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THE RELATIONSHIP BETWEEN MOTIVATION AND ONLINE SOCIAL PRESENCE IN AN ONLINE CLASS
Title
THE RELATIONSHIP BETWEEN MOTIVATION AND ONLINE SOCIAL PRESENCE IN AN ONLINE CLASS.
Creator
Tao, Yedong, Gunter, Glenda, University of Central Florida
Abstract / Description
The purpose of this study was to investigate the relationship between the level of student motivation and perceived online social presence in an online course. Better understanding of the relationship between online social presence and motivation would assist researchers to identify and develop effective instructional strategies for the success of students' online learning experience. This study was conducted during the Fall 2007 semester at the University of Central Florida (UCF) in...
Show moreThe purpose of this study was to investigate the relationship between the level of student motivation and perceived online social presence in an online course. Better understanding of the relationship between online social presence and motivation would assist researchers to identify and develop effective instructional strategies for the success of students' online learning experience. This study was conducted during the Fall 2007 semester at the University of Central Florida (UCF) in Orlando, Florida. Data for this study were collected from participating students enrolled in three online sections of EME 2040, Introduction of Educational Technology. In this course, pre-service teachers learn how to use technology and, more importantly, how to integrate it into their courses and their future classrooms. Three instruments were used in this study to obtain students' demographic information and to measure students' online social presence feeling, students' motivation levels, and instructors' verbal immediacy behaviors. Data were analyzed using repeated measure and multiple linear regression analysis. Seventy-four students from three online sections of EME 2040 responded to the study. Results suggested that students' level of online social presence increased significantly from the beginning of the semester to midterm and then dropped back to the original level from midterm to the end of the semester. However, the level of student motivation significantly increased only from the beginning of the semester to midterm and remained at same level for the rest of the semester. There were significant correlations between online social presence and student motivation across the semester. The regression analysis indicated that verbal immediacy affected online social presence significantly. Further research should be conducted with a larger sample and with different types of online courses in different academic settings and course management systems. Causal relationship between online social presence and student motivation should be explored. Instructional strategies should be established to enhance students' online social presence.
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Date Issued
2009
Identifier
CFE0002542, ucf:47662
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002542
The Experience of Physical and Social Presence in a Virtual Learning Environment as Impacted by the Affordance of Movement Enabled by Motion Tracking
Title
The Experience of Physical and Social Presence in a Virtual Learning Environment as Impacted by the Affordance of Movement Enabled by Motion Tracking.
Creator
Hayes, Aleshia, Hughes, Charles, Dieker, Lisa, Marino, Matthew, Bailenson, Jeremy, University of Central Florida
Abstract / Description
This research synthesizes existing research findings that social presence (sense of connection with others) and physical presence (sense of being there) increase learning outcomes in Virtual Learning Environments (VLEs) with findings that traditional motion tracking of participants wearing head mounted displays in virtual reality increases both physical and social presence. This information suggests that motion tracking in mixed reality VLEs has a positive impact on social presence and on...
Show moreThis research synthesizes existing research findings that social presence (sense of connection with others) and physical presence (sense of being there) increase learning outcomes in Virtual Learning Environments (VLEs) with findings that traditional motion tracking of participants wearing head mounted displays in virtual reality increases both physical and social presence. This information suggests that motion tracking in mixed reality VLEs has a positive impact on social presence and on physical presence. For this study, the affordance of free movement among virtual objects is enabled by Microsoft Kinect tracking of the user's position that is translated to movement of the virtual camera to simulate user movement and proximity to elements of the virtual environment.This study used a mixed method, multimodal approach including qualitative, subjective, objective, and physiological data to measure social and physical presence. The testbed for this research was TLE TeachLivE(TM), a mixed reality classroom populated with virtual students. The subjective measures are 1) modified Witmer and Singer Questionnaire and 2) Social Presence Instrument (Bailenson, 2002b). The objective measure is a literature based Social Presence Behavioral Coding sheet used to record frequency of occurrences of factors of social presence. Finally, the physiological measure is heart rate as recorded by the MIO Alpha. The primary contribution of this study was that the hypotheses that the affordance of movement in a mixed reality classroom has a positive impact on user perception and experience of a) physical presence and b) social presence in a VLE were supported. This hypothesis was supported in all three measures. The secondary contribution of this research is the literature based Social Presence Behavioral Coding. The final contribution of this research is a research framework that integrates subjective, objective, and physiological measures of social presence in one study. This approach can be applied to various user experience research studies of various VLEs. Finally, in addition to general alignment of the physiological, objective, and subjective measures, there were anecdotal instances of factors of social presence occurring simultaneously with increased heart rate.
