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Grounding in Communication
... Keeping up with and making sense of the information exchanged in online meetings is crucial yet challenging [1,7,65]. Turn exchanges happen in rapid succession and progress chronologically, which does not align with the nonlinear way that ideas develop during conversations and how people process and organize information in their minds [17,76]. The lack of parallel communication channels and body language cues [16,94], and the temptation to multitask [13] further the challenge in online video meetings. ...
... Additionally, sense-making in meetings is not only an individual behavior but a collective move, wherein meanings are progressively built through collaboration [70]. This process of grounding, or building a shared understanding, is central to successful collaboration [17]. However, building a shared understanding among team members can be extra challenging for virtual or hybrid meetings due to the lack of physical shared space [49,94], social cues [64], and technological barriers and fatigues [6]. ...
... MeetScript introduced collaborative annotation of live transcripts, showing that actively engaging users to make sense of the transcripts aids comprehension [16]. But the verbosity of full transcripts can be cognitively burdensome [16,33], and the linear presentation of information is misaligned with the iterative and structural nature of how people understand the conversation [17,76]. ...
Video meeting platforms display conversations linearly through transcripts or summaries. However, ideas during a meeting do not emerge linearly. We leverage LLMs to create dialogue maps in real time to help people visually structure and connect ideas. Balancing the need to reduce the cognitive load on users during the conversation while giving them sufficient control when using AI, we explore two system variants that encompass different levels of AI assistance. In Human-Map, AI generates summaries of conversations as nodes, and users create dialogue maps with the nodes. In AI-Map, AI produces dialogue maps where users can make edits. We ran a within-subject experiment with ten pairs of users, comparing the two MeetMap variants and a baseline. Users preferred MeetMap over traditional methods for taking notes, which aligned better with their mental models of conversations. Users liked the ease of use for AI-Map due to the low effort demands and appreciated the hands-on opportunity in Human-Map for sense-making.
... It is well investigated that senders adapt to the supposed needs and capabilities of the recipient in a dialogue (Clark and Brennan, 1991). That is why people speak differently to children, friends, foreigners, and colleagues. ...
... Common ground contains the background knowledge on which the communication planning of the conversational partners builds on and can be divided into the global knowledge (all knowledge about the conversational partner and their knowledge requirements) and the situational knowledge (knowledge about the mutual perception conditions and the communication protocol). Grounding processes lead to a coordination of the background knowledge of the conversational partners (Clark, 1996;Clark and Brennan, 1991). Successful grounding results in a shared context, guided comprehension, instant feedback of actions, and enhanced processes in conveying intent (Brennan, 1998). ...
... For example, this could be implicit acknowledgments, like reacting to requests or active listening, or explicit feedback, like nodding, or saying "okay" or "Sorry . . . ?" (Clark and Schaefer, 1989;Clark and Brennan, 1991). This verbal grounding does not bring new information or arguments to the conversation. ...
Human–agent interaction (HAI) is increasingly influencing our personal and work lives through the proliferation of conversational agents (CAs) in various domains. As such, these agents combine intuitive natural language interactions by also delivering personalization through artificial intelligence capabilities. However, research on CAs as well as practical failures indicates that CA interaction oftentimes fails miserably. To reduce these failures, this paper introduces the concept of building common ground for more successful HAIs.
Based on a systematic literature analysis, we identified 38 articles meeting the eligibility criteria. We critically reviewed this body of knowledge within a formal narrative synthesis structured around the use of common ground in the interaction with CAs.
Based on the systematic review, our analysis reveals five mechanisms for achieving common ground: embodiment, social features, joint action, knowledge base and mental model of conversational agent. We point out the relationships between these mechanisms as they are related to each other in directional and bidirectional ways.
Our findings contribute to theory with several implications for CA research. First, we provide implications about the organization of common ground mechanisms for CAs. Second, we provide insights into the mechanisms and nomological network for achieving common ground when interacting with CAs. Third, we provide a broad research agenda for future CA research that centers around the important topic of common ground for HAI.
We offer novel insights into grounding mechanisms and highlight the potentials when considering common ground in different HAI processes. Consequently, we secure further understanding and deeper insights of possible mechanisms of common ground to shape future HAI processes.
... The co-elaboration of the functions of touch can be understood in terms of the processes of: (1) interactive alignment (Garrod and Pickering, 2009)-automatic alignment of para-verbal behaviour in the interaction (e.g., alignment of posture or speech rate)-and (2) grounding (Clark and Brennan, 1991;Clark and Schaefer, 1989)the interactive process by which interactants exchange evidence about what they do (not) understand over the course of a conversation, as they accrue common ground by a collaborative effort. In these theoretical frameworks, the co-elaboration of the associations between forms and meanings is observed at the micro level with ad hoc constructions, and not only with associations that are stable in time, observed at the macro level. ...
... The understanding of the interaction as a series of interdependent multimodal actions (Kerbrat-Orecchioni, 1996;Baker, 2004) will guide our identification of the indicators used to elaborate the functions of visual-touch (RQ2). Finally, theories of human communication (Garrod and Pickering, 2009;Clark and Brennan, 1991), positing that meaning is co-elaborated through interactive and collaborative processes, will frame our approach to the mutual understanding of visual-touch functions (RQ3). ...
... They announce the sending of certain colours and lines or specify the function they attribute to them. This directly echoes the principle of least collaborative effort set out in grounding theory: from a collaborative point of view, it is easier to provide clarification when a statement seems unclear rather than waiting for the interactant to ask for clarification (Clark and Brennan, 1991;Clark and Wilkes-Gibbs, 1986). Sometimes this is done before or after the repeated use of a form of touch. ...
Touch is an inherent part of human social interactions and the diversity of its functions has been highlighted in numerous works. Given the varied roles of touch, with technology-mediated communication being a big part of our everyday lives, research has been interested in enabling and enhancing distant social interactions with mediated touch over networks. Due to the complexity of the sense of touch and technological limitations, multimodal devices have been developed and investigated. In this article, we explore the use of mediated visual touch in distant social interaction. Adopting an interactionist and collaborative approach to human communication, we focus on the communicative functions of distant touch behaviours which interactants co-elaborate throughout their mediated interactions. For this purpose, we conducted an exploratory study placing five romantically involved couples in interaction, where each discussed shared biographical events via a video call, using mediated touch devices (producing vibration and coloured lights). Their interactions were recorded, and excerpts were presented to participants in interviews using a collective confrontation technique (participants are confronted with a recording of their activity and encouraged to comment on it). This technique allows a better understanding of the participants’ points of view on their use of the touch devices in context. Through analysis of the interviews, our results highlight: (1) a variety of visual-touch functions with a redistribution of functions mostly supported by other modalities of communication in face-to-face interactions, such as illustrating aspects of the ongoing conversation; (2) the visual-touch characteristics as well as the verbal, paraverbal and non-verbal indicators of the interactional context considered by the participants to make sense of the stimuli and; (3) the multifactorial and dynamic aspects of the co-elaboration process of the visual-touch functions, reaffirming the role of interactional context, combined with cultural and biographical knowledge, in the meaning making.
