scholarly journals Prior Knowledge Facilitates Mutual Gaze Convergence and Head Nodding Synchrony in Face-to-face Communication

2016 ◽  
Vol 6 (1) ◽  
Author(s):  
C. Thepsoonthorn ◽  
T. Yokozuka ◽  
S. Miura ◽  
K. Ogawa ◽  
Y. Miyake
Keyword(s):  
Prior Knowledge ◽  
Face To Face ◽  
Mutual Gaze ◽  
Head Nodding

Does User's Prior Knowledge Worth Consideration?: The Influence of Prior Knowledge Toward Mutual Gaze Convergence

2016 ◽  
Author(s):  
Chidchanok Thepsoonthorn ◽  
Takahiro Yokozuka ◽  
Jinhwan Kwon ◽  
Robin Mia Sin Yap ◽  
Shunsuke Miura ◽  
...  
Keyword(s):  
Prior Knowledge ◽  
Mutual Gaze

scholarly journals In the Eyes of the Beholder: The Effect of the Perceived Authenticity of Sanfang Qixiang in Fuzhou, China, among Locals and Domestic Tourists

2021 ◽  
Vol 13 (22) ◽  
pp. 12353
Author(s):  
Gyehee Lee ◽  
Xiao Lin ◽  
Yunseon Choe ◽  
Wenya Li
Keyword(s):  
Prior Knowledge ◽  
User Satisfaction ◽  
Heritage Tourism ◽  
Management Strategies ◽  
Residential Status ◽  
Mutual Gaze ◽  
Object Based ◽  
Temporal Object ◽  
The Relationship

Many historic and cultural heritage destinations have faced queries about authentic travel experiences and crises of commoditization related to tourism products. This study is based on the dyadic function of heritage destinations for both locals and domestic tourists: heritage as a spatial-temporal object for tourists, using authenticity as a theoretical framework. It examined the (1) effects of cultural motivations and prior knowledge on both object-based and existential authenticities, (2) effects of authenticity on destination experiences, and (3) moderating role of residential status on the relationship between authenticity and destination experience. The data were collected from 173 locals and 159 domestic tourists on site in the Sanfang Qixiang tourist district and analyzed using the SEM technique. The results indicated that cultural motivation and prior knowledge had significant effects on authenticity; however, only existential authenticity enhanced the destination experience, whereas object-based authenticity did not have an effect on the destination experience. In addition, residential status had a key moderating function in the relationship between the perception of authenticity and the destination experience. This study contributes to the literature by integrating the mutual gaze into heritage tourism literature and emphasizing the importance of a balance between authenticity and commoditization in heritage destination development in Asia. The findings hold some practical implications for the development of balanced management strategies to minimize potential conflicts and maximize user satisfaction with heritage tourism.

scholarly journals Focus Group Discussions E-Learning based on Prior Knowledge and Problems in the Covid-19 Pandemic Period

2020 ◽  
Vol 9 ◽  
pp. 119-132
Author(s):  
Yunia Mulyani Azis ◽  
Nurul Fatimah
Keyword(s):  
Prior Knowledge ◽  
Economic Recession ◽  
Group Discussions ◽  
Face To Face ◽  
Online Lectures ◽  
Traditional Lectures ◽  
Long Time ◽  
E Learning ◽  
Face To Face Learning ◽  
Technological Limitations

The Covid-19 pandemic forced many campuses around the world to close. In Indonesia, the closure of the campus began in mid-March 2020. The closure of the campus for a long time will harm students. To prevent this, the Indonesian government encourages campuses to hold online lectures or E-Learning. One of the campuses implementing E-Learning is STIE Ekuitas Bandung. The change from traditional lectures to E-Learning is not as easy as the theory. There are technological limitations, especially connections that cause students to have problems when forced to attend college in the form of video streaming. Besides, the economic recession caused by the pandemic is also another obstacle. On the other hand, most lecturers do not know how to give lectures effectively via the web, because they cannot get feedback from students. One solution we propose in this paper is to revive group discussions on school E-Learning sites. Using the student's Prior knowledge about E-Learning as a parameter, we conclude that the learning design provided in e-learning has to be slower compared to face-to-face learning with the aim that respondents have time to read, understand and finally understand with their efforts.

