employed to examine factors influencin

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Peltonen, Pauliina. "L2 fluency in spoken interaction: a case study on the use of other-repetitions and collaborative completions." AFinLA-e: Soveltavan kielitieteen tutkimuksia, no. 10 (July 2, 2018): 118–38. http://dx.doi.org/10.30660/afinla.73130.

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   Second language (L2) speech fluency has usually been studied from an individual’s perspective with monologue speech samples, whereas fluency studies examining dialogue data, especially with focus on collaborative practices, have been rare. In the present study, the aim was to examine how participants maintain fluency collaboratively. Four Finnish upper secondary school students of English completed a problem-solving task in pairs, and their spoken interactions were analyzed qualitatively with focus on collaborative completions and other-repetions. The findings demonstrated

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Nichols, Naomi Elizabeth. "Revealing the complexity of community-campus interactions." Canadian Journal of Higher Education 44, no. 1 (2014): 69–94. http://dx.doi.org/10.47678/cjhe.v44i1.183548.

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In this paper, four qualitative case studies capture the complex interplay between the social and structural relations that shape community - academic partnerships. Collaborations begin as relationships among people. They are sustained by institutional structures that recognize and support these relationships. Productive collaborations centralize reciprocity, flexibility, and relationship building between individuals and institutions. Our findings also indicate a synergistic interaction between collaborative processes and outcomes: an equitable process supports the development of mutually bene

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Umbrico, Alessandro, Andrea Orlandini, Amedeo Cesta, et al. "Design of Advanced Human–Robot Collaborative Cells for Personalized Human–Robot Collaborations." Applied Sciences 12, no. 14 (2022): 6839. http://dx.doi.org/10.3390/app12146839.

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Industry 4.0 is pushing forward the need for symbiotic interactions between physical and virtual entities of production environments to realize increasingly flexible and customizable production processes. This holds especially for human–robot collaboration in manufacturing, which needs continuous interaction between humans and robots. The coexistence of human and autonomous robotic agents raises several methodological and technological challenges for the design of effective, safe, and reliable control paradigms. This work proposes the integration of novel technologies from Artificial Intellige

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Rigoni, Isabelle. "Accueillir les élèves migrants : dispositifs et interactions à l’école publique en France." Alterstice 7, no. 1 (2017): 39–50. http://dx.doi.org/10.7202/1040610ar.

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La France est un vieux pays d'immigration accueillant des familles depuis la fin du 19e siècle. Depuis, les flux migratoires n’ont cessé de se diversifier et de se complexifier. Le défi est de taille pour les travailleurs sociaux, mais également pour l’institution scolaire, qui doit intégrer chaque année plusieurs dizaines de milliers d’élèves migrants. Si l’école française est obligatoire pour tous les enfants depuis 1882, les aménagements pour les élèves allophones arrivants sont une disposition relativement récente. Comment penser l’accueil scolaire de ces enfants et de ces jeunes, inscrits

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KAPITANOFF, SUSAN, and CAROL PANDEY. "COLLABORATIVE TESTING IN STATISTICS: GROUP INTERACTION, ANXIETY, AND CLASS PERFORMANCE." STATISTICS EDUCATION RESEARCH JOURNAL 17, no. 2 (2018): 51–67. http://dx.doi.org/10.52041/serj.v17i2.158.

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Seventy-one students in two community college Statistics for the Social Sciences classes took six exams either individually or collaboratively. Assignment to test condition was randomly determined for each exam. Scores on collaboratively-taken exams were significantly higher than those for individually-taken exams, particularly for students with low GPAs and high test anxiety. Women’s, but not men’s, performances on the mid-term and final exams was related to the quality and quantity of their collaborative interactions. Thus, examining both quantity and quality of collaboration adds to our und

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Su, Jian Jun, Xiao Ping Liao, Xiao Rong Zhou, and Shuang Fei Wang. "Collaborative Environment Development for the Supported CAD/CAM." Materials Science Forum 594 (August 2008): 452–60. http://dx.doi.org/10.4028/www.scientific.net/msf.594.452.

