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A Framework for Human-Technology Social Systems: The Role of Inter-Personal Interactions

A Framework for Human-Technology Social Systems: The Role of Inter-Personal Interactions

Monika Lohani, Eric G. Poitras, Charlene Stokes
Copyright: © 2020 |Pages: 29
ISBN13: 9781799802495|ISBN10: 1799802493|ISBN13 Softcover: 9781799802501|EISBN13: 9781799802518
DOI: 10.4018/978-1-7998-0249-5.ch014
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MLA

Lohani, Monika, et al. "A Framework for Human-Technology Social Systems: The Role of Inter-Personal Interactions." Examining Multiple Intelligences and Digital Technologies for Enhanced Learning Opportunities, edited by Robert Z. Zheng, IGI Global, 2020, pp. 281-309. https://doi.org/10.4018/978-1-7998-0249-5.ch014

APA

Lohani, M., Poitras, E. G., & Stokes, C. (2020). A Framework for Human-Technology Social Systems: The Role of Inter-Personal Interactions. In R. Zheng (Ed.), Examining Multiple Intelligences and Digital Technologies for Enhanced Learning Opportunities (pp. 281-309). IGI Global. https://doi.org/10.4018/978-1-7998-0249-5.ch014

Chicago

Lohani, Monika, Eric G. Poitras, and Charlene Stokes. "A Framework for Human-Technology Social Systems: The Role of Inter-Personal Interactions." In Examining Multiple Intelligences and Digital Technologies for Enhanced Learning Opportunities, edited by Robert Z. Zheng, 281-309. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-0249-5.ch014

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Abstract

Advancements in semi- and fully-autonomous systems have made human-technology interaction a dynamic and social process. In this chapter, the authors highlight the importance of interpersonal interactions between human and technology and how they can be modeled, tracked, and fostered in the context of adaptive instructional systems. They will first introduce a human-technology social systems framework, which integrates individual factors (human and technology), situational factors (e.g., stress), and team interaction-relevant factors (e.g., communication and team cognition) that contribute to various team-related outcomes (e.g., learning and performance). Using examples from interactive virtual agents and educational technology, they discuss attributes of technology that should be considered to optimize joint learning and performance in applied contexts. The proposed framework points to novel research directions and is likely to offer an understanding of mechanisms that could enhance learning opportunities in diverse socioemotional contexts.

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