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Date Issued
2015
Identifier
CFE0006220, ucf:51061
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006220
REAL LONELINESS AND ARTIFICIAL COMPANIONSHIP: LOOKING FOR SOCIAL CONNECTIONS IN TECHNOLOGY
Title
REAL LONELINESS AND ARTIFICIAL COMPANIONSHIP: LOOKING FOR SOCIAL CONNECTIONS IN TECHNOLOGY.
Creator
Montalvo, Fernando L, Smither, Janan, University of Central Florida
Abstract / Description
Loneliness among older adults is a problem with severe consequences to individual health, quality of life, cognitive capacity, and life-expectancy. Although approaches towards improving the quality and quantity of social relationships are the prevailing model of therapy, older adults may not always be able to form these relationships due to either personality factors, decreased mobility, or isolation. Intelligent personal assistants (IPAs), virtual agents, and social robotics offer an...
Show moreLoneliness among older adults is a problem with severe consequences to individual health, quality of life, cognitive capacity, and life-expectancy. Although approaches towards improving the quality and quantity of social relationships are the prevailing model of therapy, older adults may not always be able to form these relationships due to either personality factors, decreased mobility, or isolation. Intelligent personal assistants (IPAs), virtual agents, and social robotics offer an opportunity for the development of technology that could potentially serve as social companions to older adults. The present study explored whether an IPA could potentially be used as a social companion to older adults feeling lonely. Additionally, the research explored whether the device has the potential to generate social presence among both young and older adults. Results indicate that while the devices do show some social presence, participants rate the device low on some components of social presence, such as emotional contagion. This adversely affects the possibility of a social relationship between an older adult and the device. Analysis reveals ways to improve social presence in these devices.
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Date Issued
2017
Identifier
CFH2000186, ucf:46005
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH2000186
An Investigation of Online Tools and Teaching, Social, and Cognitive Presence in a Large Hybrid Online Class
Title
An Investigation of Online Tools and Teaching, Social, and Cognitive Presence in a Large Hybrid Online Class.
Creator
Rath, Victoria, Gunter, Glenda, Boote, David, Holt, Larry, Hornik, Steven, University of Central Florida
Abstract / Description
The purpose of this research study was to explore the impact of specific Web 2.0 tools on students' experience of teaching, social, and cognitive presence and motivation when enrolled in a very large hybrid course. With online course enrollments continuing to grow at a higher rate than traditional enrollments in higher education (Allen (&) Seaman, 2011) and universities increasing class sizes as a way to meet this demand with fewer fiscal resources, it is imperative to find ways to keep...
Show moreThe purpose of this research study was to explore the impact of specific Web 2.0 tools on students' experience of teaching, social, and cognitive presence and motivation when enrolled in a very large hybrid course. With online course enrollments continuing to grow at a higher rate than traditional enrollments in higher education (Allen (&) Seaman, 2011) and universities increasing class sizes as a way to meet this demand with fewer fiscal resources, it is imperative to find ways to keep students engaged and motivated when enrolled in very large classes. This study used the Community of Inquiry framework (Garrison, Anderson (&) Archer, 2000) to examine the effect of specific Web 2.0 tools (asynchronous discussion, streaming lectures, multimedia lecture demonstrations, Twitter, and the Second Life virtual world) on teaching, social, and cognitive presence and motivation. The sample population for this study (n = 567) consisted of undergraduate students enrolled in a very large hybrid accounting course in the fall of 2010 at the University of Central Florida. The total enrollment for the course was 943 students. Students could attend face-to-face (f2f) class sessions in a large lecture room that seated 285 students or they could view a streaming video capture of the lectures online. Students were not required to attend the f2f class sessions and could complete the course entirely online.Data were analyzed using one-way analysis of variances (ANOVA), and results of the statistical analyses indicated that students who frequently used the Web 2.0 tools had statistically significant higher mean motivation scores than students who did not use the tools as frequently. Additionally, students who frequently attended the f2f sessions had statistically significant higher mean social presence scores compared to students who attended sometimes or not at all. Attending the f2f sessions, however, did not result in higher mean scores of teaching or cognitive presence.When examined for the impact of the specific Web 2.0 tools, analysis of the ANOVA results indicated that students who used the discussion, streaming lectures, multimedia lecture demonstrations, and Twitter all of the time had significantly higher mean scores of teaching, social, and cognitive presence compared to those students who used the tools less frequently. Further research should be conducted on large hybrid and online courses in different content areas and on those that use different types of learning approaches.
