The Persuasive and Assistive Interaction Extension (PAIX): A position paper on using gamified behavior management systems for reducing flame trolling in schools based on Classroom 2.0

The Persuasive and Assistive Interaction Extension (PAIX): A position paper on using gamified behavior management systems for reducing flame trolling in schools based on Classroom 2.0

Jonathan Bishop

Abstract

Internet trolling that takes the form of cyberbullying is emerging as a significant problem for any administrator of a networked computer environment. This is also the case in Classroom 2.0 classrooms where technologies like the circle of friends has not been implemented or otherwise where there is no current moderation or monitoring of activity of the school students using the system. The paper presents a system called Paix – The Persuasive and Assistive Interaction Extension (Paix) for assisting with this problem.

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References

Jonathan Bishop (2012). The Persuasive and Assistive Interaction Extension (PAIX): A position paper on using gamified behavior management systems for reducing flame trolling in schools based on Classroom 2.0. The 13th International Conference on Internet Computing (ICOMP’12). 16-19 July, 2012, USA. Available online at: http://resources.crocels.com/wp-content/uploads/sites/4/the-persuasive-and-assistive-interaction-extension-paix-a-position-paper-on-using-gamified-behavior-management-systems-for-reducing-flame-trolling-in-schools-based-on-classroom-2-0.pdf

The Role of Augmented E-Learning Systems for Enhancing Pro-Social Behaviour in Socially Impaired Individuals

The Role of Augmented E-Learning Systems for Enhancing Pro-Social Behaviour in Socially Impaired Individuals

Jonathan Bishop

Abstract

E-learning systems generally rely on good visual and cognitive abilities, making them suitable for individuals with good levels of intelligence in these areas. A group of such individuals are those with non-systemising impairments (NSIs), such as people with autism spectrum conditions (ASCs). These individuals could benefit greatly from technology that allows them to use their abilities to overcome their impairments in social and emotional functioning in order to develop pro-social behaviours. Existing systems such as PARLE and MindReading are discussed, and a new one, the Visual Ontological Imitation System (VOIS), is proposed and discussed. This chapter details an investigation into the acceptability of these systems by those working in social work and advocacy. The study found that VOIS would be well received, although dependency on assistive technology and its impact on how others view NSIs still need to be addressed by society and its institutions.

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Citation

Jonathan Bishop (2011). The Role of Augmented E-Learning Systems for Enhancing Pro-Social Behaviour in Socially Impaired Individuals. In: Lau Bee Theng (Ed.) Assistive and Augmentive Communication for the Disabled: Intelligent Technologies for Communication, Learning and Teaching. IGI Global, Hershey, PA. (Pages 248-272). Available online at: http://resources.crocels.com/wp-content/uploads/sites/4/the-role-of-augmented-e-learning-systems-for-enhancing-pro-social-behaviour-in-socially-impaired-individuals.pdf

The Role of Multi-Agent Social Networking Systems in Ubiquitous Education: Enhancing Peer-Supported Reflective Learning

The Role of Multi-Agent Social Networking Systems in Ubiquitous Education: Enhancing Peer-Supported Reflective Learning

Jonathan Bishop

Abstract

Knowledge it could be argued is constructed from the information actors pick up from the environments they are in. Understanding the networks of practice in which these e-learning systems are part of requires a deeper understanding of information science frameworks. The Ecological Cognition Framework (ECF) provides a thorough understanding of how actors respond to and influence their environment. Utilising the ECF, this chapter proposes a multi-agent e-learning system called the Portable Assistant for Intelligently Guided Education (PAIGE), which is based around a 3D anthropomorphic avatar for educating actors ubiquitously. An investigation into the market for PAIGE was carried out. The data showed that those that thought their peers were the best form of support were less likely to spend more of their free time on homework. The chapter suggests that future research could investigate the usage of systems like PAIGE in educational settings and the effect they have on learning outcomes.

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References

Jonathan Bishop (2009). The Role of Multi-Agent Social Networking Systems in Ubiquitous Education: Enhancing Peer-Supported Reflective Learning. In: T.T. Goh (Ed.). Multiplatform E-Learning Systems and Technologies: Mobile Devices for Ubiquitous ICT-Based Education. IGI Global: New York, NY (Pages 72-88). Available online at: http://resources.crocels.com/wp-content/uploads/sites/4/the-role-of-multi-agent-social-networking-systems-in-ubiquitous-education-paige-jonathanbishop.pdf