Alle Publikationen
- <<
- <
- 1
2017
-
(2017): ‘What I see is not what you get’. Why culture-specific behaviours for virtual characters should be user-tested across cultures. In: AI & Society 32 (1), S. 37-49. DOI: 10.1007/s00146-014-0567-2
DOI: https://doi.org/10.1007/s00146-014-0567-2 Abstract: Abstract Integrating culture into the behavioural models of virtual characters requires knowledge from very different disciplines such as cross-cultural psychology and computer science. If culture-related behavioural differences are simulated with a virtual character system, users might not necessarily understand the intent of the designer. This is, in part, due to the influence of culture on not only users, but also designers. To gain a greater understanding of the instantiation of culture in the behaviour of virtual characters, and on this potential mismatch between designer and user, we have conducted two experiments. In these experiments, we tried to simulate one dimension of culture (Masculinity vs. Femininity) in the behaviour of virtual characters. We created four scenarios in the first experiment and six in the second. In each of these scenarios, the same two characters interact with each other. The verbal and non-verbal behaviour of these characters differs depending on their cultural scripts. In two user perception studies, we investigated how these differences are judged by human participants with different cultural backgrounds. Besides expected differences between participants from Masculine and Feminine countries, we found significant differences in perception between participants from Individualistic and Collectivistic countries. We also found that the user’s interpretation of the character’s motivation had a significant influence on the perception of the scenarios. Based on our findings, we giverecommendations for researchers that aim to design culture-specific behaviours for virtual characters.
Keywords: Agent-based Modelling, Behaviour modelling, Culture, Design, Disziplin, Evaluation, Favoriten, Interaktion, Kognitionswissenschaft/Social Sciences/Humanities, Kultur, Kultursensibilität, Kulturspezifizität, Kulturtheorie, Mensch-Technik-Relationen (MTR), Modell, Modelle/Theorien, Modellierung, Realtechnik, social importance dynamics, Soziosensitive Systeme, Technik, User testing, Virtual characters -
(2017): Interkulturelle Qualifizierung im Rahmen des Hochschulstudiums in Deutschland. Dissertation. Berlin: Humboldt-Universität zu Berlin, Kultur-, Sozial- und Bildungswissenschaftliche Fakultät. Online verfügbar unter http://edoc.hu-berlin.de/dissertationen/hoessler-ulrich-2017-01-31/PDF/hoessler.pdf, zuletzt geprüft am 30.04.2019
DOI: https://doi.org/10.18452/17721 Abstract: Die vorliegende Arbeit verfolgt das Ziel, ein Modell interkultureller Qualifizierung im Rahmen des Hochschulstudiums in Deutschland zu generieren. Im theoretischen Teil wird der Qualifizie-rungsbegriff in Bezug zum Qualifizierungsziel interkulturelle Kompetenz und zum Anwen-dungskontext Hochschulstudium in Deutschland erörtert sowie das Thema innerhalb der Erzie-hungswissenschaften verortet. Auf die Themen interkulturelle Kompetenz und interkulturelles Lernen wird gesondert eingegangen. Darauf aufbauend werden im empirischen Tiel die zwei durchgeführten Studien beschrieben und abschließend die Ergebnisse interpretiert. Aus einer qualitativ-explorativen Interviewbefragung von 18 ehemaligen Teilnehmenden am Zusatzstudi-um Internationale Handlungskompetenz der Regensburger Hochschulen und einer quantitativ-explanativen Fragebogenstudie mit 129 damals aktuellen Teilnehmenden am Ende des Zusatz-studiums konnten relevante Eingangsbedingungen, Lernprozesse und Wirkungen sowie Kon-trollvariablen interkultureller Qualifizierungsmaßnahmen identifiziert werden. Die identifizierten Variablen werden zu den fünf Nutzungsprofilen interkultureller Qualifizierung 1) Sensibilisie-rung, 2) kognitive Anwendung, 3) Aktivierung, 4) aktionale Anwendung und 5) Potenzierung zusammengefasst. In einem Transfermodell werden die Nutzungsprofile schießlich in Bezug auf