To learn, a person has to be able to communicate effectively with others about the knowledge to be learned. Communication processes in class rooms can be supported by Group Support Systems (GSS), that enable students to communicate anonymously and in parallel. GSS experiences suggest that the technology increases observed learning, self-reported learning, on-task participation, and satisfaction...

Traditional modeling efforts in AEC have generally focused on design descriptions. As a result they do not consider information on how settings perform during use in areas critical to building owners and users. The authors argue that integrating performance data from buildings-in-use in building models will greatly enhance the end uses of conceptual modeling efforts in AEC, in design evolution ...

Two experiments were conducted to examine the effects of various factors on retrospective pain evaluation. The factors examined in Experiment 1 were the rate and pattern of change, the intensity (particularly the final intensity), and the duration of the painful experience. Experiment 2 manipulated these factors and, in addition, examined the effect of continuous (on-line) ratings on the overal...

In the more modern visions of Technology Enhanced Learning, the learners are seen as active participants engaged in a variety of online and off-line collaborative learning experiences and interaction. This paper presents an approach investigating the use of an attention enhanced social network platform as a way of implementing this vision. This paper first presents how mechanisms supporting soc...

Concept properties are an integral part of theories of conceptual representation and processing. To date, little is known about conceptual properties of abstract concepts, such as idea. This experiment systematically compared the content of 18 abstract and 18 concrete concepts, using a feature generation task. Thirty-one participants listed characteristics of the concepts (i.e., item properties...

goal words (e.g., ‘‘equality,’’ ‘‘thin’’) significantly predicted their success at pursuing those goals, and sometimes did so above and beyond participants’ explicit (i.e., intentional, conscious) ratings of the desirability of the goals (Ferguson, 2007). Together, these findings suggest that successful goal pursuit (e.g. refusing a fattening snack), may at times depend on people’s ‘‘snap’’ eva...

R. J. Glushko This paper relates our experiences at the University of California, Berkeley (UC Berkeley), designing a service science discipline. We wanted to design a discipline of service science in a principled and theoretically motivated way. We began our work by asking, ‘‘What questions would a service science have to answer?’’ and from that we developed a new framework for understanding s...

Different sequences of proof steps may result in different experiences of the overall formal proof clarity. There is a conjecture that sequence in which more steps refer to the content of the preceding statement (1) is more comprehensible than the one in which references span longer distances (2). We studied the claim in experimental setting where subjects indicated their reading preference wit...

In this paper, we present an architecture for high-level aspects of taskoriented dialog that integrates interpretation and generation, as well as domain-level and dialog-level knowledge. We report and analyze two implemented systems based on this architecture, including one for meeting support and another military medic assistance, and we discuss our experiences with the first system. We conclu...

Disengagement from radical social groups is a complex process initiated by the experience of a crisis, or disillusionment causing a re-evaluation of involvement. This paper provides a review of the experiences that hinder group involvement and increases the likelihood of disengagement. Utilising the categorisation by Klandersman (2005) and Demant et al. (2008a), the factors are discussed under ...