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Interplay of Conditional Reasoning and Politeness: The Role of Speaker Relationships in the Japanese Context 2nd

Interplay of Conditional Reasoning and Politeness: The Role ...

引用

2nd International Conference on Human and Artificial Rationalities (HAR)

作者： Nakamura, Hiroko Ogura, Nao Matsumoto, Kazunori Takahashi, Tatsuji Tokyo Denki Univ Hatoyama Saitama 3500394 Japan Japan Soc Promot Sci Kojimachi Business Ctr Bldg5-3-1 Kojimachi Tokyo 1020083 Japan

ISBN: (纸本)9783031552441;9783031552458

This study investigates how inter-speaker relations influence the interpretation of conditional statements "if p1 then q" and conditional reasoning, focusing on Japanese participants. The suppression paradigm of conditional reasoning reveals that adding additional conditional "if p2 then q" can suppress MP reasoning, "p1, therefore q". Based on politeness theory, the study examines whether the interpretation of ambiguous additional conditionals varies according to the relationship between the speakers, and how this variation affects conditional reasoning. Results indicated that introducing an additional conditional decreased the perceived plausibility of conditional and inverse sentences, but the relationship between the speakers had no significant impact on the interpretation of additional conditionals and probability assessments. The presence of additional conditionals influenced MP, MT, and DA reasoning, but AC reasoning was not impacted. The study underscores the importance of context and cultural nuances in the interpretation of conditional statements and highlights the need for further research to understand the factors that influence the interpretation of conditional sentences in different cultural settings.

关键词： conditional reasoning politeness pragmatics

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EscapeCell: Serious Game Integration to a University Biology Course on an E-Learning Platform 12th

EscapeCell: Serious Game Integration to a University Biology...

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12th International Conference on Games and Learning Alliance (GALA)

作者： Liu, Ying-Dong Marne, Bertrand Marfisi-Schottman, Iza Galpin, Tiphaine Caruso, Aurore Univ Strasbourg LISEC F-67000 Strasbourg France Le Mans Univ LIUM PRN F-72085 Le Mans France BIOSSE F-72085 Le Mans France

ISBN: (纸本)9783031490644;9783031490651

This paper presents EscapeCell, a Serious Game to help undergraduate students understand plant cellular biology. Each course chapter is enriched with one mini-game, a gamification module integrated into the e-learning platform and several reminders of the game in the course material. We conducted a study on 117 students to compare their exam results with a control group from last year. We also correlated the collected feedback from the students and usage tracks. This helped us measure the usefulness of specific game elements such as a non-player character that provides help and bonus information modules hidden throughout the mini-games. The preliminary results indicate that the integration of EscapeCell improves students' learning outcomes in the final exam and that Blob, the virtual tutor, facilitates the usage of the mini-games. Although the bonus information modules do not directly correlate with the final exam result, they show a positive correlation with the scores of the intermediate tests - the multiple-choice questions (MCQs) - taken by the students just after playing the mini-games.

关键词： Serious Games cellular biology university e-learning platform gamification

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An Exploratory Study on Empathy and Online Discussions in computer Supported Collaborative Learning 30th

An Exploratory Study on Empathy and Online Discussions in Co...

引用

30th International Conference on Collaboration Technologies and Social Computing (CollabTech)

作者： Theophilou, Emily Roberto Sanchez-Reina, J. Odakura, Valguima Hernandez-Leo, Davinia Univ Pompeu Fabra ICT Dept TIDE Barcelona Spain Univ Fed Grande Dourados UFGD Dourados MS Brazil

ISBN: (纸本)9783031679971;9783031679988

Empathy, the ability to understand and share the feelings of others, is integral to effective communication and social interaction. In collaborative learning environments, empathy assumes even greater significance as it facilitates idea exchange and problem-solving among students. While previous studies have explored the role of empathy in collaboration, research focusing specifically on its impact on computer-Supported Collaborative Learning (CSCL) remains limited. Therefore, this study aims to investigate the relationship between students' levels of affective and cognitive empathy and their chat discussion behavior within a CSCL environment. An exploratory descriptive study with 188 students from Spain (N= 133) and Brazil (N= 55) (M-age = 15.7 years) examined how affective and cognitive empathy influence student's online discussion within a CSCL environment. This study provides initial insights into the relationship between empathy and online collaboration. The findings indicate a positive correlation between students' levels of Perspective Taking and messages oriented to socialization. While, groups with higher max values under cognitive and affective empathy demonstrated a positive correlation with task-oriented messages. This study provides novel insights into the emergence of empathy within CSCL environments and has implications for the design of online collaborative learning platforms and educational technologies.

关键词： computer Supported Collaborative Learning Online Discussion Chat Empathy

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FairytaleQA Translated: Enabling Educational Question and Answer Generation in Less-Resourced Languages 19th

FairytaleQA Translated: Enabling Educational Question and An...