... For instance, work on the linguistic intergroup/expectancy bias has shown that intrapersonal cognitive expectancies and explicit interpersonal communication goals (e.g., to aggrandize or derogate a target) independently determine language abstraction (Douglas & Sutton, 2003;Fiedler, Bleumke, Friese, & Hofmann, 2003;Wenneker, Wigboldus, & Spears, 2005). Other work also shows that a communicator's language use is largely determined by the interpersonal context, in that communicators adjust the evaluative tone and concreteness of their words to the needs and attitude of recipients (Higgins, 1992) and take into account their communication partner's understanding and acceptance to maintain common ground (Clark & Brennan, 1991;Clark & Krych, 2004;Clark & Wilkes-Gibbs, 1986;Krauss & Fussell, 1991). Thus, people not only change their language abstraction as a consequence of intrapersonal processes but may also independently adapt their language abstraction on the basis of what they intend or need to achieve interpersonally, regarding a recipient. ...
... In these situations, it may generally be appropriate to use abstract statements. Abstract language can render communication short and economical, helping a communicator to get rid of unneccesary detail when there is mutual agreement and understanding (i.e., common ground; Clark & Brennan, 1991;Fiedler et al, 2003). By doing so, people also adhere to Grice's maxim of quantity (Grice, 1975); they avoid being redundant and are as informative as required. ...
Cognitive tuning accounts argue that both affective feelings and bodily feelings induce changes in information processing (N. Schwarz & G. L. Clore, 1996). This article examines how these effects of feelings are reflected in language abstraction. On the basis of previous work showing that affective cues change language abstraction, we hypothesized that proprioceptive cues (i.e., bodily feelings) associated with global processing (arm flexion) should induce more abstract language use, compared with bodily feelings associated with analytic processing (arm extension). This prediction received support in a study in which participants performed a written self-description task either while pressing their nondominant hand under the table (arm flexion), or on top of the table (arm extension), or while keeping their arm relaxed (control). Implications for interpersonal communication are discussed.
... We aim to contribute to the ongoing evolution of dialogue interaction but also to provide linguistically-motivated models to help address the complex challenges and opportunities posed by the ever-expanding landscape of AI-driven communication. More specifically, our goal is to investigate theory-based strategies to identify inconsistencies in the Common Ground, the set of knowledge shared by the interlocutors in a conversation (Clark and Brennan, 1991). ...
... As pointed out by scholars like Clark (1996), to pursue the aim to succeed in their joint activity, the interlocutors engage in a communicative process called grounding. In conversation analysis, grounding refers to the process of establishing that what we intend to say (or what has been said) can be well understood (or has been well understood) (Clark and Brennan, 1991). According to other scholars, such as Allwood et al. (2000), grounding can refer to the determination of what level of perception and comprehension is deemed acceptable. ...
In linguistics, research on dialogue systems has accentuated the need to focus on various pragmatic aspects for their management and modelling. Among the most important pragma-linguistic speech acts in dialogue systems studies are Clarification Requests, corrective feedback that in some circumstances require access to the set of shared knowledge known as Common Ground. Regarding Common Ground management, pragmatic studies suggest differences in the type of polar questions that people prefer be used in Clarification Requests, where polar questions can have two possible answers: true or false. This preference appears to depend on the relationship between bias and contextual evidence. In this work, we show that varying the form of polar questions in a given pragmatic setting can influence the capability of people to track Common Ground inconsistencies. As a result, we demonstrate that using a negative polar question in Italian has functional consequences when communicating conflicting material in the Common Ground. This can improve the quality of human interactions with dialogue systems, in terms of an improved identification of the conflict. The results obtained in this work provide insights into design of error reporting approaches in natural interactions.
... Effective communication between humans in conversation hinges on a set of facts and beliefs relevant to the conversation, or the conversational common ground (Stalnaker, 1978(Stalnaker, , 2002Clark and Brennan, 1991), that is shared between participants. They must collaboratively maintain and update this common ground for the conversation to progress successfully. ...
While it is commonly accepted that maintaining common ground plays a role in conversational success, little prior research exists connecting conversational grounding to success in task-oriented conversations. We study failures of grounding in the Ubuntu IRC dataset, where participants use text-only communication to resolve technical issues. We find that disruptions in conversational flow often stem from a misalignment in common ground, driven by a divergence in beliefs and assumptions held by participants. These disruptions, which we call conversational friction, significantly correlate with task success. We find that although LLMs can identify overt cases of conversational friction, they struggle with subtler and more context-dependent instances requiring pragmatic or domain-specific reasoning.
... Designers faced several challenges with text prompts in our study: difficulty articulating prompts, unexpected interpretations by GenAI, and self-perceived inadequacy as "good promoters". While extensive research aims to simplify prompt crafting for optimal results, we question whether such motifs still stand given that words are inherently open to varying interpretations, even among humans [15]. ...
Although current generative AI (GenAI) enables designers to create novel images, its focus on text-based and whole-image interaction limits expressive engagement with visual materials. Based on the design concept of deconstruction and reconstruction of digital visual attributes for visual prompts, we present FusAIn, a GenAI prompt composition tool that lets designers create personalized pens by loading them with objects or attributes such as color or texture. GenAI then fuses the pen's contents to create new images. Extracting and reusing inspirational material matches designers' existing work practices, making GenAI more contextualized for professional design. A study with 12 designers shows how FusAIn improves their ability to define visual details at different levels that are difficult to express with current GenAI prompts. Pen-based interaction lets them maintain fine-grained control over generated results, increasing GenAI image's editability and reusability. We discuss the benefits of "composition as prompts" and directions for future research.
... Specifically, in some sign languages [e.g. 30], eyebrow movements can fulfil an important conventionalized signalling function in a particular type of question context-so-called 'other-initiated repair'-which is core to the process of 'grounding' and coordination during dialogue [31,32], i.e. the process of establishing the mutual belief that communicative acts have been understood well enough for current purposes [33,34]. Other-initiated repair (OIR) is a brief exchange between interlocutors that momentarily interrupts the progress of a conversation to solve a communicative problem [35][36][37] (a phenomenon that has been termed 'clarification requests' elsewhere [38,39]). ...