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Collaborations abstract the interactions among a group of objects above the level of an individual object-oriented programming (OOP) message send for an integrated design/manufacture process, they can realize information share and system integration, and can be viewed as a type of systematic approach. This paper proposes the collaborative mode in the interior of an enterprise and among enterprises and a novel knowledge-based intensive CAD/CAM framework for collaborative environment development, which integrates product design, design for process planning, NC codes auto-generation and manufactu

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Paniagua-Esquivel, Cristina, and Amaryllis Quirós-Ramírez. "La interacción colaborativa de niños preescolares en la resolución de problemas en un Ambiente Virtual Colaborativo." Interacciones: Revista de Avances en Psicología 6, no. 1 (2020): e196. http://dx.doi.org/10.24016/2020.v6n1.196.

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Sen, Arkendu, and Don Passey. "A proposed model of a visual interaction analysis graph for studying educational interactions and their impact on learning within a technology enhanced learning environment." Proceedings of the International Conference on Networked Learning 8 (April 2, 2012): 294–302. http://dx.doi.org/10.54337/nlc.v8.9100.

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Enhancing educational interactions in collaborative learning within Technology Enhanced Learning Environments (TELE) is a popular approach to engage students in active learning within the Higher education sector globally. These entail providing educational interaction episodes at various time points of a teaching/learning session. Analyses of interactions can explore whether improving student collaborations and interactions do indeed have an impact on learning. Few empirical studies on interaction analyses have been conducted in the context of Technology Enhanced classrooms in Higher education

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Varda, Danielle M., and Jessica H. Retrum. "An exploratory analysis of network characteristics and quality of interactions among public health collaboratives." Journal of Public Health Research 1, no. 2 (2012): 27. http://dx.doi.org/10.4081/jphr.2012.e27.

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While the benefits of collaboration have become widely accepted and the practice of collaboration is growing within the public health system, a paucity of research exists that examines factors and mechanisms related to effective collaboration between public health and their partner organizations. The purpose of this paper is to address this gap by exploring the structural and organizational characteristics of public health collaboratives. Design and Methods. Using both social network analysis and traditional statistical methods, we conduct an exploratory secondary data analysis of 11 public he

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Huang, Yuan, Weixi Han, and Douglas K. Macbeth. "The complexity of collaboration in supply chain networks." Supply Chain Management: An International Journal 25, no. 3 (2020): 393–410. http://dx.doi.org/10.1108/scm-11-2018-0382.

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Purpose This paper aims to investigate the complexity of collaborations in supply chain networks, particularly the influence of horizontal collaborations (e.g. international joint ventures) on vertical collaborations (e.g. supplier–manufacturer partnering relationships). Design/methodology/approach A multiple case study including four horizontal collaborations and five vertical collaborations within a supply chain network is presented in the context of the Chinese automotive industry. Data interpretation from interviews is structured by key collaborative activities and collaborative behaviors.

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Isohätälä, Jaana, Piia Näykki, and Sanna Järvelä. "Convergences of Joint, Positive Interactions and Regulation in Collaborative Learning." Small Group Research 51, no. 2 (2019): 229–64. http://dx.doi.org/10.1177/1046496419867760.

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This qualitative study explores the convergences of small groups’ joint, positive interactions and regulation in social interaction during collaborative learning. We analyzed the video-recorded social interactions of five groups of student teachers during environmental science tasks. We examined the frequency and functions of the situations in which joint participation and positive socioemotional interaction converged with regulation (planning, monitoring, and evaluating) in social interaction. The results show that when groups planned, monitored, or evaluated their learning, they participated

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Assbring, Linda, and Cali Nuur. "What’s in it for industry? A case study on collaborative doctoral education in Sweden." Industry and Higher Education 31, no. 3 (2017): 184–94. http://dx.doi.org/10.1177/0950422217705245.