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19th European Conference on Technology Enhanced Learning (EC-TEL)

作者： Leite, Bernardo Osorio, Tomas Freitas Cardoso, Henrique Lopes Univ Porto FEUP Artificial Intelligence & Comp Sci Lab LIACC Fac Engn Rua Dr Roberto Frias P-4200465 Porto Portugal

ISBN: (纸本)9783031723148;9783031723155

Question Answering (QA) datasets are crucial in assessing reading comprehension skills for both machines and humans. While numerous datasets have been developed in English for this purpose, a noticeable void exists in less-resourced languages. To alleviate this gap, our paper introduces machine-translated versions of FairytaleQA, a renowned QA dataset designed to assess and enhance narrative comprehension skills in young children. By employing fine-tuned, modest-scale models, we establish benchmarks for both Question Generation (QG) and QA tasks within the translated datasets. In addition, we present a case study proposing a model for generating question-answer pairs, with an evaluation incorporating quality metrics such as question well-formedness, answerability, relevance, and children suitability. Our evaluation prioritizes quantifying and describing error cases, along with providing directions for future work. This paper contributes to the advancement of QA and QG research in less-resourced languages, promoting accessibility and inclusivity in the development of these models for reading comprehension. The code and data is publicly available at ***/bernardoleite/fairytaleqa-translated.

关键词： Question Answering Question Generation Machine Translation

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Quantitative Observation to Explore the Turn-Changing Mechanisms of Conversations in Remote Meetings Accompanying Supplemental Materials 30th

Quantitative Observation to Explore the Turn-Changing Mechan...

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30th International Conference on Collaboration Technologies and Social Computing (CollabTech)

作者： Ohnaka, Kenta Imagawa, Taketo Iso, Kazuyuki Ihara, Masayuki Kobayashi, Minoru Meiji Univ 4-21-1 NakanoNakano Ku Tokyo Japan Tokyo Informat Design Profess Univ 2-7-1 KomatsugawaEdogawa Ku Tokyo Japan RIKEN 2-1 Hirosawa Wako Saitama Japan

ISBN: (纸本)9783031679971;9783031679988

This study investigates turn-taking mechanisms in remote meetings involving supplemental materials, such as document browsing and chat tools, by comparing them with collocated meetings. We acquired multimodal datasets, including data on gaze, head movements, pupil size, speech audio, and utterance content, and analyzed gaze behavior during turn-taking and turn-giving instances. Our findings suggest that in collocated meetings, participants tend to gaze at the shared document during turn-changing, while in remotemeetings, this tendency is weaker, and participants' attention is more dispersed. Furthermore, we observed that participants are less likely to engage in document browsing in remote meetings than in collocated meetings where unintentional eye contact is likely to occur. Based on these results, we propose four hypotheses regarding turn-changing mechanisms in remotemeetings accompanying supplemental materials. This study contributes to the understanding of turn-changing mechanisms in remote meetings by providing insights into the relationship between gaze, turn-taking, and the role of supplemental materials. We discuss the implications of our findings and outline future work.

关键词： Remote meeting Turn-taking Gaze Analysis

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Access Your Data... if You Can: An Analysis of Dark Patterns Against the Right of Access on Popular Websites 12th

Access Your Data... if You Can: An Analysis of Dark Patterns...

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12th Annual Privacy Forum on Privacy Technologies and Policy (APF)

作者： Loebel, Alexander Schaefer, Rene Pueschel, Hanna Gueney, Esra Meyer, Ulrike Rhein Westfal TH Aachen Aachen Germany TU Dortmund Univ Dortmund Germany

ISBN: (纸本)9783031680236;9783031680243

Various regulations including the GDPR empower users with the right to request a copy of their personal data processed by data holders. This right of access can serve as the foundation of exercising other data subject rights, including erasure and rectification of the processed data. Like other regulations, the GDPR does not prescribe any specific procedure data holders need to implement to handle data subject access requests but requires them not to erect any material or formal hurdles in the assertions of their rights. In this paper, we focus on popular online service providers as data holders and investigate in which form they allow users to make data access requests directly on their websites and whether they use any strategies to impede such requests. Our systematical analysis of the process of submitting access requests on 166 account-based websites from the top 500 entries of the Tranco list reveals 238 instances of dark patterns impeding the submission of data subject access requests on 113 (68%) of the examined websites.

关键词： right of access dark patterns usable privacy

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Designing Interactive Infographics for Traditional Culture: An Exploration of Interaction Patterns 13th

Designing Interactive Infographics for Traditional Culture: ...

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13th International Conference on Design, User Experience and Usability (DUXU)

作者： Zhang, Ying Yu, DanDan Wang, LiMin Beijing City Univ Art & Design Acad Beijing Peoples R China

ISBN: (纸本)9783031613500;9783031613517

Information graphics, or infographics, combine elements of date visualization with design and have become an increasingly popular mean for disseminating information. In traditional media, the lack of interactivity in static infographics imposes limitations on information capacity, display space and user perspectives. When dealing with a large or complex amount of information, readability and comprehension can become challenging. However, due to the vast amount of information embedded in traditional cultures, it is challenging to fully showcase on a limited screen space. Therefore, adopting interactive infographics proves to be an effective method for inheriting and promoting traditional cultures. By employing various interactive modes, it presents the diversity and essence of cultures, allowing audiences to intuitively grasp historical and cultural information. This study, based on indepth interactive design methods, delineates eight types of infographics and potential interactive modes. Through concrete design practices and test evaluations, it empirically supports the exploration of interactive modes. The research aims to enhance user engagement, optimize information communication, and adapt to user needs and habits, thereby fostering a broader application of information graphics in cultural heritage.