Repair is a core building block of human communication, allowing us to address problems of understanding in conversation. Past research has uncovered the basic mechanisms by which interactants signal and solve such problems. However, the focus has been on verbal interaction, neglecting the fact that human communication is inherently multimodal. Here, we focus on a visual signal particularly prevalent in signalling problems of understanding: eyebrow furrows and raises. We present, first, a corpus study showing that differences in eyebrow actions (furrows versus raises) were systematically associated with differences in the format of verbal repair initiations. Second, we present a follow-up study using an avatar that allowed us to test the causal consequences of addressee eyebrow movements, zooming into the effect of eyebrow furrows as signals of trouble in understanding in particular. The results revealed that addressees’ eyebrow furrows have a striking effect on speakers’ speech, leading speakers to produce answers to questions several seconds longer than when not perceiving addressee eyebrow furrows while speaking. Together, the findings demonstrate that eyebrow movements play a communicative role in initiating repair during conversation rather than being merely epiphenomenal and that their occurrence can critically influence linguistic behaviour. Thus, eyebrow movements should be considered core coordination devices in human conversational interaction.
... This theory focuses on the ability of media (digital technology, or IT artifact) "to support synchronicity, a shared pattern of coordinated behavior among individuals as they work together" (Dennis et al., 2008, p. 575). Technology affordances theory (Clark & Brennan, 1991) acknowledges that technology may have multiple uses or affordances and is used to explain how a specific user or group of users perceive the possible uses (and usage consequences) of technology (e.g., Gibson et al., 2021;Leonardi, 2011). In addition, some researchers in this area applied the theories of knowledge transfer (Leonardi & Bailey, 2008), or world-systems. ...
Digitalization and global disruptions have fundamentally changed how we approach work. Global virtual work has become increasingly widespread in recent years, often replacing or complementing traditional expatriation and international business travel. To advance our understanding of this phenomenon, we systematically reviewed the literature on global virtual work, distinguishing it into three domains: global virtual teams, distributed work, and the use of digital technologies. For each domain, we examined key actors, their objectives, underlying theories, methodologies, and findings. The first domain provides insights into the antecedents, moderators, and mediators of the effectiveness of global virtual teams. The second domain explores individual and organizational research on diverse distributed work arrangements, such as offshoring, global platforms, and global nomads. The third domain addresses the enabling and moderating roles that digital technologies play in facilitating global virtual work. Synthesizing prior research, we developed a multilevel conceptual framework that integrates inputs, processes, and outcomes of global virtual work, offering novel perspectives. We outlined promising opportunities for future research across four themes: people, technology, context, and time. Additionally, we examined the practical implications of our findings for policymakers, managers, and individual workers as they navigate the evolving landscape of global virtual work.
... At the community level, the focus has been on the neighbourhood STNs, a multilevel, triangulated network of residents in their social networks (micro-level), community organizations (mesolevel), and local/ethnic media (mesolevel), which stimulate storytelling about the neighbourhood (Wilkin, 2013). Clark & Brennan (1991) explained the importance of collective action in communication using the dialogic perspective on how or more persons can only work together and succeed when both have to coordinate the content and process of what they are doing. Hence, in this kind of communication, the key consideration is conversational speech whose major aim is a joint accomplishment from both parties involved. ...
The study investigated the influence of communication infrastructure on the COVID-19 campaign in selected communities in Jos South and North Local Government Areas of Plateau State. The qualitative method of research was employed, with in-depth interviews and focus groups as instruments of data collection. The narrative method of data analysis was adopted for the study. Results revealed that the communities have deliberate communication infrastructures which are used to pass across information among them. These include religious leaders, community leaders, and association leaders. And they had also carried out some community awareness campaigns on the dangers of COVID-19 and what they ought to do to avoid the spread of the disease. Further, it was revealed that the residents got information on COVID-19 new media, conventional ones such as radio, television, newspapers, posters, handbills, community associations using mobile phones, flyers, magazines among others and transmit such messages to their neighbours or friends via interpersonal communication. The face-to-face conversation formed a chain which can be perceived as storytelling network. Findings equally showed that the residents are aware
... This also helps build common ground [1] between human and AI, aligning with established theories of communication that emphasize the importance of shared context for effective collaboration. By understanding the AI's intermediate thought, users gain a clearer understanding of the system's current assumptions and partial conclusions. ...
We envision the concept of Thoughtful AI, a new human-AI interaction paradigm in which the AI behaves as a continuously thinking entity. Unlike conventional AI systems that operate on a turn-based, input-output model, Thoughtful AI autonomously generates, develops, and communicates its evolving thought process throughout an interaction. In this position paper, we argue that this thoughtfulness unlocks new possibilities for human-AI interaction by enabling proactive AI behavior, facilitating continuous cognitive alignment with users, and fostering more dynamic interaction experiences. We outline the conceptual foundations of Thoughtful AI, illustrate its potential through example projects, and envision how this paradigm can transform human-AI interaction in the future.
... Similarly, Groom et al. [35] found that using avatars of a different race in VR led to measurable shifts in racial attitudes, suggesting that virtual embodiment enables users to challenge biases through flexible and diverse self-representation [6]. Avatar-based interactions that mimic non-verbal cues foster these social interactions [19,26,77]. Maloney et al. [65] found that non-verbal communication in social VR was perceived as positive and effective, as it offered a less intrusive method for initiating interactions with online strangers. ...
Team closeness provides the foundations of trust and communication, contributing to teams' success and viability. However, newcomers often struggle to be included in a team since incumbents tend to interact more with other existing members. Previous research suggests that online communication technologies can help team inclusion by mitigating members' perceived differences. In this study, we test how virtual reality (VR) can promote team closeness when forming teams. We conducted a between-subject experiment with teams working in-person and VR, where two members interacted first, and then a third member was added later to conduct a hidden-profile task. Participants evaluated how close they felt with their teammates after the task was completed. Our results show that VR newcomers felt closer to the incumbents than in-person newcomers. However, incumbents' closeness to newcomers did not vary across conditions. We discuss the implications of these findings and offer suggestions for how VR can promote inclusion.
... It allows us to transmit one's internal states-encoding personal experiences and complex thoughts-to another person's mind. Social interaction, especially conversation, requires coordination in the form of interactive alignment (Pickering & Garrod, 2004), and agreement on meaning through common ground (Brennan & Clark, 1996;Clark & Brennan, 1991;Wilkes-Gibbs & Clark, 1992). Conversation is arguably the most fundamental setting of language use. ...
The core use of human language is communicating complex ideas from one mind to another in everyday conversations. In conversations, comprehension and production processes are intertwined, as speakers soon become listeners, and listeners become speakers. Nonetheless, the neural systems underlying these faculties are typically studied in isolation using paradigms that cannot fully engage our capacity for interactive communication. Here, we used an fMRI hyperscanning paradigm to measure neural activity simultaneously in pairs of subjects engaged in real-time, interactive conversations. We used contextual word embeddings from a large language model to quantify the linguistic coupling between production and comprehension systems within and across individual brains. We found a highly overlapping network of regions involved in both production and comprehension spanning much of the cortical language network. Our findings reveal that shared representations for both processes extend beyond the language network into areas associated with social cognition. Together, these results suggest that the specialized neural systems for speech perception and production align on a common set of linguistic features encoded in a broad cortical network for language and communication.
