Interaction Styles Research Articles

Problems and innovative approaches in student management in universities: focusing on students with autism as the core

Background Students with autism have unique characteristics in social interaction, emotional management, and learning styles, which may be overlooked in the larger environment of universities and affect their learning and life. Therefore, from a psychological perspective, exploring the problems and innovative approaches in student management in universities, with a focus on autistic students, has important theoretical and practical significance.Subjects and MethodsThe subjects of this study were 206 college students studying at a certain university, all of whom had varying degrees of autism. These students were equally divided into an experimental group and a control group. The experimental group conducted innovative management based on the management innovation pathways collected through expert surveys, while the control group only managed in traditional ways. The management experiment lasted for 60 days. Before and after the experiment, each group of students needs to be tested with the Autism Behavior Checklist (ABC).ResultsThe experimental results showed that there was no significant difference in any baseline data between the two groups before the start of the experiment, and there was no significant difference in ABC scores. After the experiment, the total ABC scores of the experimental group and control group students were 33.6 ± 2.9 and 42.2 ± 3.1, respectively, with lower scores and significant differences in the experimental group.ConclusionsThe expert group members found that managing college students through multiple innovative university management methods that focus on students and balance humanization and institutionalization can help improve the symptoms of students with autism.

MBTI Analysis of Technical Translators in Kazakhstan: Personality Insights

This study introduces a novel approach for training technical translators and interpreters in Kazakhstan using international best practices. The Myers-Briggs Type Indicator (MBTI), widely used globally but barely known in Kazakhstan, assesses individuals' decision-making, perception, and interaction styles relevant for translators. Twelve technical translators and five specialists were surveyed. Semi-structured interviews, code extraction, and descriptive analysis examined participants' personality profiles. Results indicated translators with intuitive-logical personalities (NT) outperformed sensory-logical ones (ST), although the latter succeeded given multimodal materials and professional networks. Communicating with coworkers proved challenging for NT and NF types; the former needs skill development and the latter career support. Effective technical translation and interpretation without technical knowledge requires strong communication, proximity to facilities, intuitive-logical reasoning, and experience.

The Influence of H5P Interactive Video on Stereoisomer Understanding in Terms of Learning Style

The study aims to find differences in understanding of stereoisomers using h5p interactive videos based on student learning styles. The research method used was quasi-experimental, with a one-group posttest-only design. This study’s subjects were all second-year biology teacher education students at IAIN Syekh Nurjati Cirebon. The data were analyzed using descriptive and two-way ANOVA tests to determine differences in understanding. Future research is suggested to include more interactive video features in learning scenarios and measure other cognitive topics. The study found differences in stereoisomer understanding based on interactive videos and learning styles. There is no relationship between interactive video interaction and learning style and stereoisomer understanding simultaneously. This study is limited to the use of H5P interactive video. Subsequent work can increase the intensity and optimize the use of all H5P interaction features.

FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE BACHELOR OF ECONOMY IN HIGHER EDUCATION INSTITUTIONS

Based on the competence approach, such meta-educational constructs as competence and professional competence are revealed in the article. It is stated that the formation of professionally significant competencies of future Bachelor’s of Economics is focused on the humanistic style of interaction between students, lecturers and employers. The purpose of the article is the formation of professional competence of future Bachelor of Economics in higher educational institutions. It is aimed at developing self-and mutual evaluation of the most significant results for future professional activity, creative ‒ is associated with the purpose, content, activity of lecturers and students, developing ‒ focusing on the maximum development of students' reflexive and creative abilities. The factors that determine the professionally significant qualities of future Bachelor of Economics are determined. The necessity of forming professionally significant qualities in future Bachelor of Economics (ability to navigate information flows; learn, filling in the missing knowledge; have competitiveness and mobility, to solve non-standard professional tasks and strive for self-actualization in the chosen professional field) is proved. It is also aimed at developing students’ personal functions (motivation, orientation to the future profession, self-realization). The following prospects for further research have been identified: revealing of relationships between the level of professionally significant competences formation of future bachelor’s of Economics and their career growth; conceptual and methodological foundations of continuous education of bachelor’s of Economy in the context of competence approach; productive interaction between university and employers in improving the efficiency of professional training of future bachelors to work.

