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Title: AN EXPLORATION OF THE POTENTIALS AND LIMITATIONS OF ADAPTING TRADITIONAL TEXT-BASED NARRATIVE TO INTERACTIVE TECHNOLOGY.
Creator: Jardaneh, Said, Fiore, Stephen, University of Central Florida
Abstract / Description: Narrative is expressed in many forms, yet the reading of narrative through books may be unique in its transformative qualities. The medium of books has existed for thousands of years as a primary means of passing down and internalizing narrative from generation to generation. Are books now a dying medium in the face of ever-advancing technology in an increasingly fast-paced and technologically-dependent society? Technology now incorporates narrative into interactive environments in various...
Show moreNarrative is expressed in many forms, yet the reading of narrative through books may be unique in its transformative qualities. The medium of books has existed for thousands of years as a primary means of passing down and internalizing narrative from generation to generation. Are books now a dying medium in the face of ever-advancing technology in an increasingly fast-paced and technologically-dependent society? Technology now incorporates narrative into interactive environments in various ways often immersing the user in ever more realistic experiential scenarios. Yet, is something potentially lost with these advancements that can only be afforded through the time-tested method of old-fashioned reading? What makes reading so compelling a medium/activity for personal development? Does experience in these interactive environments offer the same transformative intrinsic experience afforded through the tranquil receptive processing, reflective elaboration and insight offered through the reading of books? This thesis seeks to explore these questions by looking at three major factors that must be considered in furthering our understanding of the potentials and limitations of interactive narrative technologies as they compare to narrative delivered via the established medium of books: 1) theories of self, identity/character, cognitive development and behavior (specifically as these relate to traditional text-based narrative), 2) theory and research associated with narrative transportation and transformation, and 3) current and future efforts to adapt narrative to the medium of interactive technology.
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Date Issued: 2010
Identifier: CFE0003037, ucf:48360
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003037

Title: The Effects of Presence and Cognitive Load on Episodic Memory in Virtual Environments.
Creator: Barclay, Paul, Sims, Valerie, Bowers, Clint, Jentsch, Florian, Fiore, Stephen, University of Central Florida
Abstract / Description: Episodic memory refers to an individual's memory for events that they have experienced in the past along with the associated contextual details. In order to more closely reflect the way that episodic memory functions in the real world, researchers and clinicians test episodic memory using virtual environments. However, these virtual environments introduce new interfaces and task demands that are not present in traditional methodologies. This dissertation investigates these environments...
Show moreEpisodic memory refers to an individual's memory for events that they have experienced in the past along with the associated contextual details. In order to more closely reflect the way that episodic memory functions in the real world, researchers and clinicians test episodic memory using virtual environments. However, these virtual environments introduce new interfaces and task demands that are not present in traditional methodologies. This dissertation investigates these environments through the lenses of Presence and Cognitive Load theories in order to unravel the ways that basic technological and task differences may affect memory performance. Participants completed a virtual task under High and Low Immersion conditions intended to manipulate Presence and Single-Task, Ecological Dual-Task and Non-Ecological Dual-Task conditions intended to manipulate cognitive load. Afterward they completed a battery of memory tasks assessing spatial, object, and feature binding aspects of episodic memory. Analysis through 2x3 ANOVA showed that performance for spatial memory is greatly improved by manipulation of Presence, where performance for object memory is improved by germane cognitive load. Exploratory analyses also revealed significant gender differences in spatial memory performance, indicating that improving Presence may offset the higher levels in male performance traditionally seen on spatial tasks. These results have practical implications for clinical memory assessment, as well as training paradigms and may serve to highlight the differences in the ways that memory is studied in the laboratory versus the way that it is employed in day-to-day life. Future studies based on this research should focus on linking these differences in memory performance to visuospatial and verbal strategies of memorization and determining whether the effects observed in this study replicate using other manipulations of presence and cognitive load.
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Date Issued: 2019
Identifier: CFE0007601, ucf:52521
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007601

