Interaction Tasks Research Articles

The Effect of Video Camera, Microphone and Chat Box Use on Social Presence and Engagement in an Online Group Activity

With the rapidly expanding availability of online courses, concerns have been raised about student engagement and connection within the online environment. Using an experimental design, we examined the effects of video camera, microphone, and chat box communication mediums on students’ experiences of social presence, peer rapport, motivation, satisfaction, and anxiety. A total of 133 undergraduate students were randomly assigned to a video, audio, or chat box condition and asked to complete an online interactive group task and a post-task survey. One-ways ANOVAs indicated that participants in the chat box condition reported lower levels of social presence, peer rapport, motivation and satisfaction compared to both the video and audio conditions, with no differences between the video and audio conditions. Those in the video condition reported higher anxiety levels than those in the chat box condition. We recommend that students participate in their online classes using video cameras and/or microphones to increase engagement and interpersonal connections with peers.

Action similarity warps visual feature space in working memory

Visual working memory (VWM) retains representations of past visual information for future action. Yet to date, most studies have approached VWM as just serving perception beyond the immediate. Whether and how prospective actions shape information in VWM remains largely unknown, in part because typical experimental setups limit behavior to simple button presses. In two experiments (one preregistered), using a novel interactive VWM task, we show that the similarity of the actions that we intend to perform on memory items adaptively distorts their representation. Participants memorized the orientation of two bars, after which they were informed as to which manual actions they should reproduce these orientations with in a memory recall test. We observed that perceptually similar items were remembered as more distinct when paired with different action plans versus the same action plan. A control experiment showed that this action-induced effect reflects a true change in the visual representation rather than a motor bias. These findings demonstrate that VWM representations are flexibly adapted to guide specific overt actions and provide evidence that action plans can retrospectively warp sensory feature space in VWM.

ІНТЕГРАЦІЯ ІГРОВИХ ТА АНІМАЦІЙНИХ ТЕХНОЛОГІЙ У СИСТЕМУ ДИСТАНЦІЙНОГО НАВЧАННЯ МОЛОДШИХ ШКОЛЯРІВ

The article explores the possibilities of integrating game-based and animation technologies into the distance learning system for elementary school students. Special attention is paid to the impact of these technologies on students’ cognitive activity, motivation, and the level of material comprehension. The advantages of using interactive tools in the context of the New Ukrainian School are examined, including the potential for engaging students in the learning process, fostering emotional involvement, and enhancing motivation through game-based and animation methods. The article presents an analysis of key educational platforms such as ClassDojo, Kahoot!, Seesaw, and BrainPOP, which effectively integrate game-based and animation technologies into distance learning. The benefits of each platform are described, as well as their role in creating an interactive learning environment and ensuring an individualized approach for each student. It is noted that interactive tasks, quizzes, and animated explanations not only facilitate the understanding of complex concepts but also contribute to the development of students’ critical thinking, creative abilities, and communication skills. The integration of game-based and animation technologies into distance learning helps to maintain high learning motivation and promotes the development of cognitive skills in elementary school students, which are key factors for successful education in a remote learning environment.

When Is Teasing Abuse? A Grounded Theory of Teasing Among Mexican American Adolescent Dating Couples

This study examined the use of teasing during observed videotaped interactions of Mexican American adolescent dating couples ( N = 34; 15–17 years old) from an urban area of the Southwest United States. During the interaction task, couples discussed two relationship problems for 14 min and nearly all interactions (88.2%) contained teasing. In turn, we developed a grounded theory of teasing that delineated who initiated the teasing (boys/girls), teasing types, levels of severity of teasing incidents, youth’s motivations for teasing, and the resulting consequences of teasing in real time. We found that most teasing incidents were mild to moderately severe and that girls initiated teasing to a greater extent than boys. Regarding motives, youth used teasing to exert power during the interaction and/or to repair a problem in the relationship. Despite various types of teasing, the resulting consequences were hurt feelings, power struggles, and shame. Participants overtly stated that they desired improved communication. We recommend that socioemotional learning and dating violence prevention programs include teasing as part of conflict resolution skill sets and that these programs be informed by the cultural values of Mexican-origin youth.