Learning Functions of Two Variables Based on Mathematical Thinking Approach

2013 ◽  
Vol 63 (2) ◽  
Author(s):  
Hamidreza Kashefi ◽  
Zaleha Ismail ◽  
Yudariah Mohammad Yusof
Keyword(s):  
Prior Knowledge ◽  
Mathematical Thinking ◽  
Algebraic Manipulation ◽  
Advanced Mathematics ◽  
Face To Face ◽  
Functions Of Two Variables ◽  
Learning Functions ◽  
Multivariable Calculus ◽  
Mathematical Experience ◽  
Support Students

Multivariable function is one of the most important concepts in the learning of advanced mathematics. We had implemented a teaching approach to support students in the learning of two-variable functions by promoting mathematical thinking in face-to-face Multivariable Calculus classroom. This study investigates the obstacles and difficulties faced by students in the learning of two-variable functions based on the mathematical thinking approach. The findings indicated that students displayed various difficulties in finding the range and sketching the graph of two-variable functions. The students’ difficulties and obstacles such as poor mastery of algebraic manipulation, poor grasp of prior knowledge or lack of it, idiosyncrasy attributed from previous mathematical experience, and restricted mental images of two-variable functions could be classified as difficulties with techniques, concepts, and studying mathematics. Based on students’ responses, the difficulties were considered mainly conceptual in nature and few were related to techniques and studying mathematics.

scholarly journals Eye gaze and L2 speakers’ responses to recasts: A systematic replication study of McDonough, Crowther, Kielstra and Trofimovich (2015)

2018 ◽  
Vol 53 (1) ◽  
pp. 81-95 ◽  
Author(s):  
Kim McDonough ◽  
Pavel Trofimovich ◽  
Phung Dao ◽  
Dato Abashidze
Keyword(s):  
Eye Gaze ◽  
Positive Association ◽  
Initial Study ◽  
Replication Study ◽  
Gaze Behavior ◽  
Face To Face ◽  
Systematic Replication ◽  
Mutual Gaze ◽  
Research Assistants

To confirm the role of social factors in mediating cognitive processes, this systematic replication study seeks to extend the generalizability of an exploratory study (McDonough, Crowther, Kielstra & Trofimovich 2015) that reported a positive association between eye gaze and second language (L2) speakers’ responses to recasts. For this replication, L2 English speakers (N = 74) carried out communicative tasks with research assistants who provided recasts in response to non-targetlike forms while both interlocutors’ eye gaze behavior was tracked. Transcripts were analyzed for the occurrence of recasts in response to different error types, recast length, and L2 speaker responses. Eye gaze length for the research assistants (RAs) when producing the recast move and the L2 speaker when responding to the recast were obtained in seconds, and mutual gaze (i.e., simultaneous looking) was included as a binary eye gaze variable. A logistic regression model confirmed the findings of McDonough et al. (2015), with both L2 speaker and mutual eye gaze predictive of targetlike responses; however, the effect of L2 speaker's eye gaze duration was in the opposite direction as compared to the initial study. The implications are discussed in terms of understanding the role of eye gaze in face to face interaction.