关键词： Traditional culture Infographic Design Interactive Pattern Interaction Design Data Visualization

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The Influencing Factors of Learning Motivation in the computer-Aided Speaking Course: An Empirical Approach 8th

The Influencing Factors of Learning Motivation in the Comput...

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8th International Conference on Emerging Technologies for Education (SETE)

作者： Lin, Beibei Zhejiang Univ Technol Coll Foreign Languages Hangzhou Peoples R China

ISBN: (纸本)9789819742424;9789819742431

With the development of technology, online teaching systems are resorted to in the purpose of improving the teaching efficiency, which is closely related to students' participation in the aiding online systems. What are the factors influencing students' using of the online systems? To answer this question, this study, in the light of Dornyei's theory, proposed four hypotheses concerning the influencing factors of second language learning motivation. It introduced the Fif online speaking training system in the speaking course Audio-Visual-Oral Business English, and designed four tasks according to the four hypotheses to see students' participation in the tasks. By carefully examining the data collected, this study found that the hypothesized motivational factors, including the students' desire, positive feedback from the teacher, relevancy with the in-class learning content and the requirement of the course did work in their post-class autonomous learning which is seen through their completion of the online speaking task. It is observed that the students made efforts to narrow the discrepancy between the real self and the possible self of future as competent second language users. Besides, negative self-suggestion would lead to the poor performance in completing the online exercise. Based on the results and findings, how to better engage the learners in their online training is further discussed.

关键词： Learning Motivation computer-Aided Teaching L2 Motivational Self System

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Capturing Teachers' Collaborative Talk Patterns in an Interdisciplinary Lesson Study: A Social Epistemic Network Signature Approach 17th

Capturing Teachers' Collaborative Talk Patterns in an Interd...

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17th International Conference on Blended Learning. Intelligent Computing in Education (ICBL)

作者： Zhao, Ya Xu, Ying Zhang, Qian Long, Taotao Dai, Zhicheng Cent China Normal Univ Wuhan 430079 Peoples R China

ISBN: (纸本)9789819744411;9789819744428

Recent years, the use of interdisciplinary lesson study has garnered significant recognition, especially in the context of advocating interdisciplinary education. Nevertheless, there is a lack of research on the procedural mechanism of how interdisciplinary lesson study is conducted. As teachers' collaborative talk gains attention, the framework of Pedagogically Productive Talk (PPT) has been established to facilitate the analysis of this discourse, with dialogue serving as procedural data that facilitates a deeper understanding of collaborative patterns among teachers. Utilizing the Social Epistemic Network Analysis (SENS) approach, this study examined 12 student teachers and 3 faculty members' collaborative talk patterns with regards of the interactive processes and epistemic patterns in an offline interdisciplinary lesson study. Quantitative analysis revealed active and diverse cross-disciplinary teacher interaction, and cognitive characteristics demonstrate the practical problem identification and resolution in different groups. Besides, although the interdisciplinary lesson study focused on practical problem identification and resolution, there were distinctive interaction characteristics in different stages.

关键词： Interdisciplinary lesson study Teachers' collaborative talk Social epistemic network signature

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Peek the Edu-Metaverse: From an Educational Framework to the AI Challenges for Biometrics 1

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1st Workshop on Artificial Intelligence with and for Learning sciences - Past, Present, and Future Horizons (WAILS)

作者： Bilotti, Umberto Schiavo, Fabrizio Di Tore, Pio Alfredo Nappi, Michele Univ Salerno Salerno Italy Univ Cassino & Lazio Meridonale Cassino Italy

ISBN: (数字)9783031574023

ISBN: (纸本)9783031574016;9783031574023

The confirmed interest of the scientific community, the conspicuous investments of the major stakeholders and the reflections that have matured as a result of the extensive use of distance learning seem to suggest that the horizon of a metaverse for the educational context is becoming sharper and closer. Many of the peculiarities of distance education that a few years ago might have seemed ancillary or palliative are now necessary and decisive. One of the greatest efforts made by scientific research in recent years has been to untangle the potential and problems of Edu-Metaverse from the tangle resulting from a structural formulation that contemplates advanced and interconnected technologies. In the first part of the paper, the causes that require the development of a new educational-didactic model are taken up. Then, some possible technology-learning theory pairings are identified to support the Edu-Metaverse. Finally, an attempt will be made to verticalise by identifying possible challenges for Artificial Intelligence developments in Biometrics.

关键词： Education Metaverse Artificial Intelligence Biometrics

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