ECOPSYCHOLOGICAL PREREQUISITES FOR THE DEVELOPMENT OF A PSYCHODIDACTIC CONCEPT OF A DIGITAL TEXTBOOK

The problem of conceptual development and practical testing of a digital textbook is interdisciplinary in nature, as it lies at the intersection of didactics, psychodidactics, ecopsychology of the educational environment and the cybernetic approach to learning. In collaboration with specialists from these disciplines, fragments of a digital textbook based on interdisciplinary theoretical premises were developed and tested (Panov, Rubashkin, Kondratyeva, Borisenko, ). The concept of an interactive textbook on the Russian language served as a psychodidactic prerequisite (Granik, Borisenko, ). The ecopsychological model of the formation of subjectivity and the ecopsychological typology of subject-environment interactions were used as ecopsychological prerequisites (Panov, ). The third prerequisite was the experience of using the cybernetic approach in the form of the digital educational platform “Teaching to Learn” (Kondratieva, Rubashkin, ). The systematic use of these prerequisites made it possible to develop a set of interactive tasks aimed at developing the subjectivity of students in the process of their interactions with the digital platform “Teaching to Learn.” As a result of testing, it was found that the teacher gets the opportunity to interactively manage the educational process, making students’ interactions with digital educational material subjective, productive and interactive. As a result, it was shown that with such an interdisciplinary approach, a digital platform can become not only an effective means of posting digital textbook materials, but also a psychological and pedagogical tool for developing students’ subjectivity and communicative abilities.

Sensing expectation enables simultaneous proprioception and contact detection in an intelligent soft continuum robot

A high-level perceptual model found in the human brain is essential to guide robotic control when facing perception-intensive interactive tasks. Soft robots with inherent softness may benefit from such mechanisms when interacting with their surroundings. Here, we propose an expected-actual perception-action loop and demonstrate the model on a sensorized soft continuum robot. By sensing and matching expected and actual shape (1.4% estimation error on average), at each perception loop, our robot system rapidly (detection within 0.4 s) and robustly detects contact and distinguishes deformation sources, whether external and internal actions are applied separately or simultaneously. We also show that our soft arm can accurately perceive contact direction in both static and dynamic configurations (error below 10°), even in interactive environments without vision. The potential of our method are demonstrated in two experimental scenarios: learning to autonomously navigate by touching the walls, and teaching and repeating desired configurations of position and force through interaction with human operators.

A hierarchical active inference model of spatial alternation tasks and the hippocampal-prefrontal circuit

Cognitive problem-solving benefits from cognitive maps aiding navigation and planning. Physical space navigation involves hippocampal (HC) allocentric codes, while abstract task space engages medial prefrontal cortex (mPFC) task-specific codes. Previous studies show that challenging tasks, like spatial alternation, require integrating these two types of maps. The disruption of the HC-mPFC circuit impairs performance. We propose a hierarchical active inference model clarifying how this circuit solves spatial interaction tasks by bridging physical and task-space maps. Simulations demonstrate that the model’s dual layers develop effective cognitive maps for physical and task space. The model solves spatial alternation tasks through reciprocal interactions between the two layers. Disrupting its communication impairs decision-making, which is consistent with empirical evidence. Additionally, the model adapts to switching between multiple alternation rules, providing a mechanistic explanation of how the HC-mPFC circuit supports spatial alternation tasks and the effects of disruption.

Implementing an interactive oral task to assess undergraduate psychology students’ attainment of pre-professional competencies

Finding engaging and authentic ways to assess required competencies which are resistant to academic misconduct is a challenge for tertiary psychology education. While simulation-based tasks are commonly used to assess postgraduate students’ development of professional competencies, they are less commonly used in undergraduate programs to assess pre-professional competencies. Interactive oral assessments have been suggested to achieve authenticity while inhibiting academic misconduct, and to be feasible within an online learning environment. The current study presents students’ and markers’ perceptions of an interactive oral task implemented to assess fourth-year psychology students’ counselling and reflection skills. Results suggest that students and markers perceived the interactive oral task to be an authentic assessment of knowledge and skills required for future practice, which encouraged deeper learning than written assessments or exams, and was resistant to academic misconduct. Despite feeling anxious about the new assessment format, both students and markers reported finding the engaging nature of the task enjoyable and indicated that they would like to be involved in more interactive oral assessments in the future. The extent to which these findings reflect the current literature, and the role for interactive oral tasks in the innovative, authentic assessment of pre-professional competencies which promote academic integrity are discussed.

A generative AI-driven interactive listening assessment task.