Gesture-based Human-Computer Interaction using Wearable Devices

For decades, traditional computer interfaces such as keyboards and mouse have been the major way of interaction. These interfaces, however, can be restricted, particularly in situations when hands-free or realistic contact is sought. Gesture-based interactions are made possible by the use of wearable devices such as smartwatches or motion-capture sensors, which allow people to communicate with computers through natural hand and body gestures.Gesture-based Human-Computer Interaction (HCI) is the technique of transmitting orders or input to a computer system using physical gestures such as hand movements, body movements, or facial expressions rather than standard input devices such as keyboards or touchpads. Gestures are a natural and intrinsic means for humans to communicate with one another. When gesture-based HCI is combined with wearable devices, people may interact with computers in a more intuitive and human-like manner. This natural contact improves the user experience and shortens the learning curve for computer systems. Gesture-based HCI is an alternative interaction style that can considerably help those with a physical disability or mobility issues. It allows for hands-free control, making technology more accessible to a wider variety of people, independent of physical ability. Gesture-based interactions have the potential to improve the efficiency of specific jobs, such as presentations, design work, and managing IoT devices. Because users can execute tasks quickly using simple gestures, it can lead to increased productivity and efficiency.

Adaptation and validation of the encoding of observations using CONSUL-MCC: A self-determination theory-based tool to observe consultations in maternity care

ObjectiveDuring autonomy-supportive consultations, professionals use a need-supportive interaction style to facilitate patients' self-regulated behaviour. To improve maternity care professionals' need-supportive interactions, it is important to provide insights into their interaction style. No tool is currently available for measuring need-supportive interactions in maternity care. Therefore, the aim of this study was to adapt the COUNSEL-CCE to evaluate need-supportive interactions in maternity care and to validate their measurements. MethodsA five-step adaptation and validation process was performed based on the guideline of Sousa and Rojjanasrirat: 1) adaptation of COUNSEL-CCE by two authors independently; 2) development of a consensus-based tool: CONSUL-MCC; 3) qualitative assessment of CONSUL-MCC; 4) pilot testing of CONSUL-MCC in the target population (N = 10) and 5) psychometric testing in the target population (N = 453). ResultsAll indicators of the original tool remained relevant. Four items were rephrased, one indicator was added, and all examples were adapted to maternity care. The results of psychometric testing indicated good construct validity. However, the data characteristics made it impossible to prove the presumed factor structure and perform an accurate intraclass correlation. Conclusions and innovationCOUNSEL-CCE proved to be a new instrument to gain insights into professionals' interactions and be applied to maternity care.

Assessment of Styles of Teaching Building Structures in Architecture in Southwestern Nigerian Public Universities

There are several teaching styles in the literature that have been traditionally used in the teaching of Building structures to students of Architecture. Nevertheless, they have all been streamlined into two styles: didactic and interactive styles of teaching and upon these that the assessment of this study was based. This study assessed styles of teaching Building structure courses to Architecture students in Southwestern Nigerian public Universities, with a view to improving the performance of the students in these courses. Quantitative research approach was adopted and employed descriptive survey. The principal survey techniques used was questionnaire. Five public universities approved by the National Universities Commission and Architects Registration Council of Nigeria were purposively sampled. A total of 702 questionnaires were administered to all the pre-final and final year students in the Department of Architecture of the sampled universities, while only 541 questionnaires were adequately completed and considered fit for analysis. Cross tabulation with chi-square was used to summarize the data. The study revealed that the teachers were using both didactic and interactive teaching styles. The conclusion here was that the teachers were not using interactive teaching styles fully in teaching the courses to students which led to poor performance of students in the courses. Therefore, the study recommended that strong priority should be given to the quality of teaching by using interactive teaching style only in the teaching of Building structures.