Title: Automatic Scenario Generation using Procedural Modeling Techniques.
Creator: Martin, Glenn, Hughes, Charles, Moshell, Jack, Fiore, Stephen, Orooji, Ali, University of Central Florida
Abstract / Description: Training typically begins with a pre-existing scenario. The training exercise is performed and then an after action review is sometimes held. This (")training pipeline(") is repeated for each scenario that will be used that day. This approach is used routinely and often effectively, yet it has a number of aspects that can result in poor training. In particular, this process commonly has two associated events that are undesirable. First, scenarios are re-used over and over, which can reduce...
Show moreTraining typically begins with a pre-existing scenario. The training exercise is performed and then an after action review is sometimes held. This (")training pipeline(") is repeated for each scenario that will be used that day. This approach is used routinely and often effectively, yet it has a number of aspects that can result in poor training. In particular, this process commonly has two associated events that are undesirable. First, scenarios are re-used over and over, which can reduce their effectiveness in training. Second, additional responsibility is placed on the individual training facilitator in that the trainer must now track performance improvements between scenarios. Taking both together can result in a multiplicative degradation in effectiveness. Within any simulation training exercise, a scenario definition is the starting point. While these are, unfortunately, re-used and over-used, they can, in fact, be generated from scratch each time. Typically, scenarios include the entire configuration for the simulators such as entities used, time of day, weather effects, entity starting locations and, where applicable, munitions effects. In addition, a background story (exercise briefing) is given to the trainees. The leader often then develops a mission plan that is shared with the trainee group. Given all of these issues, scientists began to explore more purposeful, targeted training. Rather than an ad-hoc creation of a simulation experience, there was an increased focus on the content of the experience and its effects on training. Previous work in scenario generation, interactive storytelling and computational approaches, while providing a good foundation, fall short on addressing the need for adaptive, automatic scenario generation. This dissertation addresses this need by building up a conceptual model to represent scenarios, mapping that conceptual model to a computational model, and then applying a newer procedural modeling technique, known as Functional L-systems, to create scenarios given a training objective, scenario complexity level desired, and sets of baseline and vignette scenario facets.A software package, known as PYTHAGORAS, was built and is presented that incorporates all these contributions into an actual tool for creating scenarios (both manual and automatic approaches are included). This package is then evaluated by subject matter experts in a scenario-based (")Turing Test(") of sorts where both system-generated scenarios and human-generated scenarios are evaluated by independent reviewers. The results are presented from various angles.Finally, a review of how such a tool can affect the training pipeline is included. In addition, a number of areas into which scenario generation can be expanded are reviewed. These focus on additional elements of both the training environment (e.g., buildings, interiors, etc.) and the training process (e.g., scenario write-ups, etc.).
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Date Issued: 2012
Identifier: CFE0004265, ucf:49525
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004265

Title: Team Interaction Dynamics during Collaborative Problem Solving.
Creator: Wiltshire, Travis, Fiore, Stephen, Jentsch, Florian, Salas, Eduardo, Wiegand, Rudolf, University of Central Florida
Abstract / Description: This dissertation contributes an enhanced understanding of team cognition, in general, and collaborative problem solving (CPS), specifically, through an integration of methods that measure team interaction dynamics and knowledge building as it occurs during a complex CPS task. The need for better understanding CPS has risen in prominence as many organizations have increasingly worked to address complex problems requiring the combination of diverse sets of individual expertise to achieve...
Show moreThis dissertation contributes an enhanced understanding of team cognition, in general, and collaborative problem solving (CPS), specifically, through an integration of methods that measure team interaction dynamics and knowledge building as it occurs during a complex CPS task. The need for better understanding CPS has risen in prominence as many organizations have increasingly worked to address complex problems requiring the combination of diverse sets of individual expertise to achieve solutions for novel problems. Towards this end, the present research drew from theoretical and empirical work on Macrocognition in Teams that describes the knowledge coordination arising from team communications during CPS. It built from this by incorporating the study of team interaction during complex collaborative cognition. Interaction between team members in such contexts has proven to be inherently dynamic and exhibiting nonlinear patterns not accounted for by extant research methods. To redress this gap, the present research drew from work in cognitive science designed to study social and team interaction as a nonlinear dynamical system. CPS was examined by studying knowledge building and interaction processes of 43 dyads working on NASA's Moonbase Alpha simulation, a CPS task. Both non-verbal and verbal interaction dynamics were examined. Specifically, frame-differencing, an automated video analysis technique, was used to capture the bodily movements of participants and content coding was applied to the teams' communications to characterize their CPS processes. A combination of linear (i.e., multiple regression, t-test, and time-lagged cross-correlation analysis), as well as nonlinear analytic techniques (i.e., recurrence quantification analysis; RQA) were applied. In terms of the predicted interaction dynamics, it was hypothesized that teams would exhibit synchronization in their bodily movements and complementarity in their communications and further, that teams more strongly exhibiting these forms of coordination will produce better problem solving outcomes. Results showed that teams did exhibit a pattern of bodily movements that could be characterized as synchronized, but higher synchronization was not systematically related to performance. Further, results showed that teams did exhibit communicative interaction that was complementary, but this was not predictive of better problem solving performance. Several exploratory research questions were proposed as a way of refining the application of these techniques to the investigation of CPS. Results showed that semantic code-based communications time-series and %REC and ENTROPY recurrence-based measures were most sensitive to differences in performance. Overall, this dissertation adds to the scientific body of knowledge by advancing theory and empirical knowledge on the forms of verbal and non-verbal team interaction during CPS, but future work remains to be conducted to identify the relationship between interaction dynamics and CPS performance.
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Date Issued: 2015
Identifier: CFE0005907, ucf:50867
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005907

