Pet Avatars, Performance Visualization, and Social Presence
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| Title: | Pet Avatars, Performance Visualization, and Social Presence |
|---|---|
| Language: | English |
| Authors: | Wang, Nicole, Gregg, Andrea, Yeh, Martin K.-C, Heiser, Rebecca, Diehl, William C. |
| Source: | International Journal of Technology in Teaching and Learning. 2019 15(1):18-31. |
| Availability: | International Journal of Technology in Teaching and Learning. Web site: https://sicet.org/main/journals/ijttl/ |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Adult Education Higher Education Postsecondary Education |
| Descriptors: | Interpersonal Relationship, Interaction, Animation, Peer Relationship, Online Courses, Educational Technology, Technology Uses in Education, Affective Behavior, Emotional Response, Adult Education, Undergraduate Study, Graduate Study, Student Attitudes, Foreign Countries, Social Environment, Context Effect |
| Geographic Terms: | United States, Brazil |
| ISSN: | 1551-2576 |
| Abstract: | Lack of social presence is one of the many challenges that online education is facing right now in spite of its numerous benefits and growing popularity. While different strategies, primarily behavioral- or cognitive-based, have been proposed and adopted to improve online social presence, affect-based intervention remains a novel approach to increasing learners' experience of connectedness. The Social Performance Optimization Tool (SPOT) is a university-funded, web-based interactive environment in which students interact with classmates through animated dog avatars that reflect their learning performance health and emotional states. This paper reports on an early, exploratory stage of research study wherein the SPOT users' experiences of social presence are explored through interviews. Tu and McIsaac's (2002) framework for social presence was used to analyze three dimensions of social presence: social context, online communication, and interactivity. Findings suggest that the SPOT personalizes the learning environment and helps learners feel more connected. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1276105 |
| Database: | ERIC |
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