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The knowledge economy and the changing nature of knowledge production, the increased interaction between public agencies, industry and universities, and the changing labour market for doctoral degree holders are forces that together have led to an increased interest in the organization of doctoral education – particularly the role of collaborative doctoral education. Models like the Triple Helix have become important frameworks for conceptually capturing the interactions and dynamics of industry, government and university collaborations at various levels. Yet, empirical research on the motivat

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Soni, Nikita, Ailish Tierney, Katarina Jurczyk, et al. "Collaboration around Multi-touch Spherical Displays: A Field Study at a Science Museum." Proceedings of the ACM on Human-Computer Interaction 5, CSCW2 (2021): 1–34. http://dx.doi.org/10.1145/3476067.

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Multi-touch spherical displays that enable groups of people to collaboratively interact are increasingly being used in informal learning settings such as museums. Prior research on large flatscreen displays has examined group collaboration patterns in museum settings to inform the design of group learning experiences around these displays. However, previous research has shown differences in how users conceptualize interacting with spherical and flatscreen displays, thereby making it important to separately investigate how groups naturally collaborate around spherical displays in a museum setti

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CUNHA, I. O. J., I. A. C. JUNIOR, G. G. MOURA, R. A. MOURA, and M. B. SILVA. "SEGURANÇA E ERGONOMIA PARA FORÇA LABORAL FEMININA NA INTERAÇÃO COM MÁQUINAS COLABORATIVAS." Revista SODEBRAS 16, no. 187 (2021): 8–12. http://dx.doi.org/10.29367/issn.1809-3957.16.2021.187.08.

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Zayabalaradjane, Zayapragassarazan, and Thomas V. Chacko. "Interaction Analysis of FAIMER Mentor-Learner Web Online Collaborative Learning Session." Malaysian Online Journal of Educational Technology 8, no. 2 (2020): 12–27. http://dx.doi.org/10.17220/mojet.2020.02.002.

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Masteri Farahani, Fateme. "Challenges and Barriers to Implementing Collaborative Governance for Linking Education and Industry." Management Strategies and Engineering Sciences 6, no. 3 (2024): 164–73. https://doi.org/10.61838/msesj.6.3.16.

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The present study aims to identify the challenges and barriers to implementing collaborative governance in the linkage between education and industry to provide practical solutions for managers and stakeholders in this field. To achieve the research objectives, the theoretical literature, including the history, definitions, and theories related to collaborative governance, education-industry interaction, and existing barriers, was first reviewed. The study, based on an interpretive philosophical foundation and an inductive approach, employed a qualitative method and a grounded theory strategy.

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Melo, Paulo, Dr Bill O’ Gorman, Arnoldo José de Hoyos Guevara, and Renata Martins Corrêa. "Fostering Open Collaborative Innovation for Micro and Small Technology-Based Firms in Brazil." INTERNATIONAL JOURNAL OF MANAGEMENT SCIENCE AND BUSINESS ADMINISTRATION 6, no. 6 (2020): 58–64. http://dx.doi.org/10.18775/ijmsba.1849-5664-5419.2014.66.1006.

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Innovation happens as a combination or a result of various phenomena (i.e. entrepreneurship, business environment, interactions, etc.); it is almost impossible for a single discipline to explain it. Given that there are many facets to explore to cover all aspects of innovation, the present paper approaches this theme from the sociological perspective. Innovation is not a solitary, but an interactive phenomenon, which requires firms to cooperate to reach innovation sources, new processes and technologies. As a theoretical reference, this paper develops the argument of the importance of the firm

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Irving, Gemma Louise, Oluremi B. Ayoko, and Neal M. Ashkanasy. "Collaboration, Physical Proximity and Serendipitous Encounters: Avoiding collaboration in a collaborative building." Organization Studies 41, no. 8 (2019): 1123–46. http://dx.doi.org/10.1177/0170840619856913.

