Animated agents and learning: Does the type of verbal feedback they provide matter?

2013 ◽  
Vol 67 ◽  
pp. 239-249 ◽  
Author(s):  
Lijia Lin ◽  
Robert K. Atkinson ◽  
Robert M. Christopherson ◽  
Stacey S. Joseph ◽  
Caroline J. Harrison
Keyword(s):  
Verbal Feedback ◽  
Animated Agents

Topik-Topik Komunikasi Dakwah Dalam Mesej Akidah Kepada Masyarakat Orang Asli di Selangor

Sains Insani ◽  
2018 ◽  
Vol 3 (2) ◽  
pp. 15-21
Author(s):  
Zulkefli Aini ◽  
Abdul Ghafar Don ◽  
Ahmad Irdha Mokhtar ◽  
Nur Uswah Ahmad Fauzi
Keyword(s):  
Qualitative Study ◽  
Study Design ◽  
Verbal Feedback ◽  
Structured Interviews ◽  
Orang Asli ◽  
Case Study Design ◽  
Beliefs And Practice ◽  
Islamic Faith ◽  
Selection Of

One of the factors that can affect a person's behavior is a communication message. In the context of the da`wah, preachers who involved actively in da`wah communication with the Orang Asli should be able to ensure that the message conveyed can be understood by the target group. In addition, the selection of the correct messages of da`wah based on the foremost priority simplify the process of sharing information between the preachers and the Orang Asli. Accordingly, this article aims to identify specific topics of Islamic faith (akidah) submitted by the Orang Asli in the process of da`wah communication and to identify verbal feedback given by the preachers to the Orang Asli of the topics. This qualitative study using case study design and data was collected through semi-structured interviews. Interviews involving nine preachers were active in da`wah activity to the Orang Asli community in Selangor. Data were analyzed thematically according to the specified objectives. The study found that the topics frequently raised by the Orang Asli is concerned about belief in Allah, belief in Malaikat, and belief in Qada' and Qadar. The topics may be found within the framework of worldview in their beliefs and practice of ancient traditions. Therefore, the preachers gave verbal feedback on these topics is based on a clear and precise sample corresponding to the level of their thinking. The emphasis on these topics is very important to strengthen and purify the faith of the community.Keywords: Communication; Message; Preacher; Indigenous community Abstrak: Elemen mesej dalam komunikasi merupakan salah satu faktor yang dapat memberi kesan terhadap perubahan tingkah laku seseorang. Dalam konteks dakwah, pendakwah yang terlibat dalam proses komunikasi dakwah dengan Orang Asli seharusnya berkebolehan memastikan kandungan mesej yang disampaikan boleh difahami oleh sasaran dakwahnya. Di samping itu, pemilihan mesej dakwah yang betul mengikut keutamaan memudahkan proses perkongsian maklumat antara pendakwah dengan Orang Asli. Sehubungan dengan itu, artikel ini bertujuan untuk mengenalpasti topik-topik tertentu dalam mesej akidah yang dikemukakan oleh masyarakat Orang Asli kepada pendakwah dan mengenalpasti maklum balas lisan yang diberikan oleh pendakwah kepada Orang Asli terhadap topik tersebut. Kajian kualitatif ini menggunakan reka bentuk kajian kes dengan pengumpulan data melalui temu bual separa struktur. Temu bual melibatkan sembilan orang pendakwah yang aktif dalam aktiviti dakwah masyarakat Orang Asli di Selangor. Data kajian dianalisis secara tematik mengikut objektif yang ditentukan. Kajian ini mendapati bahawa topik-topik yang sering dikemukan oleh Orang Asli kepada pendakwah dalam penyampaian mesej akidah ialah berkenaan tentang keimanan kepada Allah SWT, keimanan kepada malaikat, dan keimanan kepada qada’ dan qadar. Topik-topik berkenaan didapati berada dalam kerangka worldview kepercayaan dan amalan tradisi mereka. Sehubungan dengan itu, pendakwah memberikan maklum balas lisan terhadap topik-topik tersebut adalah berdasarkan keterangan yang jelas dan contoh yang tepat bersesuaian dengan tahap pemikiran mereka. Penekanan terhadap topik-topik tersebut merupakan perkara yang penting dalam rangka mengukuhkan dan memurnikan akidah masyarakat Orang Asli.Kata kunci: Komunikasi; Mesej; Pendakwah; Komuniti Orang Asli

The Influence of Surface Electromyography Visual and Clinician Verbal Feedback on Swallow Effort Ratio at Different Bolus Volumes in a Healthy Population

2020 ◽  
pp. 1-6
Author(s):  
Kristine E. Galek ◽  
Ed M. Bice
Keyword(s):  
Surface Electromyography ◽  
Analysis Of Covariance ◽  
Peak Amplitude ◽  
Healthy Population ◽  
Verbal Feedback ◽  
Feedback Group ◽  
Effortful Swallow ◽  
Liquid Bolus ◽  
Neuroplastic Change ◽  
Positive Effect