Title: Investigating the Influence of the Built Environment on Energy-Saving Behaviors.
Creator: Sellers, Brittany, Jentsch, Florian, Smither, Janan, Sims, Valerie, Fiore, Stephen, University of Central Florida
Abstract / Description: This dissertation addresses a gap in the existing sustainability behavior research, by integrating research from the social sciences about environmental attitudes and knowledge with approaches from engineering regarding the characteristics of the built environment. Specifically, this dissertation explores the role of both environmental knowledge and design features within the built environment on building occupants' energy behaviors throughout the course of an environmental conservation...
Show moreThis dissertation addresses a gap in the existing sustainability behavior research, by integrating research from the social sciences about environmental attitudes and knowledge with approaches from engineering regarding the characteristics of the built environment. Specifically, this dissertation explores the role of both environmental knowledge and design features within the built environment on building occupants' energy behaviors throughout the course of an environmental conservation campaign. Data were collected from 240 dormitory residents using a multi-phase questionnaire approach to study these factors and their combined impact within the context of environmental sustainability practices on UCF's campus. The results from a series of correlational and multiple regression analyses indicate that both the design components of the built environment and the attitudes held by individuals within that environment have a significant positive influence on behaviors. Furthermore, these findings indicated that this effect increases significantly when the two factors work together. Finally, the results show that pro- environmental attitudes and behaviors can be successfully targeted through a cue-based energy conservation campaign. By addressing a gap in the extant Human Factors research about the relationship between attitudinal factors and the built environment, this dissertation provides a unique contribution to the field and points the way towards development of promising solutions for encouraging sustainable behaviors.
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Date Issued: 2016
Identifier: CFE0006500, ucf:51387
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006500

Title: Quantitative Framework For Social Cultural Interactions.
Creator: Bhatia, Taranjeet, Boloni, Ladislau, Turgut, Damla, Sukthankar, Gita, Fiore, Stephen, University of Central Florida
Abstract / Description: For an autonomous robot or software agent to participate in the social life of humans, it must have a way to perform a calculus of social behavior. Such a calculus must have explanatory power (it must provide a coherent theory for why the humans act the way they do), and predictive power (it must provide some plausible events from the predicted future actions of the humans).This dissertation describes a series of contributions that would allow agents observing or interacting with humans to...
Show moreFor an autonomous robot or software agent to participate in the social life of humans, it must have a way to perform a calculus of social behavior. Such a calculus must have explanatory power (it must provide a coherent theory for why the humans act the way they do), and predictive power (it must provide some plausible events from the predicted future actions of the humans).This dissertation describes a series of contributions that would allow agents observing or interacting with humans to perform a calculus of social behavior taking into account cultural conventions and socially acceptable behavior models. We discuss the formal components of the model: culture-sanctioned social metrics (CSSMs), concrete beliefs (CBs) and action impact functions. Through a detailed case study of a crooked seller who relies on the manipulation of public perception, we show that the model explains how the exploitation of social conventions allows the seller to finalize transactions, despite the fact that the clients know that they are being cheated. In a separate study, we show that how the crooked seller can find an optimal strategy with the use of reinforcement learning.We extend the CSSM model for modeling the propagation of public perception across multiple social interactions. We model the evolution of the public perception both over a single interaction and during a series of interactions over an extended period of time. An important aspect for modeling the public perception is its propagation - how the propagation is affected by the spatio-temporal context of the interaction and how does the short-term and long-term memory of humans affect the overall public perception.We validated the CSSM model through a user study in which participants cognizant with the modeled culture had to evaluate the impact on the social values. The scenarios used in the experiments modeled emotionally charged social situations in a cross-cultural setting and with the presence of a robot. The scenarios model conflicts of cross-cultural communication as well as ethical, social and financial choices. This study allowed us to study whether people sharing the same culture evaluate CSSMs at the same way (the inter-cultural uniformity conjecture). By presenting a wide range of possible metrics, the study also allowed us to determine whether any given metric can be considered a CSSM in a given culture or not.
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Date Issued: 2016
Identifier: CFE0006262, ucf:51047
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006262