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Date Issued
2012
Identifier
CFE0004638, ucf:49890
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004638
THE EFFECT OF SOCIAL PRESENCE ON TEACHER TECHNOLOGY ACCEPTANCE, CONTINUANCE INTENTION, AND PERFORMANCE IN AN ONLINE TEACHER PROFESSIONAL DEVELOPMENT COURSE
Title
THE EFFECT OF SOCIAL PRESENCE ON TEACHER TECHNOLOGY ACCEPTANCE, CONTINUANCE INTENTION, AND PERFORMANCE IN AN ONLINE TEACHER PROFESSIONAL DEVELOPMENT COURSE.
Creator
Smith, Jo, Sivo, Stephen, University of Central Florida
Abstract / Description
The purpose of this study was to determine if the Technology Acceptance Model (TAM) could explain the relationship between teacher's acceptance of an online teacher professional development course and their continuance intentions regarding online teacher professional development (oTPD). This study focused on the perceptions of the teachers as opposed to the design or implementation of oTPD. The participants (N=517) were mostly teachers (88.8%) enrolled in a statewide online course to...
Show moreThe purpose of this study was to determine if the Technology Acceptance Model (TAM) could explain the relationship between teacher's acceptance of an online teacher professional development course and their continuance intentions regarding online teacher professional development (oTPD). This study focused on the perceptions of the teachers as opposed to the design or implementation of oTPD. The participants (N=517) were mostly teachers (88.8%) enrolled in a statewide online course to provide classroom teachers with the latest knowledge of research-based instructional reading strategies. The course was offered over a 10-14 week period during the Spring 2006 semester through a public state university. Structural equation modeling was used to create a path analytic model extending the TAM to include two additional constructs: sociability and social presence. In addition, gains in instructional reading strategies knowledge (performance) were examined. Using this expanded version of the TAM, the study examined the causal relationships between sociability, social presence, perceived usefulness, perceived ease of use, continuance intention, and gains. Online distance education research has indicated that social presence can influence post-secondary students' attitude and persistence within a web-based course. However a paucity of research exists on how technology acceptance and social presence impacts teachers within an online teacher professional development setting. Path analysis, univariate analysis of variance, and independent t-tests in SPSS v12.0 for Windows were used to analyze the data. The results suggest that the hypothesized extended model was a good fit. The model did indicate that both perceived ease of use and perceived usefulness were determinants of teachers' intent to continue using oTPD for future professional development needs.
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Date Issued
2006
Identifier
CFE0001455, ucf:47064
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0001455
THE EFFECT OF TECHNOLOGY ACCEPTANCE ON UNDERGRADUATE STUDENTS' USAGE OF WEBCT AS A COLLABORATIVE TOOL
Title
THE EFFECT OF TECHNOLOGY ACCEPTANCE ON UNDERGRADUATE STUDENTS' USAGE OF WEBCT AS A COLLABORATIVE TOOL.
Creator
Yang, Huei-Hsuan, Sivo, Stephen A., University of Central Florida
Abstract / Description
The purpose of this research study was to use the Technology Acceptance Model (Pan, 2003) for re-examination of the relationships between students' attitude toward the use of WebCT and the relevance of the actual usage in light of social presence and sociability. By using Technology Acceptance Model (TAM) developed by F. Davis (1989), this study focused on variables such as perceived usefulness, perceived ease of use, computer self-efficacy, subjective norms, attitude and actual use of...
Show moreThe purpose of this research study was to use the Technology Acceptance Model (Pan, 2003) for re-examination of the relationships between students' attitude toward the use of WebCT and the relevance of the actual usage in light of social presence and sociability. By using Technology Acceptance Model (TAM) developed by F. Davis (1989), this study focused on variables such as perceived usefulness, perceived ease of use, computer self-efficacy, subjective norms, attitude and actual use of WebCT to account for the effect towards the achievement in the exam which is an outcome variable. The data were collected over three different time periods during the spring semester of 2007 to find how these results changed over time. The participants were the students who enrolled in the business marketing course (Principle of marketing) at the University of Central Florida in spring, 2007. The course was divided to three sections: on-campus, video-streaming and online classes. Although there were three different delivery methods, there was only one instructor and they used same material for all sections so the results were used to compare the differences from three classes. The study was conducted by using instruments to measure perceived usefulness, perceived ease of use, computer self-efficacy, subjective norms, actual use, attitude, sociability, social presence and an additional demographic instrument.