<b><i>Background/Aims:</i></b> The effortful swallow is a common treatment intervention requiring increased intensity to facilitate adaptations and modify swallow kinematics. The type of feedback and bolus volume provided may influence the intensity of the effortful swallow. To determine the increased effortful swallow intensity, a clinician can collect the peak amplitude of an effortful swallow and a typical swallow and compute a “swallow effort ratio” (SER). Dividing the effortful swallow surface electromyography (sEMG) peak amplitude by the typical swallow sEMG peak amplitude derives the SER. A higher SER suggests increased intensity. An increase in the SER may have clinical relevance in swallowing therapy as a threshold of intensity is required to elicit neuroplastic change. The purpose of this investigation was to determine whether sEMG visual and clinician verbal feedback increases the SER. Additionally, the investigation examined whether the SER is influenced by different liquid bolus volumes. <b><i>Methods:</i></b> Eighty-two nondysphagic, healthy adults were assigned at random to 2 groups. One group received no feedback, and the other received verbal and visual feedback while performing typical and effortful swallows at 3 liquid volumes. <b><i>Results:</i></b> An analysis of covariance compared the typical and effortful peak swallow amplitudes among 3 volumes in the 2 feedback groups. There was a significant effect on the peak amplitude values by feedback group <i>F</i>(2, 79) = 22.82, <i>p</i> &#x3c; 0.001. There were no differences in peak amplitude by volume regardless of feedback <i>F</i>(2, 78) = 0.413, <i>p</i> = 0.663. <b><i>Conclusion:</i></b> It appears that sEMG visual and clinician verbal feedback increases the SER, which may be a surrogate for intensity. An increased SER may have a positive effect on swallow intervention as intensity is known to influence outcomes of exercise and elicit neuroplastic change.

Intelligent animated agents for interactive language training

1998 ◽  
pp. 5-10 ◽  
Author(s):  
Ron Cole ◽  
Tim Carmell ◽  
Pam Connors ◽  
Mike Macon ◽  
Johan Wouters ◽  
...  
Keyword(s):  
Language Training ◽  
Animated Agents

scholarly journals CONCEALED CHARACTER VALUES ON LECTURERS’ VERBAL FEEDBACK IN ENGLISH TEACHING

2017 ◽  
Vol 1 ◽  
pp. 7
Author(s):  
Adetya Norizkyka ◽  
Yulieda Hermaniar
Keyword(s):  
Teaching And Learning ◽  
Corrective Feedback ◽  
Main Concern ◽  
Verbal Feedback ◽  
Level Of Education ◽  
English Teaching ◽  
Evaluative Feedback ◽  
Positive Perspective ◽  
Character Building ◽  
Interactive Feedback

Integrating values in the teaching and learning of English becomes the main concern of education in Indonesia. There are 18 values of character building in national character and cultural education which are demanded to be integrated in the teaching and learning process. However, the implementation is mostly heard from lower level of education. Therefore, it is considered important to conduct the study on the higher level of education or university, especially in the productive course such as speaking class. This leads to the interest on conducting study on the lecturers’ verbal feedback in English teaching as the reflection of teaching character values. Preliminary study was conducted by interviewing students of speaking class to get information related to the technique, method, and material used in the speaking class. Three speaking class’ lecturers will be the subject of the research. Observation is conducted to collect the data by using observation sheet and recorder as instrument. The interview takes students as the object in order to get their perspective to the feedback give. The result shows that there are three kinds of verbal feedback used. They are corrective feedback, interactive feedback, and evaluative feedback. The result of interview shows students positive perspective toward the feedback and the values they acquired from the feedback give. From the observation and interview, it can be concluded that the concealed values taught during the speaking class, they are disciplines, curious, respect, democracy, and communicative.

scholarly journals Effects of Different Forms of Extrinsic Feedback on the Accuracy of Force Production and to Differentiate this Force in the Simple Cyclic Movements of the Upper and Lower Limb

2020 ◽  
Vol 72 (3) ◽  
pp. 39-56
Author(s):  
Stefan Szczepan ◽  
Zofia Wróblewska ◽  
Andrzej Klarowicz ◽  
Ryszard Błacha ◽  
Marek Rejman
Keyword(s):  
Lower Limb ◽  
Retention Test ◽  
Repeated Measures ◽  
Body Height ◽  
Force Production ◽  
Lower Limbs ◽  
Verbal Feedback ◽  
Physically Active ◽  
Cyclic Movements ◽  
Extrinsic Feedback

Abstract Background: This study aimed to assess the accuracy of force production by the limbs and to identify the ability to differentiate this force during a progressively increasing value, in response to different types of extrinsic feedback. Material and methods: The study involved nineteen healthy and physically active boys and girls aged 12.82±0.34 years, body height 157.05±9.02 cm, and body mass 44.89±7.89 kg. The tasks were to perform a series of right and left upper limb pulls and pushes with increasing force using the levers of the kinesthesiometer and a series of lower limb presses on the pedal of the kinesthesiometer. The tasks were completed in three feedback conditions: no feedback, sound feedback, verbal feedback, and the retention test was used. To assess the level of accuracy of force production, the novel index of force production accuracy (FPAIndex) was used. Results: The outcomes expressing the value of FPAIndex on the point scale indicated that the highest level of kinesthetic differentiation was observed when no feedback was provided (1.17 points), and the lowest kinesthetic differentiation was recorded when verbal feedback was provided (3.33 points). However, they were devoid of statistical value. The repeated-measures analysis of variance ANOVA with the Tukey post-hoc test (HSD) indicated a significant lowest (p=0.0402) level of accuracy of FPA (x̄ 36.12±18.29 [N]) only for the act of left lower limb press (LL PRESS) in the retention test, while no feedback was provided to the subjects. Conclusions: The results of this study showed that verbal and sound extrinsic feedback did not affect the accuracy of force production by the upper and lower limbs and the ability to differentiate this force in simple movements among children.

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