Interactivity, Dynamic Symbol Processing, and the Emergence of Content in Human Communication

A major step in resolving conceptual ambiguity surrounding interactivity involves making a distinction between micro-level psychological processes and the macro-level societal effects that emerge from them. The proposition cuts against the epistemological grain of social sciences, such as psychology and sociology, which have ontological commitments to a particular level of analysis. The position advanced here suggests theories where processes operate at one level and generate effects that emerge at a higher level. Further, it is argued that the best place to begin looking at the process of interaction is at the level of the neural circuit, a realm far below discussions that center at the interpersonal or cultural levels.     

How to augment the learning impact of computer simulations? The designs and effects of interactivity and scaffolding

Two investigations were conducted in this study. In the first experiment, the effects of two types of interactivity with a computer simulation were compared: experimentation versus observation interactivity. Experimentation interactivity allows students to use simulations to conduct virtual experiments, whereas observation interactivity allows students to observe segmented video clips of the simulation at their own pace and sequence. In the second experiment, the effects of two types of scaffolding for experimentation interactivity were compared: the driving question versus structured prompt scaffolding. A total of 128 eighth-grade students were involved. The learning outcomes examined include the students’ understanding of the concepts in the simulation, their learning time, total numbers of virtual experiments conducted or observed, and learning efficiency. All four designs resulted in comparable learning gains for the students. The driving question scaffolding resulted in better learning efficiency, whereas the structured prompt scaffolding supported students in conducting more virtual experiments.     

Web-Supported Chemistry Education: Design of an Online Tutorial for Learning Molecular Symmetry

This paper describes our use of the ADDIE protocol to design and develop an interactive tutorial for students learning molecular symmetry operations and point groups. The tutorial provides a 3-D environment where students can examine molecules, structures, and symmetry elements. Most such tutorials are connected to courses or instructors in ways that make them difficult for others to use. Our goal was to create a freely available tutorial that would be independent of course, textbook, or instructor but would scaffold student learning of these abstract concepts. A usability study was also conducted in order to assist the designers in creating or improving key features of the tutorial and to determine whether the tutorial would be viewed as valuable to students. We found that students appreciated the features, especially mouse-overs and applets that afforded the opportunity to freely rotate accurate images of molecules.     

服务营销过程管理探析

服务产生和交付给顾客的过程是服务营销组合中的一个主要因素,服务业公司的顾客们所获得利益或满足,不仅来自服务本身,同时也来自服务的递送过程。把服务过程视作由服务组织、一线员工以及顾客构成的互动系统,是实施成功的服务过程生产率和质量管理与控制的关键。在过程实施角度,对服务接触的控制至关重要。本文探讨了服务接触过程冲突的可能起因,提出了相关的管理对策。     

Theorizing Interactivity's Effects

Noting that interactivity is often defined but seldom theorized in the literature, this article provides some pointers for developing theories about effects of interactivity, particularly as it applies to Web-based mass communication. It first makes the case that interactivity is an attribute of the technology and not that of the user. It exposes the tautology of studying the effects of perceived interactivity and calls for the consideration of ontological aspects that constitute interactivity while specifying its social and psychological effects. Theoretical explorations may be categorized in terms of three classes of outcome measures—behavioral, attitudinal, and cognitive—as we investigate the role played by interactivity in initiating action, changing attitudes, and altering the nature of information processing. These would result in theories about technology rather than psychology in that they help us specify direct and combination effects of interactivity, modality, navigability, and other technological attributes of the Web medium.     

Interactivity-as-Product and Interactivity-as-Process

This article attempts to clarify the murky conceptual water of “interactivity,” arguing that the term refers to two distinct phenomena: interactivity between people and interactivity between people and computers or networks. The former orients research on the process of interactivity. The latter orients research on the product of interactivity. That two distinct phenomena have been labeled with the same term causes problems when one wants to move from theorizing about interactivity in the abstract to investigating what effects interactivity has and then to operationalizing measurement terms. Studying interactivity-as-process entails a research focus on human interaction. Studying interactivity-as-product entails a research focus on user interactions with technology. In wading into the murky waters of what interactivity is, we must not lose sight of why it matters. In research focused on the opportunities and constraints for citizen participation in the political process afforded by communication technology, for example, interactivity is a variable of importance.     