Wissenstransfer und Handlungstransfer verortet und in einem Input-Prozess-Output-Modell auf-steigend angeordnet. Das Ergebnis der Arbeit besteht somit in einem theoretisch fundierten und empirisch geprüften lern- und handlungstheoretischen Modell interkultureller Qualifizierung, das exemplarisch Bedingungen, Prozessverläufe und Wirkungen interkultureller Qualifizie-rungsmaßnahmen an deutschen Hochschulen beschreibt und dadurch Anwendungswissen für Konzeption, Implementation und Evaluation weiterer bestehender und geplanter interkultureller Qualifizierungsmaßnahmen bietet. This study aims at generating an input-process-output model of intercultural qualification in the context of academic education in Germany. The theoretical framework consists of defining in-tercultural qualification and localizing the topic within educational sciences. The topics intercul-tural competence and intercultural learning are discussed separately. There were two empirical studies: 1) 18 former participants of the Extracurricular Study Program for Intercultural Compe-tence at the Regensburg universities have been interviewed about the program’s learning pro-cesses and learning outcomes. Resulting data were analysed using qualitative methods, yielding a set of hypotheses on relations between preconditions, processes and outcomes of intercultural qualification. 2) At the end of the program, 129 participants completed a questionnaire con-structed on the results of the interview study producing quantitative data. Relevant input, pro-cess and output variables could be identified and were integrated into five user profiles: 1) sensi-tisation, 2) cognitive application, 3) activation, 4) behavioral application, and 5) potentialisation. These profiles were finally arranged in relation to knowledge transfer and behavioral transfer, thus yielding a transfer model of intercultural qualification, and were put in ascending order in an input-process-output model. This theoretically founded and empirically tested model de-scribes exemplarily preconditions, learning processes, learning outcomes, and control variables of intercultural qualification in the context of academic education in Germany. It can be used as a theoretical framework for further research or conceptualisation, implementation, and evalua-tion of intercultural qualification programs.
Keywords: AL 17900, Bildung, competence, Curriculum, didactic, Didaktik, educational sciences, Employability, erfahrungsorientiert, Erziehungswissenschaft, Evaluation, experiential, formal, formell, higher education, Hochschule, implicit, implizit, informal, informell, Intercultural, Intercultural communication, intercultural competence, interkulturell, Interkulturelle Kommunikation, Interkulturelle Kompetenz, internationalisation, Internationalisierung, key qualifikation, Kompetenz, Kompetenzerwerb, Learning, learning process, Lernen, Lernprozess, model, Modell, Pädagogik, pedagogic, qualification, Qualifizierung, Schlüsselqualifikation, Schul- und Bildungswesen, situated cognition, situiert, Unterricht, vergleichend 2015
-
(2015): People judge male sexism more leniently when women emasculate men (PSYNDEXshort). In: Social Psychology 46 (4), S. 197-209
Abstract: While overt sexism has become less acceptable in recent years, sexism frequently goes unchallenged by observers for a variety of reasons. In the present investigation, we propose that people may excuse men's sexist remarks when the remarks follow a manhood threat caused by a woman. In Study 1, we found that a man's sexist remark buffered against the emasculating effect of a threat to his masculinity from an ex-girlfriend. In Study 2, we further show that observers excuse a man's sexist remark following a competitive loss to a woman to the extent that they perceive him as less manly as a result. We replicate this finding in Study 3 while ruling out two competing explanations. We discuss the implication that sexism prevention efforts need to identify and address gender-related contexts where sexism is excused in order for efforts to move toward its prevention.