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Despite the adoption of collaborative buildings and office spaces to improve collaboration, the expected benefits of spatial interventions often fail to materialize. In a study of an ostensibly ‘collaborative building’, we identified strategies that employees use to avoid collaborating (i.e. ‘focusing on existing collaborations’, ‘reinforcing group boundaries’, ‘enacting legacy policies’ and ‘minimizing social interactions’). These strategies combined to minimize serendipitous encounters, which led to the avoidance of new collaborations. Our findings address a theoretical tension in the litera

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Lailiyah, Malikhatul, and Karlina Karadila Yustisia. "Collaborative Concept Mapping: A Study of Group Work Satisfaction in Vocational Higher Education." Journal of Vocational Education Studies 5, no. 2 (2022): 312–21. http://dx.doi.org/10.12928/joves.v5i2.6181.

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      Collaboration is gaining traction in today's educational environment. Thus, teachers' primary concern is assisting students in experiencing group knowledge collaboration. As online education continues to grow in popularity, there is an increasing need to promote and understand collaborative learning processes. Its success is contingent upon implementing online collaborative learning strategies that foster critical thinking abilities while also providing meaningful collaborative learning opportunities. Collaborative concept mapping is one tool that coul

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Granados-López, Hedilberto, Johan Hernán Pérez, Jonathan Porras-Muñoz, Yamile Pedraza-Jiménez, and Felipe Antonio Gallego-López. "Model for the Analysis of Social Regulation and Collaboration during the Development of Group Tasks." Sustainability 16, no. 18 (2024): 7947. http://dx.doi.org/10.3390/su16187947.

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This paper presents a model for the analysis and characterization of social regulation during collaborative task development. The structural part of the model is composed of three components which give rise to the generation of four phases of group interaction. The combination of these phases of group interaction and their components allows us to know whether or not a given group during the execution of tasks manages to develop mechanisms of collaboration and socially shared regulation. As for the conceptual section, the model is supported by three components that deal with task regulation, co

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Lee, Seungmin, and Ji-Ha Kim. "The Effect of Learning Experiences on College Engagement by Major Declaration Status: The Mediating Role of Faculty and Peer Interactions." Korean Educational Research Association 63, no. 4 (2025): 1–29. https://doi.org/10.30916/kera.63.4.1.

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This study aims to compare the structural relationships among learning experiences (collaborative, active, and challenging learning), faculty and peer interactions, and college engagement between undeclared and declared-major students. Using data from the 2024 National Assessment of Student Engagement in Learning and Innovation (NASEL-i), multi-group structural equation modeling was conducted. The findings are as follows. First, collaborative and challenging learning indirectly enhanced engagement via faculty and peer interactions, whereas active learning increased engagement through faculty i

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Alkhalaf, Salem, Jeremy Nguyen, Anne Nguyen, and Steve Drew. "Online Learner Satisfaction and Collaborative Learning." International Journal of Information and Communication Technology Education 9, no. 2 (2013): 66–78. http://dx.doi.org/10.4018/jicte.2013040106.

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Despite the considerable potential for e-learning to improve learning outcomes, particularly for female students and students who need to rely on distance learning, feedback from current users of e-learning systems in the Kingdom of Saudi Arabia (KSA) suggests a relatively low level of satisfaction. This study adopts a mixed-methods approach in investigating the underlying reasons for this situation. Results indicate that students are not unhappy with the information technology infrastructure or with other technical aspects. However, many students report a low level of interaction between them

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Masoumi, Saeid, and Ali Mahjur. "Collaborative Component Interaction." Ingénierie des systèmes d information 24, no. 3 (2019): 321–29. http://dx.doi.org/10.18280/isi.240312.

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Solano Guerrero, Juan Carlos, Francisco Javier Ruiz Ortega, Angélica María Rodríguez Ortiz, and Óscar Eugenio Tamayo Alzate. "Interacciones entre regulación metacognitiva social y generación de la solución en aprendizaje colaborativo." Zona Próxima 43 (July 11, 2025): 89–109. https://doi.org/10.14482/zp.43.124.745.