... For example, drivers' knowledge of automation's capabilities or automation's memory of drivers' route preferences contributes to common ground in driver-automation teams. To develop and maintain common ground, teammates must explain their behaviors and states to confirm that they share common knowledge-a communication process called "grounding" (Clark & Brennan, 1991). ...
Automation is becoming increasingly complex, playing a larger role in driving and expanding its operational design domain to dynamic urban roads. Explainable AI (XAI) research in computer science aims to craft explanations of automation that help people understand the behavior of complex algorithms. However, many XAI approaches rely on fixed-format explanations, which may not effectively support drivers with varying levels of automation knowledge and tasks with different timescales. Maintaining common ground is a multilevel process, in which individuals and automation must adjust communication format and abstraction based on knowledge and time constraints. We first draw on existing research to suggest that common ground is a shared understanding between drivers and automation that requires constant maintenance. We applied the abstraction hierarchy (AH) modeling method, which describes complex systems across multiple abstraction levels to match drivers’ cognitive capacity. We modified it to translate vehicle and traffic data into multilevel explanations of automation behavior. We expanded the model into the abstraction–decomposition space, naming it the Driver–Automation Teaming model, designed to generate explanations that account for task timescale. With this modified model, we developed three human–machine interface concepts to demonstrate how it can improve XAI’s support for driver–automation collaboration.
... Instead, users expect an immediate solution to the problem as they engage with the chatbot (Fiore et al., 2019). Repair strategies for chatbots are based on communication theories (Ashktorab et al., 2019) in particular, the framework grounding in communication (Clark and Brennan, 2004). A conversation is regarded as a collective action to build a shared understanding. ...
Chatbots in customer service often fail to meet customer expectations, largely because they are considered prone to comprehension errors. Service recovery can decisively restore perceived humanness and user satisfaction through perceived warmth and competence after a service failure. In this study, we investigate the effect of the chatbot’s gender on the user in service recovery. The majority of chatbots in customer service display female characteristics. We use a pre-study (n = 30) to determine the perceived gender of several chatbot avatars and a
scenario-based experiment (n = 300) in which the service recovery after an outcome failure and the gender of the chatbot are manipulated. The results show that the service recovery significantly improved user satisfaction with the chatbot. In addition, the chatbot was perceived as significantly warmer and more competent, which resulted in higher perceived humanness and increased user satisfaction. Male chatbots were perceived as less warm in failure situations when service recovery was not achieved. However, following service recovery, there are no differences in the perception of the chatbot’s warmth and gender. Perceived warmth is correlated with perceived competence. Gender incongruence between the chatbot and the respondent resulted in a higher perceived humanness of the chatbot in service recovery. Therefore, firms should pay particular attention to the contexts in which chatbots are used and whether gender matching is appropriate.
... The final step is achieving a mutual understanding that is built upon Common Ground [22] -mutually-shared knowledge, beliefs, and assumptions (as shown in Fig. 4). Both callers are mutually invested in understanding what the other said, as well as being understood themselves. ...
The Telecommunications Relay Service (TRS) industry, comprised of organizations supported and regulated by the Federal Communications Commission (FCC), strives to provide individuals who are d/Deaf, Hard of Hearing, DeafBlind, or have speech impediments with telecommunication services that are “functionally equivalent” to those used by the broader population. There has been much debate within the TRS community about what “functionally equivalent” means. In response to the need to determine if TRS are functionally equivalent, this paper describes the Effective Communication Framework (ECF), which extends prior communications models that address the components and processes of telecommunication between callers with varying abilities to hear and speak. Qualitative and quantitative research applying the ECF is detailed as evidence of its validity and utility for researchers and practitioners. The ECF can help provide a basis for reliable research design, identify gaps in knowledge and capabilities, guide data collection and analysis, and facilitate communication among researchers and practitioners, especially those looking to improve assistive communication technologies like TRS.
... Common ground is a state of shared understanding around team processes (such as who is doing what, the status of the team, etc.), the task at hand (e.g., what materials and procedures are needed), and what the group needs to know to complete the task (Clark 1991;Clark and Brennan 1991). Developing and EXCERPT 3 | Students in Group 1 and students from another group learning by observation. ...
Background
In this paper, we extend findings from previous iterations of a design‐based project called ThinkerSpaces design studios that promotes human‐centred design among children. ThinkerSpaces design studios is a play‐based afterschool club that follows principles of embedded design by prioritising learner agency, exploration and ongoing reflection for the purpose of improvement.
Methods
In this study, we wanted to examine the difference in collaborative interactions across different technological conditions and the learning outcomes these conditions provided. Thus, we created three comparative technology conditions, that is, physical, screen and mixed technologies, each of which represented a collaborative learning environment dominated by a particular kind of technology. We ran three different sections of the club to vary these technology conditions and control when we introduced them. We use a mixed‐methods approach to analyse the data and capture distinct aspects of the learning ecology to understand the following questions: (RQ1) How do collaborative interactions differ as young learners engage with different technologies; and (RQ2) What does productive and unproductive talk looked like across conditions and what learning opportunities do they provide. Our population included 36 third to seventh grade learners enrolled across three club section. Learners were placed into four triads in each section for a period of 14–18 weeks.
Findings
We found that physical technologies produced the most productive talk, followed by the mixed technology condition. Screen‐based technologies produced the most unproductive talk. However, when we further investigated unproductive talk, we discovered that unproductive talk supported different forms of agency and creativity that facilitated learners' ability to develop digital fluency. Students also learned how to regulate collaborative activity around technology. We use these findings to propose changes in technology integration approaches in teaching and learning.
Contribution
We end the paper by proposing a collective technology integration framework that helps facilitators design learning environments that promote learner agency in the process of technology integration.
... Moreover, when learning collaboratively, learners have to additionally (1) establish references between external content and communication, (2) construct a common ground based on mental representations of their learning partners' knowledge, and (3) coordinate communication and interaction processes in a goal-oriented way (cf. Bodemer, 2011;Clark & Brennan, 1991). This paper focuses on cognitive group awareness (CGA) tools that support learners in dealing with the specific challenges of computer-supported collaborative learning (CSCL). ...
Cognitive group awareness tools support learners in dealing with specific challenges of computer-supported collaborative learning scenarios. This paper suggests three supporting functions underlying cognitive group awareness tools and proposes to disentangle them in three consecutive experimental studies with regard to multimedia learning. It focuses on one of those studies that systematically investigates whether providing knowledge-related partner information can improve collaborative learning with multiple external representations and with dynamic and interactive visualizations. Learning dyads (N = 120) were compared in four groups that differed with regard to the presentation of knowledge-related partner information during two subsequent collaboration phases: (1) learning with multiple static representations and (2) learning with dynamic and interactive visualizations. Results indicate that providing partner information during collaboration can facilitate meaningful learning discourses and improve learning outcomes.