Antecedents and Consequences of Student Satisfaction with e-Learning: The Case of Private Universities in Egypt

The current study aims to measure the importance of e-service quality, interactivity, comfort, and familiarity on student satisfaction and behavioral intentions with e-learning in private universities in Egypt. Data from a sample of private university students were collected. Using structural equation modeling, e-service quality, interactivity, comfort, and familiarity were found to be positively related to student satisfaction and behavioral intentions. The mediating role of student satisfaction was not supported, however. The research implications, limitations, and suggestions for future research are discussed.     

A head in virtual reality: Development of a dynamic head and neck model

Advances in computer and interface technologies have made it possible to create three‐dimensional (3D) computerized models of anatomical structures for visualization, manipulation, and interaction in a virtual 3D environment. In the past few decades, a multitude of digital models have been developed to facilitate complex spatial learning of the human body. However, there is limited empirical evidence to guide the development and integration of effective computer models for teaching and learning. The purpose of this article is to describe the development of a dynamic head and neck model with flexible displays (2D, 3D, and stereoscopic 3D) and interactive control features that can be later used to design and test the efficacy of computer models as a means of improving student learning. The model was created using computer tomography scans of a human cadaver. Anatomical structures captured on the scans were segmented into discreet areas, and then reconstructed in three‐dimensions using specialized software. The final model consists of 70 distinct anatomical structures that can be displayed in 2D, 3D, or stereoscopic 3D. In 3D mode, a mouse can be used to actively and continuously interact with the model by manipulating viewer orientation, altering surface transparency, superimposing 2D scans with 3D reconstructions, removing or adding structures sequentially, and customizing animated scenes to show complex anatomical pathways or relationships. Anat Sci Educ 2: 294–301, 2009. © 2009 American Association of Anatomists.     

Antecedents of student MOOC revisit intention: Moderation effect of course difficulty

In response to the research gap in the current literature regarding the low student retention of Massive Open Online Courses (MOOCs), this study uses task-technology fit theory to understand how MOOCs’ technological factors in three dimensions (i.e., course vividness, teacher subject knowledge, and interactivity) influence students’ revisiting of MOOCs. Going deeper, this study also takes course difficulty into consideration and investigates the interactive effects of course difficulty on the main factors identified above. The empirical results show that the vividness of course content, teacher subject knowledge, and MOOC interactivity can positively affect students’ intention to revisit MOOCs. However, the relationships between the three dimensional factors and student intention to revisit are affected in different ways by course difficulty. Specifically, the findings show that course difficulty negatively moderates the relationship between course content vividness and students’ intention to revisit, and positively moderates the relationship between teacher subject knowledge and students’ intention to revisit. In addition, course difficulty typically does not have a significant influence on the relationship between technology interactivity and students’ intention to revisit. Theoretical and practical implications are discussed.     

Feedback processes in multimedia language learning software

Feedback has been one of the important elements of learning and teaching theories and still pervades the literature and instructional models, especially computer and web-based ones. However, the mechanisms about feedback dominating the fundamentals of all the instructional models designed for self-learning have changed considerably with the interactive multimedia technology of today, which have recourse to a wider range of potential in terms of use and functionality. The study intends to indicate that feedback has double functions： On one hand, it has classic ＂triad＂ functions--feedback as motivator, reinforcement and information--in terms of computer-assisted instruction and, on the other hand, as it is emphasized in this study, it forms the core and maintains the continuity of the machine-learner interaction in multimedia software designed today. This work, originally a discussion paper, consists of a review of the related literature and analyses of the software programs designed for teaching French to adults as foreign language in French module of Multimedia Language Learning Centre at Charles-de-Gaulle University （Lille-France）.