A text messaging intervention to support the mental health of young adults: User engagement and feedback from a field trial of an intervention prototype

BackgroundYoung adults have high rates of mental health conditions, but most do not want or cannot access treatment. By leveraging a medium that young adults routinely use, text messaging programs have potential to keep young adults engaged with content supporting self-management of mental health issues and can be delivered inexpensively at scale. We designed an intervention that imparts strategies for self-managing mental health symptoms through interactive text messaging dialogues and engages users through novelty and variety in strategies (from cognitive behavioral therapy, acceptance and commitment therapy, and positive psychology) and styles of interaction (e.g., prompts, peer stories, writing tasks). MethodsThe aim of this mixed-methods study was to pilot 1- and 2-week versions of an interactive text messaging intervention among young adults (ages 18–25), and to obtain feedback to guide intervention refinements. Young adults were recruited via a mental health advocacy website and snowball sampling at a North American University. We used Wizard-of-Oz methods in which study staff sent messages based on a detailed script. Transcripts of interviews were subject to qualitative analysis to identify aspects of the program that need improvements, and to gather participant perspectives on possible solutions. ResultsForty-eight individuals ages 18–25 participated in the study (mean age: 22.0). 85 % responded to the program at least once. Among those who ever responded, they replied to messages on 85 % of days, and with engagement sustained over the study period. Participants endorsed the convenience of text messaging, the types of interactive dialogues, and the variety of content. They also identified needed improvements to message volume, scheduling, and content. ConclusionsYoung adults showed high levels of engagement and satisfaction with a texting program supporting mental health self-management. The program may be improved through refining personalization, timing, and message volume, and extending content to support use over a longer timeframe. If shown to be effective in randomized trials, this program has potential to help address a substantial treatment gap in young adults' mental health.

Penerapan Metode Group Investigation dan Problem Based Learning Terhadap Kemampuan Berpikir Kritis Dengan Gaya Belajar Sebagai Variabel Moderasi

Critical thinking is crucial for students. One of the efforts to improve critical thinking through learning changes is by applying group investigation (GI) and problem-based learning (PBL) methods. This study aims to determine the effect of applying the GI and PBL methods on students' critical thinking skills with learning styles as the moderator variable. The research method was quasi-experimental with a 2 x 3 factorial design. The research subjects were class X students of Cilimus Vocational School, class of 2018-2019. This study used two-way ANOVA with SPSS 21 to analyze the data. The results showed that GI and PBL significantly affected students' critical thinking skills. It can be seen that (1) the GI learning method is more effective than the PBL learning method; (2) students' learning styles (visual, auditory, and kinesthetic) have no effect on student's critical thinking skills. Likewise, students' learning styles do not affect students' critical thinking skills; (3) There is no relationship between interactive learning methods and learning styles to increase students' critical thinking. In other words, learning styles do not strengthen or weaken the effect of applying experimental learning methods to improve student's critical thinking skills

Four Interactional Styles in Crime-Preventive Policing

Four Interactional Styles in Crime-Preventive Policing

Dyadic parent-college student digital interaction styles.

Parents and their emerging adult children are highly connected via mobile phones in the digital age. This digital connection has potential implications for the development of autonomy and sustained parent-child relatedness across the course of emerging adulthood. The present study uses the qualitatively coded content of nearly 30,000 U.S. parent-college student text messages, exchanged by 238 college students and their mothers and fathers over the course of 2 weeks, to identify distinct dyadic parent-emerging adult digital interaction styles across dimensions of responsiveness and monitoring. Results reveal that digital interaction styles are largely consistent across age, gender, and parent education as well as reflective (i.e., texting patterns of parents and emerging adults mirror one another), with little evidence of overparenting profiles. Results also show that those college students who are reciprocally disengaged in text messaging with their parents perceive their parents as less digitally supportive. However, no styles were associated with perceived parental pressure to digitally engage. Findings suggest that the mobile phone is likely a valuable tool to maintain connection with few risks for undermining the privacy and autonomy of emerging adults. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Testing the acceptability and feasibility of video observational methodology to measure parent-adolescent communication and interaction