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Date Issued
2007
Identifier
CFE0001761, ucf:47262
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0001761
Customer evaluation of managers' responses to online complaints
Title
Customer evaluation of managers' responses to online complaints.
Creator
Olson, Eric, Ro, Heejung, Croes, Robertico, Clark, M. H., Severt, Denver, Oliphant, Rebecca, University of Central Florida
Abstract / Description
Managers have begun to respond to customers' online reviews of services on online review websites. However, it is not known how viewers evaluate company-initiated service recovery in the form of manager responses to online reviews. This research has three objectives: (1) to explore how managers are currently responding to electronic word of mouth; (2) to investigate whether a manager's response to electronic negative word of mouth (eNWOM) positively influences viewers' behavioral intentions; ...
Show moreManagers have begun to respond to customers' online reviews of services on online review websites. However, it is not known how viewers evaluate company-initiated service recovery in the form of manager responses to online reviews. This research has three objectives: (1) to explore how managers are currently responding to electronic word of mouth; (2) to investigate whether a manager's response to electronic negative word of mouth (eNWOM) positively influences viewers' behavioral intentions; (3) to examine which elements in a manager's responses increases viewers' evaluations of trust and behavioral intentions towards the company.Three studies were conducted, one for each objective. Study #1 examined 21,211 online reviews and manager responses from Tripadvisor.com from 184 hotels in five cities. Study #2 was a single-factor between-subject experimental design by manipulating a manager's response to eNWOM (response message vs. no response message) through scenarios. Study #3 was a 2 (procedural justice: high vs. low) x 2 (interactional justice: high vs. low) x 2 (social presence: high vs. low) between-subject experimental design that manipulated manager's responses through scenarios.Findings from Study #1 revealed that managers were more likely to respond to eNWOM compared to neutral word of mouth. A content analysis of 432 company responses to eNWOM determined that managers used nine online review management strategies: appreciation, apology, future patronage encouragement, explanation, follow up, flexibility, correction, compensation, and social presence. Results from Study #2 indicated that viewers were more likely to visit a restaurant when a manager responded to eNWOM compared to no response to eNWOM. Results from Study #3 revealed a three-way interaction of procedural justice, interactional justice, and social presence on trust. There were also main effects of procedural justice and interactional justice on trust. Additionally, results provided partial support for the mediating role of trust in the relationship between the three-way interaction and behavioral intentions. This study contributes to the online service recovery literature and online trust formation literature by enhancing the understanding of how viewers evaluate manager responses to eNWOM and how social presence can be used with procedural justice and interactional justice to enhance trust in the online review management context. Service organizations should create a comprehensive online review system to respond to eNWOM and identify ways to enhance procedural justice, interactional justice, and social presence into their responses. Online review websites should encourage companies to provide managerial response to online complaints and allow for social presence and enhanced creative options in manager responses.
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Date Issued
2014
Identifier
CFE0005390, ucf:50462
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005390
Environmental Physical(-)Virtual Interaction to Improve Social Presence with a Virtual Human in Mixed Reality
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
Physical-Virtual Patient Simulators: Bringing Tangible Humanity to Simulated Patients
Title
Physical-Virtual Patient Simulators: Bringing Tangible Humanity to Simulated Patients.
Creator
Daher, Salam, Welch, Gregory, Gonzalez, Laura, Cendan, Juan, Proctor, Michael, University of Central Florida
Abstract / Description
In lieu of real patients, healthcare educators frequently use simulated patients. Simulated patients can be realized in physical form, such as mannequins and trained human actors, or virtual form, such as via computer graphics presented on two-dimensional screens or head-mounted displays. Each of these alone has its strengths and weaknesses. I introduce a new class of physical-virtual patient (PVP) simulators that combine strengths of both forms by combining the flexibility and richness of...
Show moreIn lieu of real patients, healthcare educators frequently use simulated patients. Simulated patients can be realized in physical form, such as mannequins and trained human actors, or virtual form, such as via computer graphics presented on two-dimensional screens or head-mounted displays. Each of these alone has its strengths and weaknesses. I introduce a new class of physical-virtual patient (PVP) simulators that combine strengths of both forms by combining the flexibility and richness of virtual patients with tangible characteristics of a human-shaped physical form that can also exhibit a range of multi-sensory cues, including visual cues (e.g., capillary refill and facial expressions), auditory cues (e.g., verbal responses and heart sounds), and tactile cues (e.g., localized temperature and pulse). This novel combination of integrated capabilities can improve patient simulation outcomes. In my Ph.D. work I focus on three primary areas of related research. First, I describe the realization of the technology for PVPs and results from two user-studies to evaluate the importance of dynamic visuals and human-shaped physical form in terms of perception, behavior, cognition, emotions, and learning.Second, I present a general method to numerically evaluate the compatibility of any simulator-scenario pair in terms of importance and fidelity of cues. This method has the potential to make logistical, economic, and educational impacts on the choices of utilizing existing simulators.Finally, I describe a method for increasing human perception of simulated humans by exposing participants to the simulated human taking part in a short, engaging conversation prior to the simulation.
