The Discipline of Watching: Detection,Risk, and Lateral Surveillance

After considering how surveillance practices discipline the objects of the monitoring gaze, I argue for a focus on the discipline of watching. An era of reflexive skepticism and generalized risk puts a premium on the ability to see through public façades by relying on strategies of detection and verification facilitated by interactive communication technologies that allow users to monitor one another. Interactive communication technologies allow for peer-to-peer surveillance of friends, significant others, and family members. If, in commercial and state contexts, the promise of interactivity serves as a ruse for asymmetrical and nontransparent forms of monitoring, this model of interactivity has also infiltrated the deployment of interactive technologies in personal relationships.     

以应用为导向的高校移动图书馆建设与研究——以湖南大学图书馆为例

移动图书馆是图书馆丰富服务方式、拓展服务途径的重要手段,是图书馆未来的发展方向。近年来,移动图书馆的研究与建设在图书馆行业火热开展,全国多所高校相继建成并开通图书馆移动信息服务。文章分析了当前国内移动图书馆建设情况、移动用户特征以及网络服务提供商成功之道;结合移动网络的优势,提出建设以应用为导向的移动图书馆系统,开发响应读者需求的个性化、交互性应用。并以湖南大学移动图书馆建设为例,介绍了具体建设情况。     

Consumer response towards social media advertising: Effect of media interactivity,its conditions and the underlying mechanism

Marketers increasingly use social media platforms as a promotion channel, and doing this, they prefer highly interactive social media because it allows consumers to socialize and network better. However, in this media, attention is often restricted towards primary purpose only as a result of the level of interactivity, thereby affecting consumer response towards the advertisement(ad). In this setting, the study analyzes the role of media interactivity and the effects it has on the reaction of customers towards the social media ad. Further, the study also introduces the conditional role of message relevant aspects, such as message vividness and anthropomorphism, and examines the intervening role of flow experience. Results from a between-subjects study indicate that interactivity hurts the consumer ad reactions. It also suggests that the right use of message relevant aspects can mitigate these adverse effects. Thus, the study makes a significant contribution to the literature and practice regarding the effects of social media interactivity which is relatively recent and has been overlooked by past researchers.     

Implications of Prelecture Material on Cognitive Load and Instructional Effectiveness in Cross‐Disciplinary IS Education: The Nexus of Benford's Law and SQL

For some time, there has been a call for cross‐disciplinary teaching within the business disciplines. With the rise of data and analytics, there is an opportunity for cross‐disciplinary teaching by integrating technology throughout the business curriculum. However, many business professors have little experience in cross‐disciplinary teaching. We hope to rectify this by introducing an approach that uses prelecture material to prepare students for learning concepts and terms that are not core to the focal class. In a study that combines Structured Query Language (SQL) coding with an audit principle called Benford's Law, we analyze the impact of adding prelecture material about Benford's Law on student's cognitive load, knowledge gained, and instructional efficiency. Results indicate that students who received a prelecture on Benford's Law outperformed the control group in performance measures related to Benford's Law, and that the instructional efficiency on Benford's Law was also higher for the treatment group. We did not find any significant differences in cognitive load between the two groups, nor did the treatment group perform significantly better when tested on the SQL concepts. We conclude that cross‐discipline teaching is a fine balance between each discipline and communicating to students the importance of both disciplines is key.     

英语语音网络课程交互性检验

目前高职院校英语语音网络课程研究缺口较大,本文将交互性作为一门网络课程质量的核心评判标准,描述了一项英语语音网络课程交互性检验的研究,通过问卷、访谈、学生作业等手段收集定量与定性数据。数据分析表明,基于交互性理念设计的英语语音网络课程有效地改善了学生的语音学习面貌,但与此同时,课程交互性的空间仍有待提升。     

Student Perceptions of the Instructor's Relational Characteristics,the Classroom Communication Experience,and the Interaction Involvement in Face-to-Face versus Video Conference Instruction

The present study examined student perceptions of the instructor's relational characteristics, classroom communication experience, and interaction involvement in courses taken face-to-face and in a video conference context. MANCOVA results showed significant differences between these contexts, with more negative student ratings of instructor immediacy and receptivity; classroom communication connectedness/mutuality, satisfaction, and quality; and interaction involvement occurring in the video conference classroom context than in the face-to-face context. A path analysis modeled the relationships among these perceptions of instructor characteristics, classroom communication experience, and interaction involvement. Based on this model, suggestions for improving student perceptions of the instructor, classroom communication, and interaction involvement in video conference courses are offered.     

Interactive and non-interactive pictures in multimedia learning environments: Effects on learning outcomes and learning efficiency

New technologies enable flexible combinations of text and interactive or non-interactive pictures. The aim of the present study was to investigate (a) whether adding pictures to texts is generally beneficial for learning or whether it can also have detrimental effects, (b) how interactivity of pictures affects learning, (c) whether the visualization format of pictures affects the structure of the learner's mental model, and (d) whether the visualization format modifies the effects of interactivity. One hundred university students were randomly assigned to five groups. In four groups, a text about the different daytimes and days on the earth was combined with interactive or non-interactive pictures of different visualization formats. In the fifth group, the text was presented without pictures. According to the results, adding pictures to text was neither beneficial nor harmful for learning. In terms of learning efficiency, however, learning from text only was more successful than learning from text and pictures. Interactivity was beneficial for one learning task, but not for the other task. The visualization format affected participants’ interaction with pictures, but not the learning outcomes; however this effect was not influenced by interactivity. Implications for multimedia design and for further research are pointed out.     

网络环境中多媒体课件交互性研究及案例分析

文章针对网络学习环境的特征,对多媒体网络课件的交互性理论进行综述,总结出了交互性理论随着学习理论的发展,逐渐从交互过程帮助学习者控制学习行为的观点演变到了交互过程通过反馈的方式对学习者的内在响应和知识的有意义建构发生作用的观点。通过对SkillSoft公司开发的网络交互课件的分析,提出了交互性设计不仅要考虑界面呈现方式、结构链接方式和内容组织方式等方面,也要关注课件的交互性对用户认知发展、情感因素产生的影响     

项目“交互型”英语语音网络课程研究

目前高职院校英语教育专业英语语音网络课程建设研究缺口较大,设计建设以"项目"教学法为导向,重视"交互性"的英语语音网络课程具有较大的理论和实践价值。教师与研究者应探索如何最大限度地利用网络教学平台的功能,按照"学生自主性、活动项目具备计划和社会情境性、交互性"三大核心评判标准,提高英语语音网络课程的教学质量。     

个性化交互设计的研究综述

实践用户驱动服务的信息服务系统,包括三个部分:用户模型、信息技术和服务设计。通过梳理个性化交互设计,探讨以人物角色和生活实验室来实现用户驱动个性化数字图书馆系统的设计。