An Approach to Support Interactive Activities in Live Stream Lectures

Kubica, Tommy; Hara, Tenshi; Braun, Iris; Schill, Alexander

doi:10.1007/978-3-030-57717-9_40

Cited by 3 publications

(1 citation statement)

References 7 publications

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“…In the online practical lessons, the number of activities decreased but the debates and the student-lecturer interactions increased (McGreevy et al, 2017). In line with this, Kubica et al (2020) suggested that custom workflows of interactive activities such as several types of polls, question and answer, instant feedback, or group formations with corresponding interactions would be feasible strategies to support interactive activities in livestream lectures.…”

Section: Discussionmentioning

confidence: 89%

Are Self-Efficacy Gains of University Students in Adapted Physical Activity Influenced by Online Teaching Derived From the COVID-19 Pandemic?

Roldán

Reina

2021

Front. Psychol.

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Due to the lockdown caused by the COVID-19 pandemic, e-learning suddenly spread to different levels of education, including university. In Spain, students of sports sciences are prepared during a 4-year study program to work in different areas (including physical education) and with different populations (including people with disabilities). The aims of this study were (1) to assess the effect of pandemic-driven online teaching on self-efficacy (SE) for the inclusion of people with disabilities in a group of university students enrolled in a compulsory course on adapted physical activity (APA); (2) compare the gains from SE before and after the APA course with a sample of students who followed the same course before the pandemic; and (3) explore the influence on SE scores according to three demographic variables: gender, previous SE training, and previous experience with people with disabilities. The study involved a sample of 124 university students (22.1 ± 2.6 years), distributed into two groups: prepandemic (n = 86) and pandemic (n = 38). They voluntarily completed the Spanish version of the Scale of Self-Efficacy of Physical Education Teachers of Physical Education toward Children with Disabilities, obtaining pre- and postcourse measurements. Due to the sudden lockdown, two-thirds of the pandemic course was taught online, and changes in the teaching strategies and tasks had to be made. Similar gains were obtained in both groups for the three subscales of the SE scale (p < 0.001, large effect sizes): intellectual, physical, and visual disability. No significant differences were found for comparisons between groups and the interaction effect of the course taught, nor for the three demographic co-variables. This study shows that teaching strategies that encourage student participation and reflections on learning increase student SE, regardless of the teaching format (i.e., face-to-face vs. online teaching). Moreover, the gains in SE are invariable to demographic co-variables.

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Section: Discussionmentioning

confidence: 89%

Are Self-Efficacy Gains of University Students in Adapted Physical Activity Influenced by Online Teaching Derived From the COVID-19 Pandemic?

Roldán

Reina

2021

Front. Psychol.

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Overview of the Stream Theory-Based Big Data in Livestream

Pham

Vinh

2023

Mobile Netw Appl

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Human-robot dynamics: a psychological insight into the ethics of social robotics

Boch,

Thomas

2024

IJOES

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Purpose Social robotics is a rapidly growing application of artificial intelligence (AI) in society, encompassing an expanding range of applications. This paper aims to contribute to the ongoing integration of psychology into social robotics ethics by reviewing current theories and empirical findings related to human–robot interaction (HRI) and addressing critical points of contention within the ethics discourse. Design/methodology/approach The authors will explore the factors influencing the acceptance of social robots, explore the development of relationships between humans and robots and delve into three prominent controversies: deception, dehumanisation and violence. Findings The authors first propose design factors allowing for a positive interaction with the robot, and further discuss precise dimensions to evaluate when designing a social robot to ensure ethical design technology, building on the four ethical principles for trustworthy AI. The final section of this paper will outline and offer explicit recommendations for future research endeavours. Originality/value This paper provides originality and value to the field of social robotics ethics by integrating psychology into the ethical discourse and offering a comprehensive understanding of HRI. It introduces three ethical dimensions and provides recommendations for implementing them, contributing to the development of ethical design in social robots and trustworthy AI.

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An Approach to Support Interactive Activities in Live Stream Lectures

Cited by 3 publications

References 7 publications

Are Self-Efficacy Gains of University Students in Adapted Physical Activity Influenced by Online Teaching Derived From the COVID-19 Pandemic?

Are Self-Efficacy Gains of University Students in Adapted Physical Activity Influenced by Online Teaching Derived From the COVID-19 Pandemic?

Overview of the Stream Theory-Based Big Data in Livestream

Human-robot dynamics: a psychological insight into the ethics of social robotics

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