2014
-
(2014) : “It Don’t Matter If You’re Black or White”? In: Jamshidi, Mo: Advance Trends in Soft Computing: Proceedings of WCSC 2013, December 16-18, San Antonio, Texas, USA, 8239: Cham: Springer (Studies in Fuzziness and Soft Computing), S. 422-431
DOI: https://doi.org/10.1007/978-3-319-02675-6_42 Abstract: Previous work shows that other people are evaluated more positively when they are perceived as part of the evaluator's ingroup. This phenomenon - ingroup bias - has been robustly documented in social psychological intergroup research. To test this effect to the domain of social robots, we conducted an experiment with 61 Caucasian (White) American participants who rated either a robot that resembled the participants' Caucasian ingroup or a social outgroup on mind perception (i.e., the attribution of agency and experience). First, we predicted that the ingroup robot would be evaluated more positively than the outgroup robot. Moreover, we assessed the Caucasian Americans' endorsement of anti-Black prejudice. Thus, second, we hypothesized interaction effects of robot type and level of prejudice on mind perception, meaning that effects of ingroup bias should be particularly pronounced under high (vs. low) levels of self-reported Anti- Black prejudice. Interestingly, we did not obtain main effects for robot type on mind perception. Contrary to our hypothesis, participants even seemed to attribute more agency and experience to the outgroup robot relative to the ingroup robot. As expected, no main effects for levels of prejudice^I ^Ron mind perception emerged. Importantly, however, we obtained the predicted interaction effects on the central dependent measures. Obviously, the interplay of design choices and user attitudes may bias anthropomorphic inferences about robot companions, posing a psychological barrier to human-robot companionship and pleasant human-robot interaction.
-
(2014): Evaluation of Head Gaze Loosely Synchronized With Real-Time Synthetic Speech for Social Robots. In: IEEE Transactions on Human-Machine Systems 44 (6), S. 767-778. DOI: 10.1109/THMS.2014.2342035
DOI: https://doi.org/10.1109/THMS.2014.2342035 Abstract: This study demonstrates that robots can achieve socially acceptable interactions using loosely synchronized head gaze-speech acts. Prior approaches use tightly synchronized head gaze-speech, which requires significant human effort and time to manually annotate synchronization events in advance, restricts interactive dialog, or requires that the operator acts as a puppeteer. This paper describes how autonomous synchronization of head gaze can be achieved by exploiting affordances in the sentence structure and time delays. A 93-participant user study was conducted in a simulated disaster site. The rescue robot “Survivor Buddy” generated head gaze for a victim management scenario using a 911 dialog. The study used pre- and postinteraction questionnaires to compare the social acceptance level of loosely synchronized head gaze-speech against tightly synchronized head gaze-speech (manual annotation) and no head gaze-speech conditions. The results indicated that for attributes of Self-Assessment Manikin, i.e., Arousal, Robot Likeability, Human-Like Behavior, Understanding Robot Behavior, Gaze-Speech Synchronization, Looking at Objects at Appropriate Times, and Natural Movement, the loosely synchronized head gaze-speech is similar to tightly synchronized head gaze-speech and preferred to the no head gaze-speech case. This study contributes to a fundamental understanding of the role of social head gaze in social acceptance for human-machine interaction, how social gaze can be produced, and promotes practical implementation in social robots.