Look at you, look at me: Detection and analysis of mutual gaze convergence in face-to-face interaction

2015 ◽  
Author(s):  
Chidchanok Thepsoonthorn ◽  
Takahiro Yokozuka ◽  
Jinhwan Kwon ◽  
Robin Miao Sin Yap ◽  
Shunsuke Miura ◽  
...  
Keyword(s):  
Face To Face ◽  
Mutual Gaze

scholarly journals Eye See What You See: Exploring How Bi-Directional Augmented Reality Gaze Visualisation Influences Co-Located Symmetric Collaboration

2021 ◽  
Vol 2 ◽  
Author(s):  
Allison Jing ◽  
Kieran May ◽  
Gun Lee ◽  
Mark Billinghurst
Keyword(s):  
Augmented Reality ◽  
Real Life ◽  
Lessons Learned ◽  
Future Research ◽  
User Intention ◽  
Face To Face ◽  
Implicit Information ◽  
Mutual Gaze ◽  
Gaze Interaction ◽  
Gaze Cues

Gaze is one of the predominant communication cues and can provide valuable implicit information such as intention or focus when performing collaborative tasks. However, little research has been done on how virtual gaze cues combining spatial and temporal characteristics impact real-life physical tasks during face to face collaboration. In this study, we explore the effect of showing joint gaze interaction in an Augmented Reality (AR) interface by evaluating three bi-directional collaborative (BDC) gaze visualisations with three levels of gaze behaviours. Using three independent tasks, we found that all bi-directional collaborative BDC visualisations are rated significantly better at representing joint attention and user intention compared to a non-collaborative (NC) condition, and hence are considered more engaging. The Laser Eye condition, spatially embodied with gaze direction, is perceived significantly more effective as it encourages mutual gaze awareness with a relatively low mental effort in a less constrained workspace. In addition, by offering additional virtual representation that compensates for verbal descriptions and hand pointing, BDC gaze visualisations can encourage more conscious use of gaze cues coupled with deictic references during co-located symmetric collaboration. We provide a summary of the lessons learned, limitations of the study, and directions for future research.

scholarly journals Pengaruh Intensitas Penilaian Formatif terhadap Hasil Belajar IPA dengan Mengontrol Pengetahuan Awal Siswa

2015 ◽  
Vol 2 (1) ◽  
Author(s):  
Muh. Ilyas Ismail
Keyword(s):  
Formative Assessment ◽  
Learning Outcomes ◽  
Prior Knowledge ◽  
Science Learning ◽  
Experimental Studies ◽  
Statistical Testing ◽  
Science Students ◽  
Face To Face ◽  
Study Population ◽  
Initial Knowledge

<p>This study aims to determine the effect of intensity of formative assessment of science learning outcomes. Experimental studies with the study population was all students in grade V SD 03, and 05 am in East Jakarta, 80 samples of students, inferential statistical testing with the conclusion of the study are: (1). By controlling the initial knowledge of science students, there is a difference between the groups of students studying science are given formative assessment on each face to face with groups of students are given formative assessment on each standara competence (2). By controlling the students' prior knowledge of science, science learning outcomes of students who were given group of formative assessment on each face is higher than the group of students who were in the formative assessment of each competency standard. <br /><br /></p>

scholarly journals Identifying Student Responsibilities While Watching Mathematics Instructional Videos

2021 ◽  
pp. 287-313
Author(s):  
Sue Kelley
Keyword(s):  
Prior Knowledge ◽  
Mathematics Teachers ◽  
Mathematics Classroom ◽  
College Algebra ◽  
Didactic Contract ◽  
Instructional Videos ◽  
Face To Face ◽  
Algebra Students ◽  
Theory Of Didactic Situations ◽  
The Face

This study investigated the ways in which college algebra students watch mathematics instructional videos about completing the square with the goal of identifying student responsibilities within a particular video and across different videos. Guided by the theory of didactic situations that have defined implicit teacher and student responsibilities within the context of the face-to-face mathematics classroom, participants watched three different videos about completing the square and answered interview questions. Using categories previously identified by the didactic contract for the face-to-face classroom, this study expanded the types of student responsibilities identified specifically for video watching and found that participants, regardless of overall prior knowledge but who had prior knowledge of completing the square, held a responsibility to use the specific set of steps they were taught by their teacher to solve problems. Findings may be useful to both mathematics teachers and video creators.

Sign in / Sign up

Export Citation Format

Share Document