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Date Issued
2018
Identifier
CFE0007750, ucf:52402
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007750
GAYME: The development, design and testing of an auto-ethnographic, documentary game about quarely wandering urban/suburban spaces in Central Florida.
Title
GAYME: The development, design and testing of an auto-ethnographic, documentary game about quarely wandering urban/suburban spaces in Central Florida.
Creator
Moran, David, Moshell, Jack, Santana, Maria, Kim, Si Jung, McDaniel, Thomas, Vie, Stephanie, Pugh, William, University of Central Florida
Abstract / Description
GAYME is a transmedia story-telling world that I have created to conceptually explore the dynamics of queering game design through the development of varying game prototypes. The final iteration of GAYME is @deadquarewalking*. It is a documentary game and a performance art installation that documents a carless, gay/queer/quare man's journey on Halloween to get to and from one of Orlando's most well-known gay clubs - the Parliament House Resort. "The art of cruising" city streets to seek out...
Show moreGAYME is a transmedia story-telling world that I have created to conceptually explore the dynamics of queering game design through the development of varying game prototypes. The final iteration of GAYME is @deadquarewalking*. It is a documentary game and a performance art installation that documents a carless, gay/queer/quare man's journey on Halloween to get to and from one of Orlando's most well-known gay clubs - the Parliament House Resort. "The art of cruising" city streets to seek out queer/quare companionship particularly amongst gay, male culture(s) is well-documented in densely, populated cities like New York, San Francisco and London, but not so much in car-centric, urban environments like Orlando that are less oriented towards pedestrians. Cruising has been and continues to be risky even in pedestrian-friendly cities but in Orlando cruising takes on a whole other dimension of danger. In 2011-2012, The Advocate magazine named Orlando one of the gayest cities in America (Breen, 2012). Transportation for America (2011) also named the Orlando metropolitan region the most dangerous city in the country for pedestrians. Living in Orlando without a car can be deadly as well as a significant barrier to connecting with other people, especially queer/quare people, because of Orlando's car-centric design. In Orlando, cars are sexy. At the same time, the increasing prevalence in gay, male culture(s) of geo-social, mobile phone applications using Global Positioning Systems (GPS) and location aware services, such as Grindr (Grindr, LLC., 2009) and even FourSquare (Crowley and Selvadurai, 2009) and Instagram (Systrom and Krieger, 2010), is shifting the way gay/queer/quare Orlandoans co-create social and sexual networks both online and offline. Urban and sub-urban landscapes have transformed into hybrid "techno-scapes" overlaying "the electronic, the emotional and the social with the geographic and the physical" (Hjorth, 2011). With or without a car, gay men can still geo-socially cruise Orlando's car-centric, street life with mobile devices. As such emerging media has become more pervasive, it has created new opportunities to quarely visualize Orlando's "technoscape" through phone photography and hashtag metadata while also blurring lines between the artist and the curator, the player and the game designer.This project particularly has evolved to employ game design as an exhibition tool for the visualization of geo-social photography through hashtag play. Using hashtags as a game mechanic generates metadata that potentially identifies patterns of play and "ways of seeing" across player experiences as they attempt to make meaning of the images they encounter in the game. @deadquarewalking also demonstrates the potential of game design and geo-social, photo-sharing applications to illuminate new ways of documenting and witnessing the urban landscapes that we both collectively and uniquely inhabit.*In Irish culture, (")quare(") can mean (")very(") or (")extremely(") or it can be a spelling of the rural or Southern pronunciation of the word (")queer.(") Living in the American Southeast, I personally relate more to the term (")quare(") versus (")queer.(") Cultural theorist E. Patrick Johnson (2001) also argues for (")quareness(") as a way to question the subjective bias of whiteness in queer studies that risks discounting the lived experiences and material realities of people of color. Though I do not identify as a person of color and would be categorized as white or European American, (")quareness(") has an important critical application for considering how Orlando's urban design is intersectionally racialized, gendered and classed.
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Date Issued
2014
Identifier
CFE0005214, ucf:50641
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005214