Title: Declarative Memory, Theory of Mind, and Community Functioning in Schizophrenia.
Creator: Deptula, Andrew, Bedwell, Jeffrey, Paulson, Daniel, Sims, Valerie, Fiore, Stephen, University of Central Florida
Abstract / Description: Cognitive impairments are highly prevalent in individuals with schizophrenia and are now considered hallmark features of the disorder. Over the past decade, considerable evidence has demonstrated the functional significance of social and nonsocial cognitive impairments in individuals with schizophrenia. However, the nature of the relationship between specific domains of social and nonsocial cognition and how they relate to functional outcome in this population is less clear. In particular,...
Show moreCognitive impairments are highly prevalent in individuals with schizophrenia and are now considered hallmark features of the disorder. Over the past decade, considerable evidence has demonstrated the functional significance of social and nonsocial cognitive impairments in individuals with schizophrenia. However, the nature of the relationship between specific domains of social and nonsocial cognition and how they relate to functional outcome in this population is less clear. In particular, declarative memory impairment has been suggested to have critical consequences for the everyday life of individuals with schizophrenia and may play a role in their social integration difficulties. Preliminary evidence also indicates that theory of mind (ToM) may be an important intermediary between nonsocial cognition and functional outcome. The current study aimed to better understand the relationships between declarative memory, ToM, and functional outcome in individuals with schizophrenia.
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Date Issued: 2016
Identifier: CFE0006096, ucf:51207
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006096

Title: Building a Foundation for Goal-Attainment and Problem-Solving in Interdisciplinary Studies: Reimagining Web-Based Core Curriculum through a Classical Lens.
Creator: Jardaneh, Said, Fiore, Stephen, Sims, Valerie, McDaniel, Rudy, University of Central Florida
Abstract / Description: The core curriculum of interdisciplinary studies undergraduate programs represents interdisciplinarity as a consciously applied process, whether individually or collaboratively, of drawing and integrating insights from various disciplinary perspectives toward complex problem-solving and innovation. At the front-end of these programs students are often introduced to interdisciplinarity through terminology, metaphors, concepts, and context that are intended to familiarize them with the process....
Show moreThe core curriculum of interdisciplinary studies undergraduate programs represents interdisciplinarity as a consciously applied process, whether individually or collaboratively, of drawing and integrating insights from various disciplinary perspectives toward complex problem-solving and innovation. At the front-end of these programs students are often introduced to interdisciplinarity through terminology, metaphors, concepts, and context that are intended to familiarize them with the process. This initiation usually precedes what will ultimately entail a limited number of upper-division courses within the several disciplines or areas that will encompass a unique plan of study characterized by its breadth. The philosophy underlying current pedagogy in interdisciplinary studies appears in many ways to mirror the cognitive habitudes and socio-cultural zeitgeist that have emerged with our increasing connectedness with and reliance on digital technology.This dissertation proposes that through a revised front-end core curriculum revisiting both classical and Ramist pedagogy, and perhaps reframing how we think about interdisciplinarity itself, we need not sacrifice depth for breadth. Rather, we may be able to encourage a broadly applicable self-directed goal-centered mindset in our students that places equal emphasis on both breadth and depth in terms of deliberate knowledge acquisition. Through adapting the initial phases of a cognitivist instructional design model provisional week-by-week, curricular content is presented to illustrate how this endeavor might be realized within the context of interdisciplinary studies or like programs. This core curricular model is intended as an alternative well-suited to both the fully online and mixed mode format as well as the diversity of students within the typical undergraduate interdisciplinary studies program.
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Date Issued: 2016
Identifier: CFE0006120, ucf:51180
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006120

