This paper aims to investigate how mixed-reality (MR) can be used to enhance inclusivity in synchronous working activities where groups of people may be present either…
Abstract
Purpose
This paper aims to investigate how mixed-reality (MR) can be used to enhance inclusivity in synchronous working activities where groups of people may be present either face-to-face or online – focusing on blended learning in the higher education (HE) context.
Design/methodology/approach
In a research methods module, 140 university master’s-level students were given the option to attend and engage in seminars/practical sessions either in a real lecture room or online through a virtual version of an equivalent environment, accessible on everyday devices. The MR platform provided two-way video “windows” enabling all students on the module to freely interact with staff and their peers. Attendance was recorded throughout the semester and survey data was captured after all sessions (33% response rate). In addition, student activity was video recorded within both the real and virtual spaces.
Findings
Attendance was high throughout the semester and students were very positive about this novel approach to their education. Students chose to either engage purely in-person, online or as a mixture of the two; performance on the module was not impacted by this decision. The survey highlighted several factors that impacted on students’ choice of learning space, including those related to intrinsic characteristics of individual students (e.g. desire for traditional/novel social interactions) and those related to extrinsic influences (e.g. weather and travel demands). Video analysis revealed numerous differences in the behaviours exhibited across the virtual and real spaces, related to individual versus team mentalities.
Practical implications
Conclusions are drawn regarding how MR can be used in HE and potentially other work-related contexts to enhance engagement, a sense of community and ultimately learning/productivity outcomes.
Originality/value
This study investigated how a large (>100) cohort of students responded to an MR blended learning experience across a whole semester. In this respect, to the best of the author’s knowledge, this is the first study to consider such issues at this scale in a university education setting.
Details
Keywords
Gary Burnett and Paul T. Jaeger
This chapter details the theory of information worlds and its relation to studies of information behaviour, providing a framework for examining information behaviour in a variety…
Abstract
This chapter details the theory of information worlds and its relation to studies of information behaviour, providing a framework for examining information behaviour in a variety of settings. Since information and its related technologies impact every aspect of life in advanced societies, it is of great importance to create a stronger theoretical understanding of information beahviours across social contexts. Information behaviour is simultaneously shaped by immediate influences, such as friends, family and other trusted small world sources, and by larger social influences, including public sphere institutions, media, technology and politics. Information behaviours of all sorts are situated and contextualized, given meaning by the multi-tiered contexts within which they occur. Drawing on the works of Jürgen Habermas, who studied information flow across the largest social structures, and Elfreda Chatman, who focused on the smallest social units, the theory explores information behaviour across all of the levels –– the small worlds of everyday life, mediating social institutions and technologies, the concerns of an entire society and broad political and economic forces. After detailing antecedents and exploring the theory's core concepts, the chapter investigates the theory's relevance for research on information behaviour and discusses the theory in light of other approaches to studying information behaviour, arguing that it provides a strong foundation for understanding and analysing the complex interwoven contexts within which we interact with information.
Amanda Spink and Jannica Heinström
Ever since our cognitive make-up allowed it, human beings have used their information behaviour abilities to help them survive. Information behaviour evolved in response to the…
Abstract
Ever since our cognitive make-up allowed it, human beings have used their information behaviour abilities to help them survive. Information behaviour evolved in response to the need by early humans to benefit from information that could not be immediately accessible in the nearby environment or obtained through communication. Humans developed an information behaviour ability, including processes of information sense making, foraging, seeking, organising and using. Information behaviour brought several benefits to early humans, including greater influence and control over their environment, and the degree in which they could use the environment for their own gain and survival. Information behaviour thus brought several advantages for the survival of early humans, and consequently emerged as a genetically favoured trait (Spink, 2010).
David Bawden is professor of information science at City University London, UK. He has a first degree in organic chemistry (Liverpool University) and masters and doctoral degrees…
Abstract
David Bawden is professor of information science at City University London, UK. He has a first degree in organic chemistry (Liverpool University) and masters and doctoral degrees in information science (Sheffield University). He worked in research information services in the pharmaceutical industry before joining City University in 1990. His academic interests include the history and philosophy of the information sciences, information-related behaviour, knowledge organisation, scientific information, digital literacy and academic-practitioner research collaboration. He is editor of the Journal of Documentation, the leading European journal of library/information science, and is a member of the board of EUCLID, the European Association for Library and Information Teaching and Research. His interests in individual differences in information behaviour stem from studies of ‘information for creativity’ in the 1980s, and he has a particularly interest in ways of understanding individual attitudes and preferences as a way of improving information provision. His email address is db@soi.city.ac.uk.
The following is an annotated list of materials dealing with information literacy including instruction in the use of information resources and research and computer skills…
Abstract
The following is an annotated list of materials dealing with information literacy including instruction in the use of information resources and research and computer skills related to retrieving, using, and evaluating information. This review, the twenty‐first to be published in Reference Services Review, includes items in English published in 1994. A few are not annotated because the compiler could not obtain copies of them for this review.
Susan Mathew K., Jovin K. Joy and Sheeja N.K.
This study aims to present recent trends in touchscreen research through scientometric analysis. Devices with touchscreen are powerful tools for performing specialized operations…
Abstract
Purpose
This study aims to present recent trends in touchscreen research through scientometric analysis. Devices with touchscreen are powerful tools for performing specialized operations. The touch screens of tablets, smartphones, laptops and television play an important role in teaching, learning and research.
Design/methodology/approach
The data was collected from Web of Science database from 2011 to 2021 and analysed using MS-Excel and VOSviewer software. After analysing 389 research papers, the authors identified the high impact journals, collaboration of countries, institutions, authors and growth trend of publications. Analysing the most used keywords, country-wise distribution of publications and research collaboration between institutions will help interpret the research trends in the selected time span.
Findings
The publications show an increase in number over the years from 2011 to 2021. Among the countries, USA has the highest number of 127 articles published, followed by England (61) and Canada (30). The results showed that the multiple authorship pattern in touchscreen publication is high when compared to single authors. The institutional analysis indicated that the organizations publishing more than five documents in the area were mostly from United Kingdom, Australia, USA and Korea. Timeline visualizations identified prominent keywords like touchscreen, performance, operant platform, Alzheimer’s disease, etc. in the subject. Interdisciplinary research is dominant in the subject, as seen from the most preferred journals and keywords.
Research limitations/implications
The analysis does not include a comprehensive coverage of the research output, as only Web of Science database from 2011 to 2021 in a 10-year period is included.
Practical implications
The study would benefit stakeholders, including manufacturers and researchers alike, to know the future of touchscreen research.
Social implications
This study is pertinent to socio-psychological fields because touchscreen technology encourages social connection among older persons and may help foster early literacy skills.
Originality/value
This paper will provide an understanding of the global developments in touchscreen research with recommendations for future research.