Effects of visualization of social interaction based on social presence theory: Formative evaluation of a prototype system

Yamada, Masanori; Nishiyama, Nobuaki; Goda, Yoshiko

doi:10.1109/iceeli.2012.6360624

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Kumamoto University Kumamoto Japan1

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Cited by 3 publications

(2 citation statements)

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“…Several studies have revealed the effects of a learning support system based on social presence (e.g. Yamada, 2010;Yamada, Nishiyama, & Goda, 2012). Moreover, Yamada and Kitamura (2011) indicated that social presence has two aspects: perceived and expressive features.…”

Section: Discussionmentioning

confidence: 99%

20 Years of EUROCALL: Learning from the Past, Looking to the Future

Bradley¹,

Thouësny²

2013

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Section: Discussionmentioning

confidence: 99%

20 Years of EUROCALL: Learning from the Past, Looking to the Future

Bradley¹,

Thouësny²

2013

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Section: Kumamoto University Kumamoto Japanmentioning

confidence: 99%

C4 (C quad): Development of the Application for Language Learning Based on Social and Cognitive Presences

Yamada¹,

Goda²,

Matsukawa³

et al. 2013

20 Years of EUROCALL: Learning From the Past, Looking to the Future

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This research aims to develop collaborative language learning systems based on social and cognitive presence for learning settings out of class, and evaluate their effects on learning attitude and performance. The main purpose of this system is focusing on the building of a learning community, therefore the Community of Inquiry (CoI) framework suggested by Garrison, Anderson, and Archer (2000) was considered to design this system. This system "C 4 " (spelled out as C quad) consists of three functions: chatbot, constitutive chat, and contribution visualization for the enhancement of social and cognitive presence. In this paper, we explain system design and architecture, and discuss future work.

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