... This theory suggests that there is no significant difference between face-to-face communication and video conferencing. Similarly, common ground theory (Clark & Brennan, 1991) proposes that communication is more effective when the interaction partners understand the communicated information. This understanding is subjective and can change depending on the circumstances. ...
Technological advancements in the past decade have transformed personnel selection processes. This study compares the psychometric properties of virtual assessment centres (VACs) and face-to-face assessment centres (FTF-ACs). The study reports the findings of a field study involving 10,898 candidates participating in a selection process for military positions through either an FTF-AC or a VAC. The study finds that the two ACs appeared to capture the measured capabilities in a different manner. However, the measured capabilities in two ACs are related similarly to other variables, and there is good reliability between assessors in VACs. For most dimensions, the reliability in the VAC was similar to that in the FTF-AC. However, performance ratings in the VAC were significantly higher than those in the FTF-AC. This is the first study that compares the psychometric properties of a VAC and an FTF-AC. The results provide initial support for organizations' use of VACs in personnel selection. Nonetheless, further research is needed to validate the effectiveness of VACs and to understand their limitations. The article also includes recommendations for future research.
... In their investigation of GIF miscommunication, Jiang et al.'s (2018) interviewees talked at length about the importance of different kinds of context in how they chose to use or not use GIFs. Jiang et al. relate these contexts to Clark and Brennan's (1991) theory of common ground, which deals with how interlocutors establish shared knowledge and mutual understanding within a conversation. In reference to conversational GIF usage, there are two steps to successful use: sharing the GIF and receiving some kind of acknowledgment that the GIF was understood. ...
Graphicons (Herring & Dainas, 2017) and their uses in interpersonal online discourse have attracted attention from varied disciplines, yet research on how graphicons function in digitally mediated discourse is in its infancy. Graphicons such as stickers, images, and GIFs, which have been understudied due to their larger size and greater complexity compared to emoticons and emoji, are especially understudied. This article applies the Computer-Mediated Discourse Analysis (CMDA) framework (Herring, 2004) to a review of literature that deals specifically with these understudied graphicons. The review illustrates a continuity between text-based computer-mediated discourse (CMD) and graphical CMD, demonstrating that graphicons can be studied at all four levels of CMDA and that graphicons share discursive functions across CMDA levels. Additionally, it highlights the importance of utilizing a variety of methodological approaches in a multitude of contexts to fully assess how graphicons function discursively. The article concludes by discussing the challenges and limitations of the approach taken and potential directions for future research.
... Both types of discrepancies may activate resolution processes and activities to overcome them and while they are located within the individual, they can be provoked by external information in the social environment. From a group-level perspective, both discrepancies (between incompatible content or the extent of knowledge of learners) may also activate resolution processes regardless of a learner experiencing an intra-individual need for resolution, because learners may need to establish a shared knowledge base or common ground to collaborate (Clark & Brennan, 1991). This group perspective can also lead to the situation where learners may not even relate group-level information to themselves but identify discrepancies between other learners' cognitions and may be inclined to support resolution regardless of self-involvement. ...
Collaborative practices cover a vast variety of contexts and educational goals. Despite these differences, most means of support draw on between- and within-learner discrepancies as driving forces of individual and collaborative learning. These discrepancies are a focus of cognitive Group Awareness Tools, that process knowledge-related learner data and feed it back to the group to ease the interpretation of the learning situation thereby guiding collaborative learning activities. In this paper, we examine the features and different characteristics of these tools. Based on three exemplary cognitive Group Awareness Tools focusing on different types of knowledge discrepancies, we explore how data processing is adjusted to different settings and discuss whether cognitive Group Awareness Tools are suitable devices to be deployed throughout various educational contexts.
... Structurally speaking, competent speakers need to be able to mutually coordinate their syntactic choices by integrating each new syntactic fragment in a coherent overall syntactic frame spanning over various speakers. Also note that, as will be shown below, syntactic practices go hand in hand with the establishment of successful 'grounding' (Clark & Brennan 1991), as these practices are part of the co-participants' coordination of their distinct knowledge states and serve the ongoing process of assuring mutual understanding as part of collaborative action. ...
Successful language-based interaction depends on the reciprocal interplay of two or more speakers. The production of structural fragments rather than ‘full’ clausal units plays a crucial role for this interplay. This article provides an outline of a descriptive framework labeled ‘dual-mind syntax’, which is designed for describing the social signature in spoken syntax. Fragments are not analyzed as deficient and ‘incomplete’ syntactic units, but as a communicative practice used to design structures in a responsive-contingent fashion in social interaction. Based on empirical data coming from recorded natural interactions, it will be shown how speakers use syntactic fragments for coordinating actions and collaborative structure-building and for contributing to the emergence of a structurally integrated, coherent whole.
... For instance, in anticipating what their audience knows or does not know (Nickerson, 1999), tutors may adapt their teaching such as generating more elaborations for less knowledgeable tutees (H. H. Clark & Brennan, 1991;Wittwer et al., 2010). However, it should also be noted that simply increasing social presence does not necessarily improve learning , especially when it evokes excessive negative emotional arousal and distraction (Wang et al., 2023) or when tutors engage in limited knowledge-building even with heightened feelings of social presence (Ribosa & Duran, 2023). ...
Reasoning and arguing well lies at the core of thinking and constructing knowledge about complex, controversial issues. Leveraging the techniques of learning by teaching and deliberate erring, the present study developed and tested a novel intervention—learning by misteaching—to boost argumentative reasoning. University students (N = 208) were trained on argumentation strategies and studied a dual-position argumentative text on a controversial topic using one of three learning methods: notetaking, correct teaching, or misteaching. The notetaking group prepared to be tested and wrote study notes while generating good arguments about the topic, whereas both teaching groups prepared to teach and wrote a verbatim teaching script about the topic exactly as how they would orate a lecture while generating good arguments (correct teaching) or deliberately weak arguments (misteaching) for their intended audience to spot. All students were then tested on their basic recall of the text and higher order argumentative reasoning in integrating opposing views to form conclusions about the topic (e.g., weighing arguments and counterarguments, developing new alternative solutions or compromises). On both tests, students who had taught outperformed their peers who had written study notes. Importantly, misteaching produced additional gains for argumentative reasoning over correct teaching, even after controlling for recall performance. Yet, students’ metacognitive judgments revealed that they were largely unaware of these benefits even after the tests. Overall, these findings demonstrate how learning by teaching and deliberate erring can be strategically combined to improve higher order outcomes such as argumentative reasoning, while highlighting the counterintuitive benefits of intentionally making errors in low-stakes contexts.
