Las tecnologías móviles están aumentando su presencia en las aulas. Mientras estas tecnologías ofrecen oportunidades para facilitar el aprendizaje, entre ellas la adquisición de una segunda lengua (L2), su potencial sigue sin aprovecharse plenamente. Aunque las aplicaciones de las tablets permiten la escritura y tareas similares a las que pueden hacerse en papel, siguen ofreciendo mayoritariamente ejercicios de selección múltiple o de relleno de huecos. Este cambio en medio y modalidad de práctica podría significar un impacto en el aprendizaje de una segunda lengua. Basada en la perspectiva de la cognición incorporada, nuestra hipótesis predice que el hecho de escribir se traduce en un mejor proceso de memorización y una mejor ortografía frente a la mecanografía o al uso de ejercicios de opción múltiple. Esta hipótesis ha sido comprobada en un estudio cuasi-experimental basado en el aula: alumnos (N=282) que practicaron vocabulario de francés a través de tres modalidades de práctica: ejercicios de opción múltiple, escritura con un teclado y escritura a mano alzada. Aunque se haya encontrado que las tres modalidades de práctica apoyaron al proceso de aprendizaje, los resultados demostraron que los alumnos que practicaron el vocabulario escribiendo con lápiz o con la tablet obtuvieron puntuaciones más altas en ortografía y dominio de signos diacríticos comparados con los alumnos que realizaron ejercicios de selección múltiple. Pasar más tiempo aprendiendo vocabulario a un nivel más alto de procesamiento conduce a una mayor adquisición de vocabularioMobile technologies are increasingly finding their way into classroom practice. While these technologies can create opportunities that may facilitate learning, including the learning of a second or foreign language (L2), the full potential of these new media often remains underexploited. A case in point concerns tablet applications for language practice: while tablets allow writing, as in pen-and-paper exercises, current applications typically offer multiple-choice exercises or fill-in-the-blank exercises that require typing and tapping. This change in medium and practice modality might have an impact on the actual second language-learning. Based on the embodied cognition perspective, this study hypothesizes that, for the learning of French L2 vocabulary, writing leads to better memorization, spelling, and use of diacritics in comparison with typing and completing multiple-choice exercises. This hypothesis is tested in a quasi-experimental classroom-based study in which learners (N=282) practiced French vocabulary on a tablet in one of three modalities: multiple choice, typing, and writing by means of a stylus. Whereas all three practice modalities aided learning, results show that pupils who had practiced vocabulary by writing or typing obtained higher scores on spelling and use of diacritics than the pupils who had practiced by means of multiple choice. Spending more time on learning vocabulary at a higher processing level leads thus to greater vocabulary gain
Manual assembly in the future Industry 4.0 workplace will put high demands on operators' cognitive processing. The development of mental workload (MWL) measures therefore looms large. Physiological gauges such as electroencephalography (EEG) show promising possibilities, but still lack sufficient reliability when applied in the field. This study presents an alternative measure with a substantial ecological validity. First, we developed a behavioral video coding scheme identifying 11 assembly behaviors potentially revealing MWL being too high. Subsequently, we explored its validity by analyzing videos of 24 participants performing a high and a low complexity assembly. Results showed that five of the behaviors identified, such as freezing and the amount of part rotations, significantly differed in occurrence and/or duration between the two conditions. The study hereby proposes a novel and naturalistic method that could help practitioners to map and redesign critical assembly phases, and researchers to enrich validation of MWLmeasures through measurement triangulation.
Computer interfaces have been diversifying: from mobile and wearable technologies to the human body as an interface. Moreover, new sensing possibilities have allowed input to interfaces to go beyond the traditional mouse-and keyboard. This has resulted in a shift from manifest to latent interactions, where interactions between the human and the computer are becoming less visible. Currently, there is no framework available that fully captures the complexity of the multidimensional, multimodal, often latent interactions with these constantly shifting interfaces. In this manuscript, the Human-Computer-Context Interaction (HCCI) framework is proposed. This framework defines 5 relevant interaction levels to be considered during user research in all stages of the new product development process in order to optimize user experience. More specifically, the interaction context is defined in terms of user-object, user-user, usercontent, user-platform and user-context interactions. The HCCI framework serves as a concrete tool to use in a new product development process by HCI researchers, designers, and developers and aims to be technology independent and future-proof. This framework is a preliminary suggestion to be matched against other innovation development projects and needs to be further validated.
In privacy research, much attention has been devoted to the online privacy practices of adolescents and college youth. Less is known about the privacy management of children and Muslim children in particular. In this study, we gave a voice to Muslim children in the northern Dutch-speaking region of Belgium, and how they negotiate information about their Muslim culture and identity using focus groups and interviews. The empirical studies clarify how different privacy management strategies are used to manage and hide Islam-related information. Overall, our results illustrate how besides managing boundaries around the self, Muslim children take into account the minority group they belong to as well as the representation of that particular group when sharing information. Building further on Petronio’s communication privacy management theory and Cohen’s perspective on privacy as critical and playful subjectivity, we argue to move beyond individual-centric conceptualizations to understand privacy of minority groups.
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