Title: Facilitating Information Retrieval in Social Media User Interfaces.
Creator: Costello, Anthony, Tang, Yubo, Fiore, Stephen, Goldiez, Brian, University of Central Florida
Abstract / Description: As the amount of computer mediated information (e.g., emails, documents, multi-media) we need to process grows, our need to rapidly sort, organize and store electronic information likewise increases. In order to store information effectively, we must find ways to sort through it and organize it in a manner that facilitates efficient retrieval. The instantaneous and emergent nature of communications across networks like Twitter makes them suitable for discussing events (e.g., natural disasters...
Show moreAs the amount of computer mediated information (e.g., emails, documents, multi-media) we need to process grows, our need to rapidly sort, organize and store electronic information likewise increases. In order to store information effectively, we must find ways to sort through it and organize it in a manner that facilitates efficient retrieval. The instantaneous and emergent nature of communications across networks like Twitter makes them suitable for discussing events (e.g., natural disasters) that are amorphous and prone to rapid changes. It can be difficult for an individual human to filter through and organize the large amounts of information that can pass through these types of social networks when events are unfolding rapidly. A common feature of social networks is the images (e.g., human faces, inanimate objects) that are often used by those who send messages across these networks. Humans have a particularly strong ability to recognize and differentiate between human Faces. This effect may also extend to recalling information associated with each human Face. This study investigated the difference between human Face images, non-human Face images and alphanumeric labels as retrieval cues under different levels of Task Load. Participants were required to recall key pieces of event information as they emerged from a Twitter-style message feed during a simulated natural disaster. A counter-balanced within-subjects design was used for this experiment. Participants were exposed to low, medium and high Task Load while responding to five different types of recall cues: (1) Nickname, (2) Non-Face, (3) Non-Face (&) Nickname, (4) Face and (5) Face (&) Nickname. The task required participants to organize information regarding emergencies (e.g., car accidents) from a Twitter-style message feed. The messages reported various events such as fires occurring around a fictional city. Each message was associated with a different recall cue type, depending on the experimental condition. Following the task, participants were asked to recall the information associated with one of the cues they worked with during the task. Results indicate that under medium and high Task Load, both Non-Face and Face retrieval cues increased recall performance over Nickname alone with Non-Faces resulting in the highest mean recall scores. When comparing medium to high Task Load: Face (&) Nickname and Non-Face significantly outperformed the Face condition. The performance in Non-Face (&) Nickname was significantly better than Face (&) Nickname. No significant difference was found between Non-Faces and Non-Faces (&) Nickname. Subjective Task Load scores indicate that participants experienced lower mental workload when using Non-Face cues than using Nickname or Face cues. Generally, these results indicate that under medium and high Task Load levels, images outperformed alphanumeric nicknames, Non-Face images outperformed Face images, and combining alphanumeric nicknames with images may have offered a significant performance advantage only when the image is that of a Face. Both theoretical and practical design implications are provided from these findings.
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Date Issued: 2014
Identifier: CFE0005318, ucf:50524
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005318

Title: Influence of Task-Role Mental Models on Human Interpretation of Robot Motion Behavior.
Creator: Ososky, Scott, Jentsch, Florian, Shumaker, Randall, Fiore, Stephen, Lackey, Stephanie, University of Central Florida
Abstract / Description: The transition in robotics from tools to teammates has begun. However, the benefit autonomous robots provide will be diminished if human teammates misinterpret robot behaviors. Applying mental model theory as the organizing framework for human understanding of robots, the current empirical study examined the influence of task-role mental models of robots on the interpretation of robot motion behaviors, and the resulting impact on subjective ratings of robots. Observers (N = 120) were exposed...
Show moreThe transition in robotics from tools to teammates has begun. However, the benefit autonomous robots provide will be diminished if human teammates misinterpret robot behaviors. Applying mental model theory as the organizing framework for human understanding of robots, the current empirical study examined the influence of task-role mental models of robots on the interpretation of robot motion behaviors, and the resulting impact on subjective ratings of robots. Observers (N = 120) were exposed to robot behaviors that were either congruent or incongruent with their task-role mental model, by experimental manipulation of preparatory robot task-role information to influence mental models (i.e., security guard, groundskeeper, or no information), the robot's actual task-role behaviors (i.e., security guard or groundskeeper), and the order in which these robot behaviors were presented. The results of the research supported the hypothesis that observers with congruent mental models were significantly more accurate in interpreting the motion behaviors of the robot than observers without a specific mental model. Additionally, an incongruent mental model, under certain circumstances, significantly hindered an observer's interpretation accuracy, resulting in subjective sureness of inaccurate interpretations. The strength of the effects that mental models had on the interpretation and assessment of robot behaviors was thought to have been moderated by the ease with which a particular mental model could reasonably explain the robot's behavior, termed mental model applicability. Finally, positive associations were found between differences in observers' interpretation accuracy and differences in subjective ratings of robot intelligence, safety, and trustworthiness. The current research offers implications for the relationships between mental model components, as well as implications for designing robot behaviors to appear more transparent, or opaque, to humans.
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Date Issued: 2013
Identifier: CFE0005391, ucf:50457
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005391