... Building on this tradition, in the current work, we identify boomerasking as a common three-turn sequence. The social impact of a boomerask is suggested by central theories in psycholinguistics, which focus on the importance of establishing common ground between speakers (e.g., Clark & Brennan, 1991;Clark & Schaefer, 1987;Wilkes-Gibbs & Clark, 1992). That work documents the constant effort spent during conversation to sequence speaker contributions and converge on a shared understanding of each utterance (Pickering & Garrod, 2004). ...
Humans spend much of their lives in conversation, where they tend to hold many simultaneous motives. We examine two fundamental desires: to be responsive to a partner and to disclose about oneself. We introduce one pervasive way people attempt to reconcile these competing goals—boomerasking—a sequence in which individuals first pose a question to their conversation partner (“How was your weekend?”), let their partner answer, and then answer the question themselves (“Mine was amazing!”). The boomerask starts with someone asking a question, but—like a boomerang—the question returns quickly to its source. We document three types of boomerasks: ask-bragging (asking a question followed by disclosing something positive, e.g., an amazing vacation); ask-complaining (asking a question followed by disclosing something negative, e.g., a family funeral); and ask-sharing (asking a question followed by disclosing something neutral, e.g., a weird dream). Though boomeraskers believe they leave positive impressions, in practice, their decision to share their own answer—rather than follow up on their partner’s—appears egocentric and disinterested in their partner’s perspective. As a result, people perceive boomeraskers as insincere and prefer conversation partners who straightforwardly self-disclose.
... have had difficulty tracking and interpreting the diverse interactions between multiple communicative modalities, particularly when faced with the problem of underspecified references (Vinyals and Le, 2015;Baltrušaitis et al., 2018). When engaged in dialogue, our shared understanding of both utterance meaning (content) and the speaker's meaning in a specific context (intent) involves the ability to link these two in the act of situationally grounding meaning to the local contextwhat is typically referred to as "establishing the common ground" between speakers (Clark and Brennan, 1991;Traum, 1994;Asher and Gillies, 2003;Dillenbourg and Traum, 2006). The concept of common ground refers to the set of shared beliefs among participants in Human-Human interaction (HHI) (Traum, 1994;Hadley et al., 2022), as well as Human-Computer Interaction (HCI) (Krishnaswamy and Pustejovsky, 2019;Ohmer et al., 2022) and Human-Robot Interaction (HRI) (Kruijff et al., 2010;Fischer, 2011;Scheutz et al., 2011). ...
Multimodal dialogue involving multiple participants presents complex computational challenges, primarily due to the rich interplay of diverse communicative modalities including speech, gesture, action, and gaze. These modalities interact in complex ways that traditional dialogue systems often struggle to accurately track and interpret. To address these challenges, we extend the textual enrichment strategy of Dense Paraphrasing (DP), by translating each nonverbal modality into linguistic expressions. By normalizing multimodal information into a language-based form, we hope to both simplify the representation for and enhance the computational understanding of situated dialogues. We show the effectiveness of the dense paraphrased language form by evaluating instruction-tuned Large Language Models (LLMs) against the Common Ground Tracking (CGT) problem using a publicly available collaborative problem-solving dialogue dataset. Instead of using multimodal LLMs, the dense paraphrasing technique represents the dialogue information from multiple modalities in a compact and structured machine-readable text format that can be directly processed by the language-only models. We leverage the capability of LLMs to transform machine-readable paraphrases into human-readable paraphrases, and show that this process can further improve the result on the CGT task. Overall, the results show that augmenting the context with dense paraphrasing effectively facilitates the LLMs' alignment of information from multiple modalities, and in turn largely improves the performance of common ground reasoning over the baselines. Our proposed pipeline with original utterances as input context already achieves comparable results to the baseline that utilized decontextualized utterances which contain rich coreference information. When also using the decontextualized input, our pipeline largely improves the performance of common ground reasoning over the baselines. We discuss the potential of DP to create a robust model that can effectively interpret and integrate the subtleties of multimodal communication, thereby improving dialogue system performance in real-world settings.
... Например, в зависимост от използвания инструмент, участниците в общуването разполагат с различно време за подготовка на съобщението си; с различни "доказателства" за степента, в която събеседникът разбира полученото съобщение; с различни възможности за даване на обратна връзка и търсене на допълнителна информация за по-пълно разбиране на полученото съобщение (Clark et al, 1991). Немалък брой изследвания потвърждават, че изграждането на обща основа за общуване е по-трудно във виртуалното пространство, т.е. ...
Дали националната култура е значим елемент на международното бизнес обкръжение, или е фактор, чието влияние отслабва в условията на глобализация на икономическите процеси? Дебатът “културна дивергенция или културна конвергенция” в теорията и практиката на международния бизнес продължава вече няколко десетилетия. Дали обаче това е правилният въпрос? В съвременната динамична и многообразна международна стопанска действителност е разумно подходът “или, или” да бъде избягван. Важният въпрос е “кога”, а не “дали” националната култура е съществен фактор от международното бизнес обкръжение.
Отговорът на този въпрос се търси от позициите на характера на организационните променливи. Статичните (“твърди”) компоненти на управленския инструментариум (като организационната структура и технологичната инфраструктура) стават все по-сходни в глобален мащаб, при което значението на фактора национална култура може да намалява. “Меките” компоненти (тези, които са тясно свързани с поведението на хората в организационен контекст) обаче остават зависими от културата, при което тя се определя като значим фактор от международното бизнес обкръжение.
Т.е. макар организациите да стават все по-сходни в глобален мащаб, поведението на хората в тях запазва своята културна специфика. Ето защо целесъобразно е възприемането на синергичен подход при боравене с фактора национална култура, при който фокусът е върху по-доброто разбиране за това кога естествено възникващите и съзнателно създаваните универсални модели са по-ефективни и кога е удачно придържането към културно специфични модели.
Това, което може да се твърди е, че междукултурната проблематика не е лесна, и съответно отговорите на въпросите, свързани с нея, също обикновено не са лесни. Успешният лидер в международния бизнес трябва не само да разбира, но и да преодолява и оползотворява междукултурните различия. Разумно е да се приеме, че познаването и управлението на различията и сходствата в националните култури са от съществено значение за постигането на ефективност в интернационална среда за целите на международния бизнес.
Същевременно, многоизмерността на понятието култура, нейният ситуационен и динамичен характер в контекста на международния бизнес обосновават разумен преход от междукултурни сравнения към развитие на цялостна междукултурна компетентност – от сравнително междукултурно общуване към изграждане на трансакционна култура за целите на международния бизнес.
... Joint attention is an important concept for collaborative learning which refers to the extent to which different people are focused on the same thing (Tomasello, 1995). Theoretically, such mutual engagement can help ground communication (Clark & Brennan, 1991) by supporting people in maintaining and improving shared understanding as they coordinate with each other around an external reference (Barron, 2003). Joint attention aligns with a cognitive constructivist approach to collaborative learning that allows for both individuals and groups as a relevant unit for analysis. ...
