M.M. Andreasen, S. Kähler and T. Lund
The key to rationalisation of the assembly process is not to be found in the area of production preparation, but in the area of design. The principles of design for assembly are…
Hagen Wäsche, Richard Beecroft, Helena Trenks, Andreas Seebacher and Oliver Parodi
The aim of this paper is to present a research approach that can contribute to a sustainable development of urban spaces for sports and physical activity, comprising theoretical…
Abstract
Purpose
The aim of this paper is to present a research approach that can contribute to a sustainable development of urban spaces for sports and physical activity, comprising theoretical reflections and directions for applied research.
Design/methodology/approach
This research builds on an urban real-world lab in a city district. It is based on principles of transdisciplinary research and intense processes of participation.
Findings
Five projects with regard to sport and physical activity development were implemented. The projects resulted in exchange and learning of citizens and other stakeholders as well as transformations of the social and built environment.
Research limitations/implications
Instead of top-down research and planning this approach enables bottom-up processes in which affected citizens and stakeholders can contribute to sport and physical activity development.
Practical implications
The approach can help to integrate sport and physical activity development and transformative processes of sustainable development in urban areas.
Social implications
Through participation and involvement, citizens can be empowered and social capital can be generated.
Originality/value
Urban real-world labs are a new approach for sport and physical activity development. This approach opens up the possibility to include sport and physical activity development in processes of city development. Hence, urban real-world labs are able to address an integrated urban and sport development process and can be used for city marketing purposes.
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Di Wang, Deborah Richards, Ayse Aysin Bilgin and Chuanfu Chen
Kevin C. Stagl, C. Shawn Burke, Eduardo Salas and Linda Pierce
As operational environments become increasingly fluid, organizations are turning to teams as a proven performance arrangement to structure complex work. Teams are ubiquitous in…
Abstract
As operational environments become increasingly fluid, organizations are turning to teams as a proven performance arrangement to structure complex work. Teams are ubiquitous in modern organizations because they can be used to create synergies, streamline workflow, deliver innovative services, satisfy incumbent needs, maximize the benefits of technology connecting distributed employees, and seize market opportunities in a global village. Teams are also increasingly used because coordinating the “…activities of individuals in large organizations is like building a sand castle using single grains of sand” (West, Borrill, & Unsworth, 1998, p. 6).
A paper presented at the Paris Assembly Automation conference dealt with a typical project concerning assembly automation of an LPG gas valve which had not been designed for…
Abstract
A paper presented at the Paris Assembly Automation conference dealt with a typical project concerning assembly automation of an LPG gas valve which had not been designed for automatic assembly. A series of suggestions for design modifications were proposed with the purpose of simplifying assembly.
Some educators believe that if they do their jobs properly, all their students will learn, and school will be a happy, productive and comfortable place for everybody. The reality…
Abstract
Some educators believe that if they do their jobs properly, all their students will learn, and school will be a happy, productive and comfortable place for everybody. The reality is that not everyone has the same preferences – for teaching and learning. Recounts research that shows what the differences are between educators and students who might be characterized at‐risk. Also included are administrative implications.
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Veena Chattaraman, Wi-Suk Kwon, Juan E. Gilbert and Yishuang Li
The purpose of this study is to investigate whether the visual presence of a virtual agent on a retail Web site reveals positive outcomes for older users with respect to enhancing…
Abstract
Purpose
The purpose of this study is to investigate whether the visual presence of a virtual agent on a retail Web site reveals positive outcomes for older users with respect to enhancing perceived interactivity, social support, trust and patronage intentions and alleviating user anxiety.
Design/methodology/approach
A between-subjects laboratory experiment was conducted with 50 older users, which included an interaction experience of 30 minutes followed by a paper-based questionnaire. The visual presence of the agent was manipulated in a mock retail Web site through the presence or absence of a virtual agent image, while maintaining the same agent functionality.
Findings
The contrasts of senior users’ shopping experiences between two agent-mediated Web sites (with or without agent image) support the direct “persona” effects of a virtual agent’s visual presence on enhancing perceived interactivity, social support, trust and patronage intentions in the retail Web site, while alleviating user anxiety. Further, anxiety alleviation is fully explained by increased perceptions of interactivity. Perceived social support fully mediates trust in the benevolence of the online retailer. Trust ability emerges as a salient factor mediating the relationship between agent persona and patronage intentions.
Originality/value
This work is the first to identify the value of human visual embodiment for older users’ online shopping experiences, which has implications for other low-experience/expertise users of a medium.
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The purpose of this paper is to examine student performance on both criterion- and norm-referenced measures, linked with teacher and student communication orientations.
Abstract
Purpose
The purpose of this paper is to examine student performance on both criterion- and norm-referenced measures, linked with teacher and student communication orientations.