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La regulación del aprendizaje y la solución de problemas en contextos individuales y sociales son consideradas hoy como dos capacidades clave del siglo XXI. En el presente artículo nos proponemos comprender algunas de las interacciones entre la regulación metacognitiva social y la solución colaborativa de problemas, en particular la generación de la solución, en el diseño de entornos virtuales de aprendizaje. La estrategia metodológica usada fue el análisis del discurso, desde la perspectiva de la psicología discursiva. Se configuró un entorno de aprendizaje en línea que utiliza un sistema de

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Mäkimattila, Martti, Timo Junell, and Tero Rantala. "Developing collaboration structures for university-industry interaction and innovations." European Journal of Innovation Management 18, no. 4 (2015): 451–70. http://dx.doi.org/10.1108/ejim-05-2013-0044.

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Purpose – The purpose of this paper is to examine the doing, using, and interacting (DUI) of Universities of Applied Sciences (UAS) while developing intra- and inter-collaboration with industry. It also reviews recent literature related to the roles of absorptive capacity (AC) and social capital (SC) in interaction. Design/methodology/approach – A qualitative case research on developing collaborations between UAS and small- and medium-sized enterprises for innovation activities. Findings – Prior knowledge and contacts vary in organisations, and interaction should be supported while aiming to m

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Shen, Chun-Yi, and Chen-Hsien Wu. "An Exploration of Students’ Participation, Learning Process, and Learning Outcomes in Web 2.0 Computer Supported Collaborative Learning." International Journal of Online Pedagogy and Course Design 1, no. 2 (2011): 60–72. http://dx.doi.org/10.4018/ijopcd.2011040105.

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Many researchers indicate that collaborative learning is an effective strategy to improve students’ learning. Collaborative learning is no longer confined to face-to-face classrooms with the advancement of technology. The concept of computer supported collaborative learning (CSCL) matches web 2.0 which emphasize learner centeredness, social interactions, and mutual sharing. The concept of CSCL matches E-Learning 2.0 which focus on learner centeredness, social interactions, and mutual sharing. This study investigates the effects of computer supported collaborative learning with web 2.0 technolo

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García Lirios, Cruz, Tania Soto Ramírez, Rosa María Rincón Ornelas, Celia Yaneth Quiroz Campas, and Lidia Amalia Zallas Esquer. "Aprendizaje colaborativo en una universidad del centro de México." Revista Internacional de Ciencias Sociales 20, no. 2 (2023): 1–16. http://dx.doi.org/10.57188/ricso.2023.013.

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Anti-pandemic policies, through strategies of confinement and distancing of people, led to the emergence of collaborative learning which lies in expectations of interaction and contribution. In this sense, the objective of the study was to compare the theoretical structure of eleven factors with respect to an observed four-factor model. An exploratory, transversal and psychometric work was carried out with a sample of 100 students assigned to health institutes. The results demonstrate that four factors prevail, related to experience, expectations, contributions and interactions, which explaine

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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 i

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M Almusharraf, Norah, Jamie Costley, and Mik Fanguy. "The Effect of Postgraduate Students’ Interaction with Video Lectures on Collaborative Note-taking." Journal of Information Technology Education: Research 19 (2020): 639–54. http://dx.doi.org/10.28945/4581.

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Aim/Purpose: This paper aims to explore the effects of students’ interactions with video lectures on the levels of collaboration and completeness of their group note-taking. Background: There has been an increase in the amount of online learning over the last 20 years. With video lectures becoming an increasingly utilized instructional modality, it is essential to consider students’ interactions with videos and the subsequent effect of those interactions on collaboration. Methodology: This research used a combination of survey data about student interactions with video lectures and evidence of

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KONE, Salifou. "REDACTION COLLABORATIVE ET INTERACTION ORALE EN CLASSE DE LANGUE ETRANGERE EN CONTEXTE HETEROGLOTTE." Kurukan Fuga 3, no. 10 (2024): 114–25. http://dx.doi.org/10.62197/wapd8123.