Title: The Phenomenological Experience of Narrative Transportation.
Creator: Buchanan, William, Fiore, Stephen, Weger, Harry, Miller, Ann, University of Central Florida
Abstract / Description: Previous research has attempted to identify consequences of mental transportation into narrative worlds. While scales have been developed and validated to measure readers' levels of transportation, the objective quantification has left researchers at a descriptive disadvantage for the full range of qualitative responses to this phenomenon. This study presents a qualitative method of inquiry designed to get at the experience of narrative transportation as it is lived: the phenomenological...
Show morePrevious research has attempted to identify consequences of mental transportation into narrative worlds. While scales have been developed and validated to measure readers' levels of transportation, the objective quantification has left researchers at a descriptive disadvantage for the full range of qualitative responses to this phenomenon. This study presents a qualitative method of inquiry designed to get at the experience of narrative transportation as it is lived: the phenomenological interview. Interview transcripts were inductively analyzed for common themes that indicate intersubjective features of narrative experience. Four main themes were identified, which were composed of 22 base-level experiences reported by participants. These findings corroborated the extant literature and provided a nuanced understanding of the phenomenon as it is lived.
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Date Issued: 2013
Identifier: CFE0004657, ucf:49883
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004657

Title: Environmental Physical(-)Virtual Interaction to Improve Social Presence with a Virtual Human in Mixed Reality.
Creator: Kim, Kangsoo, Welch, Gregory, Gonzalez, Avelino, Sukthankar, Gita, Bruder, Gerd, Fiore, Stephen, University of Central Florida
Abstract / Description: Interactive Virtual Humans (VHs) are increasingly used to replace or assist real humans in various applications, e.g., military and medical training, education, or entertainment. In most VH research, the perceived social presence with a VH, which denotes the user's sense of being socially connected or co-located with the VH, is the decisive factor in evaluating the social influence of the VH(-)a phenomenon where human users' emotions, opinions, or behaviors are affected by the VH. The purpose...
Show moreInteractive Virtual Humans (VHs) are increasingly used to replace or assist real humans in various applications, e.g., military and medical training, education, or entertainment. In most VH research, the perceived social presence with a VH, which denotes the user's sense of being socially connected or co-located with the VH, is the decisive factor in evaluating the social influence of the VH(-)a phenomenon where human users' emotions, opinions, or behaviors are affected by the VH. The purpose of this dissertation is to develop new knowledge about how characteristics and behaviors of a VH in a Mixed Reality (MR) environment can affect the perception of and resulting behavior with the VH, and to find effective and efficient ways to improve the quality and performance of social interactions with VHs. Important issues and challenges in real(-)virtual human interactions in MR, e.g., lack of physical(-)virtual interaction, are identified and discussed through several user studies incorporating interactions with VH systems. In the studies, different features of VHs are prototyped and evaluated, such as a VH's ability to be aware of and influence the surrounding physical environment, while measuring objective behavioral data as well as collecting subjective responses from the participants. The results from the studies support the idea that the VH's awareness and influence of the physical environment can improve not only the perceived social presence with the VH, but also the trustworthiness of the VH within a social context. The findings will contribute towards designing more influential VHs that can benefit a wide range of simulation and training applications for which a high level of social realism is important, and that can be more easily incorporated into our daily lives as social companions, providing reliable relationships and convenience in assisting with daily tasks.
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Date Issued: 2018
Identifier: CFE0007340, ucf:52115
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007340