While much work in learning analytics focuses on understanding and supporting the individual learner, a great deal of learning activity happens in groups, offering opportunities to generate insight into joint learning practices. How learners interact with each other in support of learning has been a topic of rich theorization for some time, from early work on face-to-face cooperation to more recent attention focused on computer-supported collaborative learning (CSCL). This chapter unpacks four different relationships between collaborative learning theory and learning analytics (Application, Testing/Refinement, Generation, and Implementation) by examining work related to theories of joint attention, online listening, and knowledge building. Considering the relationship between theory and analytics as mediated by elements of technology, pedagogy, epistemology, and data, the chapter offers guidance for selecting relevant collaborative learning theory for particular analytic uses and overviews central issues to be considered in such use (e.g. group versus individual units of analysis, leveraging constructs and/or process models, inclusion of temporality, appropriate audiences to interpret and act on analytic outputs).
... Humans need joint attention to coordinate their actions with others and to learn from them. From children acquiring their first words, teenagers learning from schoolteachers, students collaborating on a project, to any group of adults working toward a common goal, joint attention is a fundamental mechanism for establishing a common ground between individuals (Clark & Brennan, 1991). A good common ground ensures that group members refer to the same objects, locations, facts, concepts, and ideas. ...
Over the last decade, the prevalence of online learning has dramatically increased. As part of their curriculum, students are expected to spend more and more time watching videos. These videos tend to follow a widespread format: a screen recording of slides with a picture-in-picture (PiP) image of the instructor’s face. While this format is ubiquitous, there is mixed evidence that it supports student learning. In this paper, we explore alternative formats for designing educational videos. Based on prior work showing the significance of joint attention for social learning, we create instructional videos augmented with the instructor’s gaze and/or face. Testing these formats in a semester-long online course using a 2x2 experimental design, we found that showing the instructor’s face had no significant effect on learning, while adding the instructor’s eye-tracking data to the video promoted conceptual understanding of the material. Mediation analysis showed that joint visual attention played a significant mediatory role for learning. We conclude by discussing the implications of these findings and formulate recommendations for designing learning videos.
... Many interpersonal conflicts are based on different notions about what has been said or done. Current sociological and communication research stresses the point that communication is not just a message from A to B. Communicative messages are co-constructed by both sender and receiver (Clark & Brennan, 1991;Hall et al., 2019;Kessler, 2013). This means that a communicative 'message' is encoded by A and has to be decoded by B. This includes verbal speech alongside nonverbal cues such as body language, facial expression, gestures, vocal pitch, and tone. ...
De-escalation, the use of communication to calm a distressed or aggressive individual, is recognised as a first-line intervention in the management of aggression in mental health settings internationally. It provides a less coercive alternative to the use of mechanical or physical restraints, and it is a central feature of many leading complex models of care. Despite its prominence in policy, empirical evidence to support de-escalation techniques is only now beginning to emerge. Here we present an overview of the current evidence on nonphysical conflict management and interpersonal de-escalation in mental health settings alongside the practical approaches to implement these techniques in practice, illustrated by clinical examples. Together, we hope this chapter provides a comprehensive overview of the situational and interpersonal dynamics that contribute to effective de-escalation in practice and the principles that underpin them.
... Differences in common ground: Establishing a common ground is a fundamental requirement for collaborative learning (e.g., Clark & Brennan, 1991;Kirschner et al., 2008). Collaborative writing, as a form of collaborative learning, often takes place among students who share a common ground developed through the courses they have taken together. ...
This entry argues that context is a dynamic construct that appears in different formats in language use both as a repository and/or trigger of knowledge. It has both a selective and a constitutive role. Mainstream theories of meaning claim that meaning construction is mostly dependent on actual situational context. This entry, however, argues that meaning values of linguistics expressions that encapsulate prior contexts of experience play as important a role in meaning construction and comprehension as actual situational context. This is especially true in English as a lingua franca (ELF) interactions where actual situational context cannot help pragmatic implication and interpretation the way it does in first‐language (L1) communication because of the different L1 background of interlocutors and uneven sociocultural experience with the target language.
When access to natural speech is limited or challenging, as is the case for people with complex communication needs, self-created digital film can be practical to use as one of the resources within a multimodal conversation about a personal experience. The detailed and contextual information such audiovisual media offers with today’s available technology may assist the utility of other communication modes, such as (computerized) spoken, written or signed language, to foster mutual understanding and story growth. To promote the use of self-created film, here named a personal-video-scene (PVS), in the practice of augmentative and alternative communication (AAC), a greater understanding is required of how such media can operate as a resource within social interactions, such as daily conversations. This study therefore introduces a multimodal coding model developed to study the employment of a PVS within a film-elicited conversational narrative, relating to four aspects of conversational control: (a) topic development, (b) conversational structure, (c) conversational repair and (d) conversational maintenance. A case study illustrates how the use of a PVS in story-sharing was instrumental in establishing common ground between narrators, boosting the frequency of comments and questions, mitigating instances of conversational repair and expanding topic development.
This study aims to analyse the effectiveness of interpersonal communication in increasing the loyalty of coffee shop visitors in Banda Aceh. Using a descriptive qualitative approach, this study explores the experiences and perspectives of coffee shop visitors and staff regarding interpersonal communication that occurs in their interactions. The results of the study indicate that effective interpersonal communication, which includes friendly greetings, personal attention, and non-verbal communication such as smiling and eye contact, has a significant influence on customer satisfaction. This satisfaction, in turn, becomes a strong mediator in building customer loyalty. In addition, the challenges faced by staff in maintaining consistent friendly communication, especially during peak hours, indicate the need for training and a work culture that supports effective communication. Coffee shop owners and management play an important role in creating an environment that supports positive interpersonal communication. These findings provide practical implications that coffee shops in Banda Aceh, by prioritizing good interpersonal communication, can improve customer experience and strengthen their loyalty, which ultimately contributes to business sustainability.
Professional social media (PSM) platforms, such as LinkedIn, enable professional networking. Larger network sizes on PSM are associated with benefits similar to those that result from bridging social capital. Disclosing profile information, in general, is related to increased network size. Thus, digital profiles may be useful features for shaping PSM network size. However, how profile disclosure breadth shapes network size and which profile information has the strongest effect on network size is unknown. Lastly, how gender affects the relationship between profile disclosure breadth and network size is unclear. To close these research gaps, this study applied regression analysis to 67,189 LinkedIn profiles to explore the relationship between profile disclosure breadth and network size on PSM moderated by gender. The results demonstrate that higher levels of profile disclosure breadth are associated with increased network size. Moreover, profile picture presence, profile headline length, and the number of skills listed affected network size the most. Women had smaller network sizes than men on average, indicating a gender network gap. Furthermore, while remarkable levels of profile disclosure breadth seem to benefit women more than men in terms of network size, the threshold levels required to manifest this benefit are not often achieved in practice.
