Browsing by Author "Tung, Fang-Wu"

Now showing 1 - 3 of 3

A Cross-Cultural Study on the Perception of Sociability within Human-Computer Interaction
(2009)
Tung, Fang-Wu
;
Sato, Keiichi
;
Deng, Yi-Shin
;
Lin, Tsai-Yi
;
應用藝術研究所
This study tries to use speech and dynamic emoticons as social cues to create a more sociable human-computer interaction. A cross-cultural study was conducted to investigate the influence of cultural backgrounds (Taiwan and America) on children\'s perceptions of sociability within human-computer interaction and explore how the management of social cues affects their engagement in e-learning environments. A 2x2 (Taiwan/America, speech/dynamic emoticon) quasi experiment was conducted to investigate the effects of the independent variables on children\'s perception of social presence and intrinsic motivation. Cultural differences in the perception of social presence are observed. American children reported higher perceived social presence than Taiwanese children did. No differences of effects of speech and dynamic emoticons oil children\'s feelings of social presence and motivation are found. It suggests that children\'s social responses and learning motivations are triggered equally strongly by the two social cues. These findings suggest that designers of educational technology could use speech or dynamic emoticons to build more sociable interfaces that could boost children\'s motivation in learning.
Designing social presence in e-learning environments: Testing the effect of interactivity on children
(2006-12-01)
Tung, Fang-Wu
;
Deng, Yi-Shin
;
應用藝術研究所
;
Institute of Applied Arts
The "computers are social actors" paradigm asserts that human-to-computer interactions are fundamentally social responses. Earlier research has shown that effective management of the social presence in user interface design can improve user engagement and motivation. Much of this research has focused on adult subjects. This study discusses the effects of social presence management in child e-learning environment development by specifically examining the role of interactivity in a computer-mediated learning environment in relation to the development of children's attitudes toward computers as well as their intrinsic motivation. A quasi-experimental methodology was adopted for this study. It was found that interactivity had a significant effect on the computer's social presence, its social attraction to children and children's involvement, and intrinsic motivation. The findings suggest that enhancing the interactivity of an e-learning environment can stimulate the presence of social actors, which in turn can enrich a children's learning experience and increase their motivation.
Increasing social presence of social actors in e-learning environments: Effects of dynamic and static emoticons on children
(2007-12-01)
Tung, Fang-Wu
;
Deng, Yi-Shin
;
應用藝術研究所
;
Institute of Applied Arts
The present research aimed to employ dynamic and static emotions as social cues in c-learning environments for computers to be able to convey social presence and increase children's motivation with learning. To understand how children of different gender react to the two types of emoticon in e-learning environment, a math problem-solving practice program was designed to test their reactions. The program features two treatments, dynamic emoticons and static emoticons. A 2 x 2 (emoticon style x gender) between-subjects factorial design was adopted for this study. One hundred seventy-three sixth graders participated in this study. Data were collected via questionnaire regarding the perceived social presence and children's intrinsic motivation, and then analyzed by means of two-way ANOVA. The results show that the children in dynamic-emoticon condition perceived a higher degree of social presence and reported greater intrinsic motivation than those in static-emoticon condition. The feelings of social presence created by the computer itself can mediate children's intrinsic motivation. Besides, no gender differences in children's attitudes toward computers were observed. It suggests that the use of dynamic emoticons as social cues incorporating in e-learning environments can enable children to perceive computers on social dimension and lead to increase their motivation with learning. (c) 2007 Elsevier B.V. All rights reserved.