Title: Facilitating Adaptive Team Performance: The Influence of Membership Fluidity on Learning.
Creator: Bedwell, Wendy, Salas, Eduardo, Jentsch, Kimberly, Jentsch, Florian, Rico Munoz, Ramon, Fiore, Stephen, University of Central Florida
Abstract / Description: Organizations across work domains that utilize teams to achieve organizational outcomes experience change. Resources change. Project deadlines change. Personnel change. Within the scientific community, research has recently surged on the topic of team adaptation to address the issue of change specifically within teams. There have generally been two lines of research regarding team adaptation (task and membership). This effort is focused on membership. Teams are not static(-)members come and...
Show moreOrganizations across work domains that utilize teams to achieve organizational outcomes experience change. Resources change. Project deadlines change. Personnel change. Within the scientific community, research has recently surged on the topic of team adaptation to address the issue of change specifically within teams. There have generally been two lines of research regarding team adaptation (task and membership). This effort is focused on membership. Teams are not static(-)members come and go. The membership adaptation literature has traditionally focused on the performance effects of newcomers to teams. Yet in practice, more and more teams today experience membership loss without replacement. Military units are stretched to capacity. Economic conditions have forced organizations to do more with less. When members leave, they are rarely, if ever, replaced. The very nature of some organizations lends itself to fluid team memberships. Consider an emergency room where a team of nurses and doctors work on Patient A. When a more critical Patient B arrives that requires the expertise of one of those team members, that doctor will leave the Patient A to tend to the Patient B. This practice is common in such work environments. Yet despite the prevalence of this practice, the scientific community knows very little about the impact of losing members on team performance. The current study examines the impact of membership fluidity on team performance. The purpose of this study was twofold. First, there was the need to address an empirical gap in the adaptation literature by focusing on membership changes (loss and loss with replacement) in non-creative tasks. Second was the consideration of the processes underlying adaptation(-)namely learning, operationalized as the development of effective shared mental models (SMMs). Thus, a primary goal was to determine the magnitude of team performance decrements associated with such changes within a decision-making task as well as the associated changes in team process. Results suggest that three-person intact teams demonstrated greater adaptive performance than membership loss with replacement teams. Furthermore, two-person intact teams developed more similar task and team interaction SMMs than membership loss teams when SMMs were indexed as a Euclidean distance score. There were no differences in the level of sharedness regarding task, team interaction or teammate SMMs for three-person intact teams as compared to membership loss with replacement teams. However, when teammate SMMs were operationalized as the personality facets (i.e., the Big 5) in exploratory analyses, three-person intact teams did develop more similar SMMs regarding the agreeableness facet than membership loss with replacement teams. Additionally, when operationalized as Euclidean distance, the agreeableness facet significantly predicted adaptive team performance(-)specifically, the smaller the distance (i.e., more similar the MMs), the greater the adaptive performance in teams. When operationalized as the similarity index, the neuroticism facet significantly predicted adaptive team performance such that the more similar the SMMs, the greater the adaptive performance in teams. Results suggest that membership fluidity does negatively influence the development of shared mental models among teammates. Furthermore, this study provides additional evidence that teammate and team interaction mental models, which are typically not examined together in team studies, are differentially influenced by membership fluidity and differentially predict outcomes like adaptive team performance. This suggests researchers should include both of these cognitive components of team performance to fully understand the nature of these constructs.
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Date Issued: 2012
Identifier: CFE0004356, ucf:49448
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004356

Title: Towards Improving Human-Robot Interaction For Social Robots.
Creator: Khan, Saad, Boloni, Ladislau, Behal, Aman, Sukthankar, Gita, Garibay, Ivan, Fiore, Stephen, University of Central Florida
Abstract / Description: Autonomous robots interacting with humans in a social setting must consider the social-cultural environment when pursuing their objectives. Thus the social robot must perceive and understand the social cultural environment in order to be able to explain and predict the actions of its human interaction partners. This dissertation contributes to the emerging field of human-robot interaction for social robots in the following ways: 1. We used the social calculus technique based on culture...
Show moreAutonomous robots interacting with humans in a social setting must consider the social-cultural environment when pursuing their objectives. Thus the social robot must perceive and understand the social cultural environment in order to be able to explain and predict the actions of its human interaction partners. This dissertation contributes to the emerging field of human-robot interaction for social robots in the following ways: 1. We used the social calculus technique based on culture sanctioned social metrics (CSSMs) to quantify, analyze and predict the behavior of the robot, human soldiers and the public perception in the Market Patrol peacekeeping scenario. 2. We validated the results of the Market Patrol scenario by comparing the predicted values with the judgment of a large group of human observers cognizant of the modeled culture. 3. We modeled the movement of a socially aware mobile robot in a dense crowds, using the concept of a micro-conflict to represent the challenge of giving or not giving way to pedestrians. 4. We developed an approach for the robot behavior in micro-conflicts based on the psychological observation that human opponents will use a consistent strategy. For this, the mobile robot classifies the opponent strategy reflected by the personality and social status of the person and chooses an appropriate counter-strategy that takes into account the urgency of the robots' mission. 5. We developed an alternative approach for the resolution of micro-conflicts based on the imitation of the behavior of the human agent. This approach aims to make the behavior of an autonomous robot closely resemble that of a remotely operated one.
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Date Issued: 2015
Identifier: CFE0005965, ucf:50819
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005965