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L’article examine l’apport didactique d’un dispositif pédagogique. Adoptant une perspective interactionniste de l’apprentissage, l’étude s’appuie sur une conception contextuelle et collective de la compétence langagière pour interroger de quelle manière l’approche collaborative de la production écrite en classe de langue étrangère peut contribuer au développement de la compétence d’interaction orale chez des apprenants évoluant en contexte hétéroglotte. L’analyse des interactions verbales enregistrées et transcrites montre que l’approche collaborative de la production écrite permet de générer

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Goy, Annamaria, Diego Magro, Giovanna Petrone, Claudia Picardi, Marco Rovera, and Marino Segnan. "An Integrated Support to Collaborative Semantic Annotation." Advances in Human-Computer Interaction 2017 (2017): 1–12. http://dx.doi.org/10.1155/2017/7219098.

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Everybody experiences every day the need to manage a huge amount of heterogeneous shared resources, causing information overload and fragmentation problems. Collaborative annotation tools are the most common way to address these issues, but collaboratively tagging resources is usually perceived as a boring and time consuming activity and a possible source of conflicts. To face this challenge, collaborative systems should effectively support users in the resource annotation activity and in the definition of a shared view. The main contribution of this paper is the presentation and the evaluatio

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Sirithunge, Chapa, Kalhan S. Boralessa, W. H. Eranga, Buddhika P. Jayasekara, D. P. Chandima, and Manjula U. Hemapala. "Exploring Embodied Resources in Gaze in Human-Robot Collaborative Environments." IOP Conference Series: Materials Science and Engineering 1292, no. 1 (2023): 012013. http://dx.doi.org/10.1088/1757-899x/1292/1/012013.

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Abstract Among various types of embodied resources in humans, gaze, started with mutual gaze, plays a major role in embodied cognition. In addition to establishing relationships during interactions, gaze further portrays information about the level of engagement in a dyadic interaction. Hence the gaze and gaze-related behaviors such as averted gaze can be used as cues to make decisions regarding an interaction. This holds true for a human and a robot during human-robot interaction (HRI) as well. Hence proactive robots could evaluate human gaze as a parameter to achieve situation-awareness. In

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Peña-Mora, Feniosky, Ram D. Sriram, and Robert Logcher. "Conflict mitigation system for collaborative engineering." Artificial Intelligence for Engineering Design, Analysis and Manufacturing 9, no. 2 (1995): 101–24. http://dx.doi.org/10.1017/s0890060400002158.

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AbstractLarge-scale engineering projects typically involve many different types of professionals who must interact and communicate with one another. This interaction produces conflicts that need to be resolved. A framework is presented in which the rationale used in a collaborative design environment for designing an artifact is also used for conflict mitigation. The framework contains mechanisms for checking interactions and prompting hypotheses about the reasons for the interactions. These hypotheses, once verified by the designers, improve conflict resolution by assisting them in coordinati

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Costley, Jamie, and Mik Fanguy. "Collaborative note-taking affects cognitive load: the interplay of completeness and interaction." Educational Technology Research and Development 69, no. 2 (2021): 655–71. http://dx.doi.org/10.1007/s11423-021-09979-2.

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AbstractStudies showing improved learning performances for students who take notes collaboratively have speculated that sharing this task among group members may reduce the extraneous cognitive burden placed on each member. Therefore, a study (n = 171) was conducted in the context of a flipped scientific writing course to examine the effects of collaborative note-taking on student’s levels of cognitive load. Students in the course were divided into two groups, with members of the treatment group being directed to take collaborative notes in a shared online document and members of the control g

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Förster, Nick, Ivan Bratoev, Jakob Fellner, Gerhard Schubert, and Frank Petzold. "Collaborating with the crowd." International Journal of Architectural Computing 20, no. 1 (2022): 76–95. http://dx.doi.org/10.1177/14780771221082258.