Konflik adalah sebuah kondisi universal didalam kelompok manusia. Ia mewujud didalam pembedaan (bukan perbedaan) ekonomi, perubahan sosial, formasi kultural, perkembangan psikologis dan organisasi politik, dan kemudian menjadi nyata melalui pengelompokan kelompok-kelompok yang bertikai; siapa yang bisa memiliki atau dipersepsikan seperti demikian, serta tujuan yang tidak sesuai antara satu dengan yang lainnya. Konflik juga bersifat dinamis, dapat meningkat ataupun menurun, dan disusun oleh saling silang rumit antara sikap (mental) dan perilaku (nyata), yang kemudian dapat membangun kenyataan atau realitas sendiri yang bisa saja berbeda dari kenyataan yang sebenarnya. Selama ini, konflik seringkali dianggap terjadi akibat kegagalan komunikasi, dan dengan demikian timbul anggapan bahwa komunikasi adalah obat daripada konflik. Padahal kenyataannya tidak sesederhana itu. Penelitian ini akan mencermati mengapa komunikasi tidak dapat dianggap sebagai satu-satunya resolusi konflik yang paling efektif, dengan menggunakan pendekatan 4 paradigma komunikasi. Conflict is a universal condition in human groups. It materializes in differentiation (rather than differentiation) of economy, social change, cultural formation, psychological development and political organization, and then becomes manifest through the grouping of overlapping groups; who can have or be perceived as such, as well as incompatible goals between one and the other. Conflict is also dynamic in nature, can increase or decrease, and is composed of a complicated interplay between (mental) attitudes and (real) behavior, which can then construct its own reality or reality that can be different from the actual reality. So far, conflict has often been thought to occur as a result of communication failure, and thus the presumption arises that communication is the panacea rather than conflict. Though the reality is not that simple. This article will highlight why communication should not be considered the only most effective conflict resolution, using the approach of the 4 communication paradigms.
A common ground of knowledge is the foundation for collaborative learning. However, learners often do not know how to engage in beneficial grounding activities during collaboration, which highlights the need to support such activities and the development of grounding skills. Two prominent forms of support are collaboration scripts and cognitive group awareness tools that pursue different approaches to promoting grounding. While collaboration scripts explicitly ask learners to perform related activities to trigger the exchange of relevant information, cognitive group awareness tools directly provide relevant information about learning partners to implicitly guide learners during learning processes. The present paper examines how the two approaches differ in supporting grounding activities and to what extent they support the development of grounding skills that represent a key qualification of collaborative learning. In the next step of this research project on grounding, the question of how to support the long-term development of grounding skills will be investigated.
Developing AI/ML models and incorporating them into a product is complex work. While AI models are generally non-deterministic and have high capability uncertainty, the advent of foundation models further exacerbates the complexity of working with AI and ensuring responsible innovation. This complex work is achieved by not just AI practitioners, but through coordination and collaboration of different groups of practitioners, not all of whom might be experts in AI. Our primary objective is to explore how the tools and systems used by practitioners help achieve this complex work. To that end, we conducted a design space analysis of 18 relevant tools using corresponding research publications and constructed a design space with the dimensions - User, Axis of AI work, Semantics of Use, Tool Architecture, Artifact Type and Availability, and Collaboration Goals. Using these dimensions we derive four spirits of the tool in supporting collaborations - groupware, core practice & communication, community of practice, and visibility & bridging. Through this work, we contribute a conceptual design space of how tools can be designed to support collaborations in AI development and discuss how our design space can be leveraged by system designers and researchers working at the intersection of HCI, CSCW, and AI.
Shared gaze, where collaborators can see each other's point of gaze visualized on their screen in real time, is a novel non-verbal mechanism that augments remote collaborations and increases shared awareness and common grounding. While past studies have focused on well-structured tasks and analyzed task performance and efficiency, our study explores the domain of collaborative drawing for recreational purposes and focuses on collaborators' own perceptions. We surveyed 75 users of online collaborative drawing platforms who mostly drew collaboratively for recreation and artistic growth; they reported the importance of communication but also of retaining individual space despite the collaborative setting. Informed by this and prior research on shared gaze, we evaluate collaboration by allowing two collaborators to draw synchronously on a shared canvas and share their point of gaze. We conducted a study with 24 pairs that drew collaboratively under all combinations of shared gaze and voice communication. Combining voice and shared gaze was perceived to reach the best balance between tightly coupled collaboration and parallel individual execution. Shared gaze led to higher spatial awareness and less turn-taking was observed in conditions that shared gaze was present. Surprisingly, many participants found the lack of any communication medium to afford the highest degree of divergent thinking. Our findings provide guidelines for adaptive tools that consider individual preferences as well as the nature of the task to better support remote collaborations that are open-ended and prize creativity.
To understand why humans put much effort into celebrating cultural myths, it is crucial to approach this phenomenon as part of humans' broader social cognitive evolution. Specifically, humans' unique capacity to bond with others through shared/collective representations of shared experiences has likely caused individuals to use myths to assess not only coalitions' fitness interdependence, but also their cooperative prowess.
In the last two decades, there has been an increasing interest in extending the communication between humans and machines from textual/verbal to nonverbal. Initially, interest has focused on facial behavior. However, there is now also considerable research on “body language,” such as gestures, posture, or proxemics. Research areas such as affective computing or social robotics have been developed to support and augment human-machine interaction by assessing human behavior and providing interpretations in affective, motivational, or socially pragmatic terms. Inversely, such work is providing physically embodied or virtual artificial entities with the capacity for nonverbal behavior. We report on the state of the art of nonverbal behavior between humans and machines concerning interpretation and production. We highlight some of the pitfalls and promises, for example, in using artificial systems to advance our understanding of human communication. Finally, we emphasize the need for interdisciplinary work to improve communication between humans and machines.
Organizations and universities use Design Thinking (DT) to facilitate team innovation. However, few empirical DT studies have quantified it. Across two experiments, each based on semester-long DT projects to generate innovative solutions to sustainability problems, several different DT strategies were compared. Experiment 1 ( n = 145) compared team performance using a DT-Baseline process to a DT-Expanded process. Results showed that teams in DT-Expanded condition using resource constraint and “Yes and” prompts generated 64% more ideas overall than the DT-Baseline condition, but not more original ideas. Experiment 2 ( n = 140) found that teams using the DT-Reverse Ideas strategy (adding a lateral thinking prompt) generated similar numbers of ideas overall, however, these teams generated 2x more original ideas than the DT-Expanded teams. This is one of the first large-scale, semester-long DT experiments measuring performance and suggests that small DT adjustments have potentially large effects on innovation.
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