Assessments of interactional competence have traditionally been limited in large-scale language assessments. The listening portion suffers from construct underrepresentation, whereas the speaking portion suffers from limited task formats such as in-person interviews or role plays. Human-delivered tasks are challenging to administer at large scales, while automated assessments are typically very narrow in their assessment of the construct because they have carried over the limitations of traditional paper-based tasks to digital formats. However, computer-based assessments do allow for more interactive, automatically administered tasks, but come with increased complexity in task creation. Large language models present new opportunities for enhanced automated item generation (AIG) processes that can create complex content types and tasks at scale that support richer assessments. This paper describes the use of such methods to generate content at scale for an interactive listening measure of interactional competence for the Duolingo English Test (DET), a large-scale, high-stakes test of English proficiency. The Interactive Listening task assesses test takers' ability to participate in a full conversation, resulting in a more authentic assessment of interactive listening ability than prior automated assessments by positing comprehension and interaction as purposes of listening. The results of a pilot of 713 tasks with hundreds of responses per task, along with the results of human review, demonstrate the feasibility of a human-in-the-loop, generative AI-driven approach for automatic creation of complex educational assessments at scale.

Differential Game-Based Control for Nonlinear Human-Robot Interaction System With Unknown Desired Trajectory.

Differential game is an effective technique to describe the negotiation between the humans and robots, which is widely used to realize the trajectory tracking tasks in the human-robot interaction (HRI). However, most existing works consider the control-affine HRI systems and assume the desired trajectory is available to both the human and the robot, which limit the scope of applications. To overcome these difficulties, this work focuses on the nonaffine HRI system and supposes that the desired trajectory is not available to the robot. A novel differential game framework encoding the desired trajectory estimator is proposed, where the desired trajectory is estimated via the Gaussian process regression (GPR) technique. To address the challenge arising from the nonlinearity of the HRI system, we equivalently transform the original problem into the one in a differentially flat space, and seek the equilibrium strategies for the transformed problem substitutionally. We further prove that the trajectory tracking error satisfies a probabilistic bound, whose confidence interval tightens as the decrease of noise variance during the interaction. Comparative simulation results show that our method outperforms the learning-based method in terms of robustness, parameters setting, and time consumption. Experiment results further show that the tracking error under the proposed human-robot cooperative algorithm is reduced by 55% compared to the human direct control.

Emotion coupling across socialization contexts in adolescence: Differences in parent-child and peer interactions.

People spontaneously adjust their emotions to others when they interact. This temporal coupling of emotions is an adaptive process facilitating social bonding. The present study examined differences in coupling patterns during parent-child versus peer interactions in adolescence, a developmental period marked by evolving parent-child dynamics and bond formation with peers. Because adolescents prioritize peer bonding while gradually asserting their autonomy from parental influence, we hypothesized that peer dyads showed stronger coupling than parent-adolescent dyads. Adolescents (age 16) with diverse ethnic backgrounds (N = 615; 50.2% female; 46.8% European American, 31.2% African American, 5.0% Hispanic, 3.0% Asian or Pacific Islander, 2.0% Native American, and 12.0% multiple ethnic backgrounds) participated in two videotaped interaction tasks: one with a parent and one with a self-nominated peer. Parent and peer interactions included discussions on positive and negative topics. Both dyad members' emotions were coded in real time. Cross-recurrence quantification analyses and growth-curve modeling revealed concurrent emotion coupling patterns, with peer dyads showing stronger coupling than parent-adolescent dyads. Moreover, peer dyads showed the most pronounced coupling patterns when they discussed personal problems, while parent-adolescent dyads showed the most pronounced coupling patterns when they discussed the planning of a fun activity. Our findings emphasize the importance of microlevel emotion dynamics in understanding larger scale developmental shifts in relationships during adolescence. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Research on High Frequency Usage Scenarios of Touch Interactive in Dynamic Scenarios

In the era of intelligence, the smart cockpit mainly consists of more abundant large LCD instrument panel, comprehensive touch control screen, advanced in-vehicle infotainment system, etc., to create a new user experience for drivers and passengers in the cockpit. With the development of smart cockpit, touch interaction has become one of the high-frequency ways for users to interact with cars. Performing touch interaction tasks in dynamic scenarios requires distraction that prevents it from keeping its eyes on the road. At present, the scene of touch interaction safety evaluation in the industry is concentrated on air conditioning and radio, but in the dynamic scene, the driver will carry out many other operations, such as making and receiving calls, playing music, navigation Settings, vehicle Settings and other functions, which will bring safety risks such as sight deviation. Therefore, it is very important to study the high-frequency use scenarios of touch interaction in dynamic scenarios, which is helpful for enterprises to develop and design more secure and convenient interaction methods.