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Microscopic agent-based simulations promise the meaningful inclusion of crowd dynamics in planning processes. However, such complex urban issues depend on a multiplicity of criteria. Thus, an isolated model cannot represent the walk of pedestrians meaningfully in planning contexts. This paper reframes crowd simulation as collaborative experimentation and embeds it directly in the design process. Beyond the simulation algorithm, this perspective draws attention to user interactions, interfaces, and visualizations as crucial simulation elements. Through a prototype, we combine an agent-based ped

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Aguirre-Guerrero, Daniela, and Roberto Bernal-Jaquez. "A Methodology for the Analysis of Collaboration Networks with Higher-Order Interactions." Mathematics 11, no. 10 (2023): 2265. http://dx.doi.org/10.3390/math11102265.

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Scientific research often involves collaboration among researchers, and coauthorship networks are a common means of exploring these collaborations. However, traditional coauthorship networks represent coauthorship relations using simple links, i.e., pairwise interactions, which fail to capture the strength of scientific collaborations in either small or large groups. In this study, we propose a novel methodology to address this issue, which involves using a multilayer network model that captures the strength of coauthorship relations and employs a convergence index to identify the collaboratio

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Samuelsson, Robin, Olcay Sert, and Helena Tegler. "Designing for Computational Collaboration." Constructionism Conference Proceedings 8 (June 24, 2025): 459–65. https://doi.org/10.21240/constr/2025/37.x.

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The current paper examines the multimodal and collaborative nature of young children’s educational interactions. The paper draws from a design-based project on 3-5-year-old children’s programming and hones in on the multimodal details of children’s collaborative practices. We investigate video-recorded naturally occurring interactions during small group activities during which children learn programming while playing a storyboard-based game, using two analytical techniques to examine how coding sequences are solved. First, we examine how coding problems are solved within the whole dataset. Fol

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Liu, MingXue, Min Wang, Baolei Li, and Qi Zhong. "Collaborative filtering based on GNN with attribute fusion and broad attention." PeerJ Computer Science 11 (February 25, 2025): e2706. https://doi.org/10.7717/peerj-cs.2706.

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Recommender systems based on collaborative filtering (CF) have been a prominent area of research. In recent years, graph neural networks (GNN) based CF models have effectively addressed the limitations of nonlinearity and higher-order feature interactions in traditional recommendation methods, such as matrix decomposition-based methods and factorization machine approaches, achieving excellent recommendation performance. However, existing GNN-based CF models still have two problems that affect performance improvement. First, although distinguishing between inner interaction and cross interactio

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Gunawardena, Charlotte N., Constance A. Lowe, and Terry Anderson. "Analysis of a Global Online Debate and the Development of an Interaction Analysis Model for Examining Social Construction of Knowledge in Computer Conferencing." Journal of Educational Computing Research 17, no. 4 (1997): 397–431. http://dx.doi.org/10.2190/7mqv-x9uj-c7q3-nrag.

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This study attempts to find appropriate interaction analysis/content analysis techniques that assist in examining the negotiation of meaning and co-construction of knowledge in collaborative learning environments facilitated by computer conferencing. The authors review strengths and shortcomings of existing interaction analysis techniques and propose a new model based on grounded theory building for analyzing the quality of CMC interactions and learning experiences. This new Interaction Analysis Model for Examining Social Construction of Knowledge in Computer Conferencing was developed after p

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Kegeleers, Marie, Raoul Bruens, Maxim Liefaard, Nestor Z. Salamon, and Rafael Bidarra. "IMOVE: A Motion Tracking and Projection Framework for Social Interaction Applications." International Journal of Computer Games Technology 2019 (March 3, 2019): 1–9. http://dx.doi.org/10.1155/2019/2705734.