Keywords: Angemessen(heit) (von Technik), Autonomous generation, autonomous head gaze synchronization, Evaluation, human robot interactions, Human-Machine Interaction, human-robot interaction, Human–robot interaction, ieee xplore, interactive conversation, interactive systems, loosely synchronized head gaze-speech acts, real-time synthetic speech, Real-time systems, rescue robots, Robot kinematics, self-assessment manikin, social head gaze, social robots, speech, Survivor Buddy rescue robot, synchronisation, Synchronization, tightly synchronized head gaze-speech, User study, victim management scenario 2012
-
(2012): A novel evaluation framework for teleoperation and a case study on natural human-arm-imitation through motion capture. In: International Journal of Social Robotics 4 (Suppl 1), S. 5-18. DOI: 10.1007/s12369-011-0117-8
DOI: https://doi.org/10.1007/s12369-011-0117-8 Abstract: Although tele-operation has a long history, when it comes to tuning, comparison, and evaluation of tele-operation systems, no standard framework exists which can fulfill desiderata such as: concisely modeling multiple aspects of the system as a whole, i.e. timing, accuracy, and event transitions, while also providing for separation of user-, feedback-, as well as learning-dependent components. On the other hand, real-time remote tele-operation of robotic arms, either industrial or humanoid, is highly suitable for a number of applications, especially in difficult or inaccessible environment, and thus such an evaluation framework would be desirable. Usually, teleoperation is driven by buttons, joysticks, haptic controllers, or slave-arms, providing an interface which can be quite cumbersome and unnatural, especially when operating robots with multiple degrees of freedom. Thus, in thus paper, we present a two-fold contribution: (a) a task-based teleoperation evaluation framework which can achieve the desiderata described above, as well as (b) a system for teleoperation of an industrial arm commanded through human-arm motion capture, which is used as a case study, and also serves to illustrate the effectiveness of the evaluation framework that we are introducing. In our system the desired trajectory of a remote robotic arm is easily and naturally controlled through imitation of simple movements of the operator’s physical arm, obtained through motion capture. Furthermore, an extensive real-world evaluation is provided, based on our proposed probabilistic framework, which contains an intersubject quantitative study with 23 subjects, a longitudinal study with 6 subjects, as well as opinions and attitudes towards tele-operation study. The results provided illustrate the strengths of the proposed evaluation framework—by enabling the quick production of multiple task-, user-, system-, as well as learning-centric results, as well as the benefits of our natural imitation-based approach towards teleoperation. Furthermore, an interesting ordering of preferences towards different potential application areas of teleoperation is indicated by our data. Finally, after illustrating their effectiveness, we discuss how both our evaluation framework as well as teleoperation system presented are not only applicable in a wide variety of teleoperation domains, but are also directly extensible in many beneficial ways. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
-
Rasmussen, Gitte (2012): Evaluating cognitive competences in interaction. Amsterdam: Benjamins (Pragmatics & beyond)
Abstract: Evaluation is a part of everyday life. Competences, knowledge and skills are assessed in ordinary as well as in institutional settings like hospitals, clinics and schools. This volume investigates how evaluations are being carried out interactionally. More specifically, it explores how people evaluate each others' cognitive competences as they deal with each others' understandings, knowings, feelings, doings, hearings and learnings face-to-face. The contributions focus on different evaluation activities in a variety of Institutional settings in Denmark, Finland, Sweden, Holland and the United States of America. All the contributions approach the theme by use of Ethnomethodology (EM) and/or Conversation Analysis (CA). Thus, the analytic interests concern how participants organize activities of evaluating cognitive competences by means of recognizable interactional methods. This approach differs from other approaches and research interests within cognitive science as it con centrate s on how people in interaction orient towards cognitive competence irrespective of scientific theories. (PsycINFO Database Record (c) 2016 APA, all rights reserved) zitiert von 3
1976
-
(1976): Assessing communication competency for intercultural adaptation. In: Group & Organization Studies 1 (3), S. 334-354. DOI: 10.1177/105960117600100308
DOI: https://doi.org/10.1177/105960117600100308 Abstract: Discusses one of the recurrent problems associated with interpersonal, group, organizational, and intercultural training in communication, the assessment of outcomes. An approach is suggested for the evaluation of training and selection of programs utilizing behavioral assessment of participants' communication competence. The method involves the systematic collection and analysis of behavioral observation data along one or several predetermined dimensions by one or more observers. Preliminary use of pilot instruments indicated that the methodology provides a relatively efficient technique for generating reliable assessments of interactive competence in a variety of social settings. A range of uses of behavioral assessment techniques in communication training are discussed, and an application with 19 adult and young adult participants and 3 raters in intercultural adaptation training and selection is explored in some detail. (11/2 p ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Keywords: Arbeits - und Organisationspsychologie, assessment of communication competency in interpersonal & group & organizational & intercultural settings, communication skills, Evaluation, Gruppenverhalten, interpersonal communication, Kommunikation, Methodology, Social Environments, systematic collection & analysis of behavioral observation data, Soziales Kompetenztraining, training in social competences
- <<
- <
- 1