BackgroundExisting research has shown that the parent-adolescent relationship and its associated communication and interaction styles are important for adolescent development and outcomes. Measuring parent-adolescent communication and interaction using self-report methods has substantial research limitations. Video observational methodologies offer a novel and more objective approach to measuring parent-adolescent communication and interaction from the point of view of participants. This study aims to explore the feasibility and acceptability of this methodology, and analysis using automated coding software in an urbanized context.MethodsThis study recruited parent-adolescent pairs in Soweto, South Africa which included 11–15-year-old adolescents and their biological parents. Parent-adolescent communication and interactions were measured using novel video observational portable head cameras called “Teencams”. Feasibility was evaluated by testing three observational game tasks (Matching pairs card game, Jenga and Charades) to stimulate communication and interaction between 16 parent-adolescent pairs, and the Teencam's ability to record video and audio content. Acceptability was explored using one-on-one interviews with the parents (n = 14), on whether they found the Teencam comfortable to wear, whether the parents believed their adolescents acted naturally, and which observational game tasks were feasible during their interactions. The videos were analysed using automated coding software called FaceReader which detects and codes basic facial expressions.ResultsThe Teencam methodology was found to be feasible and acceptable amongst parent-adolescent pairs in Soweto, South Africa. The Matching pairs card game stimulated excellent interaction and communication with good video and audio quality. Some feasibility limitations were identified in the operations (switching on/off and starting recording), the ability of the device to cope with the movement of the participants, and the lighting conditions of the room, all of which resulted in poor coding and analytic output from FaceReader. Refinements and adjustments were made to the methodological protocol by improving the head cameras and lighting conditions and refining the Matching pairs card game, which resulted in improved analytic output from FaceReader.ConclusionBased on these findings, a methodological protocol was developed to measure parent-adolescent interaction and communication in an urban setting. The unique contribution of this research lies in its potential to lead to improved methodologies for measuring parent-adolescent communication and interactions.

PRAKTIK KOMUNIKASI FLEXING PUBLIK DI MEDIA

Flexing communication is a form of symbolic interaction communication that puts pressure on image users, in practice symbols and diction have high privileges, so that the perceptions that appear are of double value. Through a case study in the form of a single descriptive form, it was found that the use of place, diction, expression, style, and intonation of the user is a form of flexing communication using symbols. So that the relationship between the communicator, the message, and the recipient becomes the main component in composing a communication message, this component influences the style of symbolic interaction that is built according to the communicator's message, the communicator's message is transmitted through the transmitter, through the message that is built then rearranged by the recipient, until it reaches the destination, at this point it is not always the same between the messages sent and those received, this is what the communicator must understand, otherwise a communication failure will occur, because in the course of the message it has the potential to be disrupted by various sources of interference that are around it.

The situated nature of dialogic interactions: Children's talk across different tasks

This paper analysed the situated nature of dialogic interactions by comparing primary-school children's communicative patterns when solving two divergent literacy tasks versus a convergent logical-reasoning task. Peer interactions were analysed using a compact version of the CAM-UNAM Scheme for Educational Dialogue Analysis (SEDA), which qualifies dialogic interactions. Compact-SEDA allowed systematic, fine-grained analyses of children's conversations when addressing each task. We related children's communicative patterns to dialogic interaction styles previously identified as productive for learning, namely ‘co-constructive’ and ‘exploratory’. Results showed that children subtly adapted their discussions to the knowledge domain and nature of the task. For the divergent tasks, children created meaning jointly by elaborating, chaining, and gradually transforming their own and each other's ideas, negotiating perspectives and seeking agreements. This pattern reflects a ‘co-constructive’ interaction style. In contrast, for the convergent task, children reasoned together, positioned themselves in the dialogue by agreeing or disagreeing with each other's ideas, and supported their positions by making their reasoning explicit through arguments and counter-arguments. This pattern reflects an ‘exploratory’ interaction style. Results confirm and expand findings from previous studies on peer communication patterns associated with the nature of the task, using more comprehensive, refined and objective analytical tools than previously employed.