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In public places such as malls, train stations, and airports, there is a constant flow of people either waiting or commuting. Even though people at these locations are surrounded by many other individuals, mostly there is little social interaction, which generally creates a gloomy atmosphere. Any applications promoting social interactions are a welcome addition. We present IMOVE, an interactive framework aimed at facilitating the development of such applications. It offers a combination of motion tracking and projection methods which makes it easier to create interactive experiences and games,

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Bedel, Osman. "Collaborative Learning through Literature Circles in EFL." European Journal of Language and Literature 6, no. 1 (2016): 96. http://dx.doi.org/10.26417/ejls.v6i1.p96-99.

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This paper discusses how the introduction of ‘literature circles’ have led to the stimulation of social interaction among language learners. These social interactions happen because members of the literary circles are able to read and understand a book of choice, and assign participating student members their responsibility through structured time and assessment. They are primarily guided by students’ insights and questions and they apply each other's learning, reading, writing, and speaking skills, making this approach to learning flexible and fluid, while initiating collaborative social inte

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Hoffmann, Rebekka, Anna Helga Jónsdóttir, and Ebba Thora Hvannberg. "Consolidation of Usability Problems With Novice Evaluators Re-Examined in Individual vs. Collaborative Settings." Interacting with Computers 31, no. 6 (2019): 525–38. http://dx.doi.org/10.1093/iwc/iwz034.

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Abstract Usability testing can involve multiple users and evaluators. In such cases, consolidating usability problems (UPs) constitutes an essential part of data analysis. In a between-subjects design, this study aims to re-examine a previous study by comparing the results of novice evaluators merging UPs individually vs. collaboratively and to assess the quality of the final UP lists, by computing the merging rate and the accuracy rate, respectively. Law and Hvannberg compared the results of evaluators merging UPs individually vs. collaboratively in a within-subjects design, revealing a tende

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Liou, Hsien-Chin. "Online interaction, emotions, and EFL learners’ grit in collaborative writing." JALT CALL Journal 19, no. 1 (2023): 71–91. http://dx.doi.org/10.29140/jaltcall.v19n1.1016.

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This case study addresses both online interaction and the EFL students’ emotions and grit in a collaborative writing project. While benefits of collaborative writing are confirmed in the literature, little is known about learners’ diversified emotions and L2 grit in the process, and the connections between interactions and their affective changes. Via a ten-week online collaborative writing project, two groups (n=6) out of 24 students provided peer feedback and worked together on their collective drafts. An emotion questionnaire and a grit questionnaire elicited the participants’ responses wit

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Barry, Kaya. "Packing as Practice: Creative Knowledges Through Material Interactions." Tourism Analysis 21, no. 4 (2016): 403–15. http://dx.doi.org/10.3727/108354216x14600320851776.

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Tourists are presented with a range of material and interpersonal interactions that often develop into collaborative and creative modes of knowledge production. There is a current push to acknowledge processes and experiences as forged through material relations, for which tourism processes present a range of examples. This article advocates that the study of tourism needs to take a postdisciplinary approach that merges practice and theory, using the process of packing a bag as the primary example. A rethinking of material relations presents affirmative, global, and nomadic encounters for a mu

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Smith, Micah J., Jürgen Cito, Kelvin Lu, and Kalyan Veeramachaneni. "Enabling Collaborative Data Science Development with the Ballet Framework." Proceedings of the ACM on Human-Computer Interaction 5, CSCW2 (2021): 1–39. http://dx.doi.org/10.1145/3479575.

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While the open-source software development model has led to successful large-scale collaborations in building software systems, data science projects are frequently developed by individuals or small teams. We describe challenges to scaling data science collaborations and present a conceptual framework and ML programming model to address them. We instantiate these ideas in Ballet, the first lightweight framework for collaborative, open-source data science through a focus on feature engineering, and an accompanying cloud-based development environment. Using our framework, collaborators increment

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