Rehabilitation exoskeleton system with bidirectional virtual reality feedback training strategy

AbstractVirtual reality (VR) technology revitalises rehabilitation training by creating rich, interactive virtual rehabilitation scenes and tasks that deeply engage patients. Robotics with immersive VR environments have the potential to significantly enhance the sense of immersion for patients during training. This paper proposes a rehabilitation robot system. The system integrates a VR environment, the exoskeleton entity, and research on rehabilitation assessment metrics derived from surface electromyographic signal (sEMG). Employing more realistic and engaging virtual stimuli, this method guides patients to actively participate, thereby enhancing the effectiveness of neural connection reconstruction—an essential aspect of rehabilitation. Furthermore, this study introduces a muscle activation model that merges linear and non‐linear states of muscle, avoiding the impact of non‐linear shape factors on model accuracy present in traditional models. A muscle strength assessment model based on optimised generalised regression (WOA‐GRNN) is also proposed, with a root mean square error of 0.017,347 and a mean absolute percentage error of 1.2461%, serving as critical assessment indicators for the effectiveness of rehabilitation. Finally, the system is preliminarily applied in human movement experiments, validating the practicality and potential effectiveness of VR‐centred rehabilitation strategies in medical recovery.

Behavioral and emotional co-modulation during dog–owner interaction measured by heart rate variability and activity

Behavioral and physiological synchrony facilitate emotional closeness in attachment relationships. The aim of this pseudorandomized cross-over study was to investigate the emotional and physiological link, designated as co-modulation, between dogs and their owners. We measured the heart rate variability (HRV) and physical activity of dogs belonging to co-operative breeds (n = 29) and their owners during resting baselines and positive interaction tasks (Stroking, Training, Sniffing, Playing) and collected survey data on owner temperament and dog–owner relationship. Although overall HRV and activity correlated between dogs and their owners across tasks, task-specific analyses showed that HRV of dogs and owners correlated during free behaving (Pre- and Post-Baseline), whereas the activity of dogs and owners correlated during predefined interaction tasks (Stroking and Playing). Dog overall HRV was the only predictive factor for owner overall HRV, while dog height, ownership duration, owner negative affectivity, and dog–owner interaction scale predicted dog overall HRV. Thus, the characteristics of dog, owner, and the relationship modified the HRV responses in dog–owner dyads. The physiology and behavior of dogs belonging to co-operative breeds and their owners were therefore co-modulated, demonstrating physiological and emotional connection comparable to those found in attachment relationships between humans.

Academic Opportunities of Gamification at University

Gamification is a powerful tool of modern education, but its successful implementation requires careful planning that takes into account the academic context and the individual needs of students. The authors tested a new narrative model of gamification, which integrated game elements and storylines to create a more interactive and motivating learning environment. The model involved stories and scenarios that linked various tasks and activities to immerse students in professionally relevant situations. The model was based on gamification principles, game mechanics, interactive tasks, social interaction, and adaptive feedback. The narrative contextualized learning, thus enhancing students’ engagement, motivation, and professional identity. The experiment (September-December 2023) gamified a course of Professional Ethics and involved first-year students of Clinical Psychology (n = 31), Voino-Yasenetsky Krasnoyarsk State Medical University. The narrative model of gamification fostered a more positive attitude towards the future profession, increased students’ engagement, and enhanced their interest in the academic process. Storylines, roles, personages, problematic situations, and unpredictability ensured students’ deep immersion in professional situations and contributed to the development of important ethical and professional qualities. Gamification has a great potential for improving the quality of higher education, making the learning routine more exciting and effective.

Tasks, wages and new technologies

AbstractThis paper addresses the role of technology in shaping worker‐level task prices, exploiting within‐occupation variation using a unique survey linked to administrative data for over 180,000 Dutch workers between 2014 and 2020. Nonroutine abstract and interactive tasks are related to wage premia, and routine tasks to wage penalties. However, these task returns vary according to exposure to the types of (new) technology, such as computers, robots and artificial intelligence. Overall, wages are higher in technology‐intensive industries, but newer technologies target non‐routine tasks differently. This may have profound implications for the nonroutine wage premium given the rise of artificial intelligence.