Design/methodology/approach
The study used a pre-post design. During the pre-study phase, teachers underwent three days of intensive training in the Process Education Model®. In total, 21 middle and high school teachers at an independent school were the subject group. Each teacher identified ten students, five of whom they classified as “easy to communicate with” and five others whom they classified as “difficult to communicate with.” Approximately, 200 students participated in the study. Teachers and students provided communication preferences via the Kahler Personality Pattern Inventory® (1996). Performance data were gleaned from student grade point averages (GPAs) and grade-appropriate versions of ACT instruments.
Findings
The PPI reveals, in part, perceptual preferences in an assessing matrix. Intrinsic and extrinsic orientations were one set of distinctions. Most (more than 85 percent) of the teachers had intrinsic orientations, compared with 63 percent of the “easy” students and 47 percent of the “difficult” students. Both GPA and ACT comparisons were significantly different (p<0.001) on both pre- and post-measures, with the easy students outstripping their difficult counterparts. No significant differences were observed on the ACT Aspire, taken by students in grades 6–9.
Research limitations/implications
The study was conducted at one site.
Practical implications
Student performance appears to be linked with connecting with teachers’ preferred delivery and communication styles. The more like their teachers the students are, the better their performance. Reinforcing new knowledge and skills was recognized as an important component of training.
Originality/value
If connecting better with students is tied with performance, teachers who learn how to shift their delivery methods may foster better outcomes. Also, attention should be paid on how distress may impact teacher performance, especially as they interact with students whose communication preferences may differ from theirs.
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This study aims to investigate the effectiveness of widely adopted but under-studied synthetic humanlike spokespersons (SHS) compared to organic human spokespersons in workplace…
Abstract
Purpose
This study aims to investigate the effectiveness of widely adopted but under-studied synthetic humanlike spokespersons (SHS) compared to organic human spokespersons in workplace training videos. The primary aim is to evaluate whether employees will rate training videos more negatively when they perceive their trainer to be synthetic such as those videos made with the AI-powered tools Synthesia or HeyGen. Results suggest that while ratings are more negative when the viewer perceives syntheticness, the change is only mild across most measures deployed here. When measures were calculated by using actual modality and not perceived modality, no significant change in rating was found. This study deployed three measures: actual knowledge transfer, perceived effectiveness and brand impression. It is guided by a convergence of AI Literacy Theory, the Technology Acceptance Model and the Theory of Reasoned Action.
Design/methodology/approach
Over 250 professionals assessed the effectiveness of training videos in a 2 × 2 trial design. Participants were randomly assigned to view one of four training videos featuring either a synthetic or organic spokesperson for a fictional business. After watching the video, participants answered Likert-scale survey questions and multiple-choice quiz-style questions to provide comparative measurements of actual knowledge transfer effectiveness, perceived effectiveness, brand impression and the effectiveness of the synthetic deception. The study used both ANOVA and multiple regression analyses to control for potential confounding variables and ensure the robustness of the findings.
Findings
The results indicate no significant differences between SHS and organic human spokespersons in terms of actual effectiveness (quiz scores), perceived effectiveness or brand impression, based on actual modality comparisons. However, when respondents perceived syntheticness, the avatar triggered the negative uncanny valley phenomenon and slightly decreased overall scores in perceived effectiveness and brand impression. Notably, more than half of respondents did not detect that the SHS was synthetic. Demographic variables such as gender, age or household income had no significant impact on the results.
Practical implications
Organizations can justifiably consider incorporating SHS into their training programs, leveraging these synthetic agents to deliver cost-effective and scalable learning solutions. The findings suggest that SHS can be used effectively for goals such as actual knowledge transfer without compromising training quality, and that other perceptual goals may be within reach as well. This may offer a viable alternative to traditional, organic human spokespersons, opening up new opportunities for enhancing training efficiency and accessibility across various industries.
Originality/value
Synthetic avatars, as outlined here, are a demonstrably effective new option in the array of available learning technologies. They are being adopted en masse but without significant study of their effectiveness. This research provides foundational quantitative assessments designed to address that gap in the literature and practice. The data presented here is highly valuable for practitioners and scholars interested in cutting-edge learning tools. Given the rapid advancement of technology, this study provides an important benchmark for evaluating future improvements in these tools. Furthermore, it offers actionable recommendations for integrating AI-powered avatars into professional development, enhancing understanding of the roles advanced technologies play in educational and training programs.
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This article looks at the Energy Star showcase dorm room at Tulane University. This project was a model for sustainable living created by a group of students and Tulane's…
Abstract
This article looks at the Energy Star showcase dorm room at Tulane University. This project was a model for sustainable living created by a group of students and Tulane's environmental coordinator. The energy and climate change team furnished a dorm room on Tulane's campus with energy‐efficient appliances and electronics, and then gave tours of the room to educate the Tulane community about the potential greenhouse‐gas‐emissions reductions and financial benefits of being smart consumers. One student calculated how much energy the entire campus could save if every resident were to make wise energy choices. By combining education and outreach with a living model, the students were able to inform the entire Tulane community about their efforts and change some bad energy habits.