Characterizing touchscreen actions in technology-enhanced embodied learning for mathematics instruction in K-12 setting – A systematic review (2010–2023)

Touchscreen devices have become prominent in a variety of educational contexts due to their use of hands-on and interactive learning styles, and particularly for their direct engagement, rapid orientation, and multi-touch affordances, which textbooks and oral instruction may not always provide. As such, over the past decade, both the number of touchscreen applications for mathematics learning and the body of research examining their efficacy have increased. Yet, there are still few existing systematic reviews of how these touchscreen-based mathematics applications promote K-12 student learning. In response, this paper provides an in-depth examination of extant studies which adopt practices that utilize touchscreen technology for K-12 mathematics teaching and learning. The Web of Science database was searched for research published between 2010 and 2023, and 34 papers were chosen to review the empirical bases of touchscreen-based mathematics learning. These articles were analyzed based on the educational contexts found, touchscreen actions prompted, and the mathematical meanings elicited from these actions. Most significantly, we propose a touchscreen action matrix that characterizes the actions performed on the touchscreen platform and presents the mathematical meanings derived from these action categories. We hope that this review and characterization provide guidance for researchers, designers, and educators in eliciting mathematical knowing with action-based design in touchscreen medium.

Mediation effect of self-neglect in family resilience and medication adherence in older patients undergoing maintenance hemodialysis.

Chronic kidney disease (CKD) patients with regular dialysis treatment for more than 3 months are called maintenance hemodialysis (MHD). The degree of patients' adherence with the doctor's advice to take medicine on time is called medication adherence, which is very important for the control of the disease and the improvement of the quality of life for MHD patients. Living alone, lack of communication with children and self-neglect are risk factors for medication adherence in the older adults. Inappropriate substance use behaviors are common among older adults with self-neglect. Family resilience denotes the ability of a family to retain the stability of its structure by relying on its internal and external resources when facing a difficult situation. Family resilience entails the combination of family beliefs, interaction styles, problem-solving skills, and emotional communication which reflect supportive and positive psychological adjustment effects to benefit older persons. This study aims to provide a theoretical basis for clinical intervention level to improve medication adherence of older patients on MHD through examineing the correlation among family resilience, self-neglect, and medication adherence based on the self-reports. A random sampling method was used to gather information from 632 older patients receiving MHD treatment in Hemodialysis Center of Hunan Province between July to December 2021. For this purpose, a self-designed demographic questionnaire, the Family Resilience Questionnaire (FRQ), the Scale of the Elderly Self-Neglect (SESN), and the Morisky Medication Adherence Scale-4 (MMAS-4) were used to investigate the questionnaire data of the participants. Pearson correlation was used to examine the relationship between family resilience, self-neglect, and medication adherence in older patients and gain insight into their current status. AMOS 24.0 was used for mediation modeling. Bootstrap mediation effect test was used to evaluate the mediation effect among the 3 variables. The questionnaires survey showed that the scores of FRQ, SESN, and MMAS-4 were 78.60±12.49, 7.99±5.60, and 5.93±1.40, respectively; and the medication adherence rate was 18.8%. Pearson correlation analysis showed that family resilience was negatively correlated with self-neglect (r=-0.432, P<0.001), and was positively correlated with medication adherence (r=0.169, P<0.001). Self-neglect was negatively correlated with medication adherence (r=-0.217, P<0.001). Mediating effect analysis showed that the total effect of family resilience on medication adherence was significant (β=0.214, 95% CI 0.121 to 0.313, P<0.001), and the direct effect was not significant (β=0.058, 95% CI -0.073 to 0.187, P>0.05). Self-neglect played a major mediating effect between family resilience and medication adherence (β=0.156, 95% CI 0.088 to 0.240, P<0.001). Family resilience, self-neglect, and medication adherence among older patients on MHD are significantly related, with family resilience primarily influencing medication adherence indirectly through self-neglect.