Interactive Segmentation for Medical Images Using Spatial Modeling Mamba

Interactive segmentation methods utilize user-provided positive and negative clicks to guide the model in accurately segmenting target objects. Compared to fully automatic medical image segmentation, these methods can achieve higher segmentation accuracy with limited image data, demonstrating significant potential in clinical applications. Typically, for each new click provided by the user, conventional interactive segmentation methods reprocess the entire network by re-inputting the click into the segmentation model, which greatly increases the user’s interaction burden and deviates from the intended goal of interactive segmentation tasks. To address this issue, we propose an efficient segmentation network, ESM-Net, for interactive medical image segmentation. It obtains high-quality segmentation masks based on the user’s initial clicks, reducing the complexity of subsequent refinement steps. Recent studies have demonstrated the strong performance of the Mamba model in various vision tasks; however, its application in interactive segmentation remains unexplored. In our study, we incorporate the Mamba module into our framework for the first time and enhance its spatial representation capabilities by developing a Spatial Augmented Convolution (SAC) module. These components are combined as the fundamental building blocks of our network. Furthermore, we designed a novel and efficient segmentation head to fuse multi-scale features extracted from the encoder, optimizing the generation of the predicted segmentation masks. Through comprehensive experiments, our method achieved state-of-the-art performance on three medical image datasets. Specifically, we achieved 1.43 NoC@90 on the Kvasir-SEG dataset, 1.57 NoC@90 on the CVC-ClinicDB polyp segmentation dataset, and 1.03 NoC@90 on the ADAM retinal disk segmentation dataset. The assessments on these three medical image datasets highlight the effectiveness of our approach in interactive medical image segmentation.

Time on task effects during interactive visual search.

There is a major shift taking place in airports across the globe, changing from 2D dual-view X-ray screening to 3D computed tomography (CT) screening. 3D CT screening is believed to improve target detection since it enables screeners to interact with images of passenger baggage (i.e., rotating and zooming into the displays). The change in screening technology is moving what was once a purely visual search task to an interactive search task. Here, we conducted two experiments with a large sample size during February of 2023 (695 participants) to examine (a) changes in search performance between a simulated dual-view and simulated interactive search task and (b) the effects of time on task upon performance. Consistent with past research, we found that interactive search, when compared with dual-view search, produced higher response accuracy rates coupled with increased reaction times (RTs). However, while we found effects of time on task (RTs reduced, and participants became more likely to respond "absent" as the experiments progressed), there was no evidence that these effects differed across simulated dual-view and simulated interactive searches. The results are discussed in relation to benefits of interactive search for supporting target detection by airport screeners. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Depressive symptoms and suicidal ideation in sexual minority adolescents: An examination of social reward responsiveness and support as moderators

Sexual minority (SM) youth are at increased risk of depression and suicidal ideation (SI), due in part to discrimination and other stressors. This raises questions about social factors that may increase risk or resilience to stressors commonly faced by SM youth. The goal of this multimethod study was to examine both neural processing of social feedback and perceived social support as potential moderators of the association between SM identity, depressive symptoms, and endorsement of SI in adolescents. For this study, 165 adolescents aged 14–17 (22.42 % identifying as SM) were oversampled for current depression. Participants self-reported social support, depressive symptoms, and SI. Electroencephalogram (EEG) was recorded while participants completed a computerized peer interaction task in which the reward positivity (RewP) component was measured in response to social acceptance vs. rejection feedback. We tested social RewP and social support as moderators of associations between SM identity, depressive symptoms, and whether SI was reported. SM youth reported lower social support and elevated depressive symptoms and were more likely to endorse SI compared to non-SM youth. Social RewP moderated the associations between SM identity, depressive symptoms, and SI such that SM youth with blunted neural responses to social acceptance had higher depression and were more likely to endorse SI. Lower social support was associated with greater depressive symptoms and SI, but social support was not a significant moderator of the association between SM identity and symptoms. This is among the first studies to use affective neuroscience methods to examine social processes in SGM youth and our findings underscore the role of social factors in SGM youth mental health.

An exploratory study on second language learner engagement in different types of interactive tasks in video-chat and text-chat communication

Abstract This study investigated 48 Hong Kong English as a second language (ESL) learners’ engagement in three types of interactive tasks conducted via video chat or text chat. The learners, paired with their university friends, completed a descriptive task, a narrative task, and a decision-making task. They were randomly assigned to either the video-chat or text-chat group and were interviewed about their emotional engagement in each task immediately after task performance. The findings revealed that both groups of learners were behaviourally the least engaged but cognitively the most engaged in the decision-making task. They experienced positive emotions during the descriptive task, but fewer reported positive emotions in the other two tasks. The text-chat group was the most socially engaged in the decision-making task. Furthermore, the video-chat group was behaviourally and emotionally more engaged than the text-chat group. These findings have implications for task design and selection in computer-mediated communication.