Title: An Experimental Investigation of the State of Creativity, Critical Thinking and Creativity Training in Undergraduate Engineering Students.
Creator: Sola, Eric, Hoekstra, Robert, Kotnour, Timothy, McCauley, Pamela, Fiore, Stephen, University of Central Florida
Abstract / Description: This research explores creativity and critical thinking skills in undergraduate engineering students. The study undertook two experiments in order to gather a better understanding of several factors regarding the interactions between students' creative abilities and the effects of the undergraduate engineering curriculum. Experiment 1 focused on the differences in creative and critical thinking skills in freshman versus senior undergraduate engineering students. Experiment 2 centered on the...
Show moreThis research explores creativity and critical thinking skills in undergraduate engineering students. The study undertook two experiments in order to gather a better understanding of several factors regarding the interactions between students' creative abilities and the effects of the undergraduate engineering curriculum. Experiment 1 focused on the differences in creative and critical thinking skills in freshman versus senior undergraduate engineering students. Experiment 2 centered on the variation in the effects of long-term versus short-term creativity training on senior engineering students. Creative skill was measured using the Test for Creative Thinking (-) Drawing Production (TCT-DP) developed by Urban and Jellen (2010). Measurements for critical thinking utilized the Watson-Glaser Critical Thinking Assessment (WGCTA) (Watson (&) Glaser, 2008).Experiment 1 found evidence suggesting the freshman engineers within the study were more creative than senior engineers (F = 3.159, P-Value = 0.078). Surprisingly, there was no evidence suggesting the senior engineers had superior critical thinking skills over the freshman engineers (F = 1.054, P-Value = 0.306). The study groups' data was also compared to the normative data provided by the WGCTA test, in order to determine the standing of the two engineering sample groups against the general population. The study's freshman group average ranked in the 70th percentile (freshman engineers' average) when compared to the normative general population's average (50th percentile). The senior participants, on the other hand, scored significantly lower than their corresponding normative group, moving from the 50th percentile (normative average) to slightly above the 35th percentile (senior engineers' average). Based on this evidence, current engineering education methods are detrimental not only to the creative skills of engineering students, but their critical thinking capabilities as well.Experiment 2 results suggested that long-term creativity training provides statistically significant improvements over short-term creativity training (F = 40.381, P-Value = 0.000). This significance was established even though the long-term group was found to have been trained inadvertently before the start of their official training, simply by their knowledge of the course's requirements to provide creative solutions. As such, these results suggest both that continuous creativity training benefits the recipient individuals, and that beginning a more creative approach to collegiate engineering curricula may start as easily as initiating courses with the known expectation that students use creativity in their problem solving whenever feasible. This study provides new insights into the state of creativity and critical thinking in undergraduate engineers. Based on the resulting data, engineering education must be examined and restructured to provide students with the necessary tools to improve their creative and critical thinking skills. Through the use of creativity and critical thinking training and instruction methods, educators can effectively address these observed deficiencies, resulting in engineering students being better prepared for their professional lives within the 21st century workplace.
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Date Issued: 2016
Identifier: CFE0006183, ucf:51134
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006183

human factors (2)	+ -
Adaptive Training (1)	+ -
Agent system (1)	+ -
Books (1)	+ -
Built environment (1)	+ -

Cognition (1)	+ -
Cognitive Development (1)	+ -
Cognitive Load (1)	+ -
Constructivism (1)	+ -
Cornerstone (1)	+ -
Creativity (1)	+ -
Critical Thinking (1)	+ -
Crowd modeling (1)	+ -
Declarative memory (1)	+ -
Disciplinarity (1)	+ -
Education (1)	+ -
Emotions (1)	+ -
Engineering (1)	+ -
Episodic Memory (1)	+ -
Feature Binding (1)	+ -
Goal-Setting Theory (1)	+ -
Human behavior (1)	+ -
Human robot interaction (1)	+ -
Information Sharing (1)	+ -
Innovation (1)	+ -
Instructional Design (1)	+ -
Interactive Narrative Technology (1)	+ -
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Interdisciplinarity (1)	+ -
Interdisciplinary Studies (1)	+ -

Fiore, Stephen (15)	+ -
University of Central Florida (15)	+ -
Jentsch, Florian (5)	+ -
Sims, Valerie (4)	+ -
Sukthankar, Gita (3)	+ -

Boloni, Ladislau (2)	+ -
Jardaneh, Said (2)	+ -
Salas, Eduardo (2)	+ -
Barclay, Paul (1)	+ -
Bedwell, Jeffrey (1)	+ -
Bedwell, Wendy (1)	+ -
Behal, Aman (1)	+ -
Bhatia, Taranjeet (1)	+ -
Bowers, Clint (1)	+ -
Bruder, Gerd (1)	+ -
Buchanan, William (1)	+ -
Costello, Anthony (1)	+ -
Deptula, Andrew (1)	+ -
Garibay, Ivan (1)	+ -
Goldiez, Brian (1)	+ -
Gonzalez, Avelino (1)	+ -
Hoekstra, Robert (1)	+ -
Hughes, Charles (1)	+ -
Jentsch, Kimberly (1)	+ -
Khan, Saad (1)	+ -
Kim, Kangsoo (1)	+ -
Kotnour, Timothy (1)	+ -
Lackey, Stephanie (1)	+ -
Martin, Glenn (1)	+ -
McCauley, Pamela (1)	+ -

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