Parental Style of Interaction in the Formation of Early Childhood Self-Regulation Skills

The article surveys the main approaches to the definition of self-regulation, the milestones in the formation of self-regulation, methods of its assessment, characteristics of parental behavior affecting the self-regulation of the child. The results of the longitudinal study of 74 normotypic children are presented. According to the obtained data, both temperament and parental behavior play an important role in the formation of self-regulation skills in early childhood. Moreover, the same style of parental interaction at one age stage can act as a factor that contributes to the development of self–regulation, at another — it can reduce it.

A chatbot for hypertension self-management support: user-centered design, development, and usability testing.

Health-related chatbots have demonstrated early promise for improving self-management behaviors but have seldomly been utilized for hypertension. This research focused on the design, development, and usability evaluation of a chatbot for hypertension self-management, called "Medicagent." A user-centered design process was used to iteratively design and develop a text-based chatbot using Google Cloud's Dialogflow natural language understanding platform. Then, usability testing sessions were conducted among patients with hypertension. Each session was comprised of: (1) background questionnaires, (2) 10 representative tasks within Medicagent, (3) System Usability Scale (SUS) questionnaire, and (4) a brief semi-structured interview. Sessions were video and audio recorded using Zoom. Qualitative and quantitative analyses were used to assess effectiveness, efficiency, and satisfaction of the chatbot. Participants (n = 10) completed nearly all tasks (98%, 98/100) and spent an average of 18 min (SD = 10 min) interacting with Medicagent. Only 11 (8.6%) utterances were not successfully mapped to an intent. Medicagent achieved a mean SUS score of 78.8/100, which demonstrated acceptable usability. Several participants had difficulties navigating the conversational interface without menu and back buttons, felt additional information would be useful for redirection when utterances were not recognized, and desired a health professional persona within the chatbot. The text-based chatbot was viewed favorably for assisting with blood pressure and medication-related tasks and had good usability. Flexibility of interaction styles, handling unrecognized utterances gracefully, and having a credible persona were highlighted as design components that may further enrich the user experience of chatbots for hypertension self-management.

Inducing consumers’ self-disclosure through the fit between Chatbot’s interaction styles and regulatory focus

With rising concerns among consumers over the sharing of personal information in the digital era, it is increasingly difficult to collect abundant and timely consumer data for modern online marketing practices. This paper suggests that well-designed AI agents (e.g. chatbots) can play a vital role in online marketing strategy by enhancing consumers’ willingness to self-disclosure personal information. More specifically, based on the stereotype content model (SCM) and regulatory focus theory, we examined how the interaction effect between the chatbot interaction style and individual regulatory focus influences consumers’ willingness to self-disclosure. The results from four studies (N = 1075) indicate that chatbots with warm interaction styles lead to a stronger willingness to self-disclosure for promotion-focused consumers than those who are prevention-focused, while chatbots with a competent interaction style lead to a stronger willingness to self-disclosure for prevention-focused consumers than those who are promotion-focused. Further, consumers’ trust in chatbots acts as a psychological mechanism in the disclosure induction process. This paper contributes to AI agent-related research by providing insights into how to enhance the positive effect of consumer-chatbot interaction and by offering suggestions for future research.

Education at the middle and higher level: Information Technologies, pre-eminence in teaching and learning processes in period of pandemic

At present, the influence generated by globalization, the knowledge society and information technologies (IT) propose challenges to educational institutions, the above due to changes related to educational models, job skills, interaction styles and communication between the different social sectors, and even in unexpected phenomena, such as the pandemic generated by COVID-19, a situation that caused chaos in the teaching and learning processes, where teachers and students had overnight the need to resort to technological tools and distance learning platforms in order to conclude a complicated 2020-2021 school year. This document analyzes the increasing influence of IT, the way in which these have increasingly modified educational spaces, for such analysis relevant IT issues that impact the teaching and learning processes are reviewed, at the same time it is also examined how the IT facilitate new pedagogical schemes, thus generating a range of possibilities in training modalities both for the field of online education or for face-to- face education, or even for mixed education (b-learning). Regarding academic training with IT, these allow differentiating a more influential training in students, discovering in them skills to solve problems, professional skills and complete learning, turning them into increasingly competent individuals.