ethanporcaro/eric-fulltext-meta huggingface dataset:
Design Divergence Using the Morphological Chart
Author: Börekçi, Naz A. G. Z.
Date: 2018-00-00
Type: Journal Articles
Subjects: Design,Computer Software,Engineering,Teaching Methods,Decision Making,Charts,Performance,Group Dynamics,Program Descriptions,Graduate Students,Correlation,Electronic Equipment

This paper investigates the effectiveness of the morphological chart method in design divergence. The literature presents the morphological chart as an engineering design method that does not particularly aim novelty, but instead gathers possible means for fulfilling the independently decomposed sub-functions of a product. On the other hand, implementations of this method in design education has shown that this method offers the possibility of design exploration for groups of interrelated sub-functions. Accordingly, this widens the solution space and encourages designers to think on the consequences of their design decisions while generating ideas, hence allowing situated design divergence to take place. The paper presents the findings of a review carried out on twelve morphological charts completed in groups, containing a total of 686 sub-solution sketches made for a pool of 21 sub-functions. The charts were reviewed as a whole in terms of group performance in idea generation for a decomposed design problem. Then the sub-solution ideas were grouped according to sub-functions and were reviewed in terms of idea content. It was seen that a background preparation with product trials, 3D exploration of product configuration, and experience in using the morphological chart method, affected the number of cells that the participants completed. Besides, several factors were found to influence the ways in which participants filled in the morphological charts. The reviews revealed eleven factors affecting design divergence using the morphological chart method, grouping under the headings of: preparations, group dynamics, boundaries of sub-functions, and interrelations of product components. In addition, thirteen strategies were identified that participants followed for idea generation using the morphological chart method, grouping under the headings of: beginning idea generation, ensuring effective idea generation, exploring ideas, diversifying ideas and representing ideas.
Design for Manufacture (DFM) within Professional Practice and Its Relationship to Design Education
Author: Page, Tom
Date: 2018-00-00
Type: Journal Articles
Subjects: Design,Manufacturing,Industrial Arts,Student Attitudes,Employer Attitudes,Comparative Analysis,Freehand Drawing,Costs,Education Work Relationship,Corporations,Foreign Countries,College Students,Teaching Methods

This research set out to assess the importance of Design for Manufacture (DFM) within the industrial design process, understanding how it is taught, and comparing this to the requirements of professional practice. A mixed methods approach was applied in, collecting a combination of both quantitative and qualitative data through two questionnaires. The first questionnaire was directed at current and graduate students from the Industrial Design (ID) and Product Design (PD) courses at Loughborough Design School. The second questionnaire targeted design companies that had previously employed Loughborough students in either placement or graduate roles. The results of the two questionnaires were then analysed individually before comparing a selection of directly corresponding results. The results from the primary research showed that both students and companies agreed that DFM was a key skill utilised within professional practice. In both cases, DFM was regarded as more important than sketching and sketch rendering, supporting findings within the literature review that the role of the designer has changed. It was discovered that the main benefit of a professional designer implicating DFM during the design process was an overall reduction in cost. It may be concluded that, although the teaching of DFM at Loughborough Design School supplied the students with some knowledge, it does not entirely meet the requirements for professional design practice.
Can User and Task Characteristics Be Used as Predictors of Success in Health Information Retrieval Sessions?
Author: Oroszlányová, Melinda
Date: 2018-09-00
Type: Journal Articles
Subjects: Information Retrieval,Users (Information),Predictor Variables,Success,Motivation,Health Materials,Individual Characteristics,Models

Introduction: The concept and study of relevance has been a central subject in information science. Although research in information retrieval has been focused on topical relevance, other kinds of relevance are also important and justify further study. Motivational relevance is typically inferred by criteria such as user satisfaction and success. Method: Using an existing dataset composed by an annotated set of health Web documents assessed for relevance and comprehension by a group of users, we build a multivariate prediction model for the motivational relevance of search sessions. Analysis: The analysis was based on lasso variable selection, followed by model selection using multiple logistic regression. Results: We have built two regression models; the full model, which considers all variables of the dataset, has a lower estimated prediction error than the reduced model, which contains the statistically-significant variables from the full model. The higher values of evaluation metrics,including accuracy, specificity and sensitivity in the full model support this finding. The full model has an accuracy of 91.94%, and is better at predicting motivational relevance. Conclusions: Our findings suggest features that can be considered by search engines to estimate motivational relevance, to be used in addition to topical relevance. Among these features, a high level of success in Web search and in health information search on social networks and chats are some of the most influencing user features. This shows that users with higher computer literacy might feel more satisfied and successful after completing the search tasks. In terms of task features, the results suggest that users with clearer goals feel more successful. Moreover, results show that users would benefit from the help of the system in clarifying the retrieved documents.
Effects of Relational Characteristics of an Answerer on Perceived Credibility of Informational Posts on Social Networking Sites: The Case of Facebook
Author: Lee, Sang Yup
Date: 2018-09-00
Type: Journal Articles
Subjects: Social Media,Credibility,Interpersonal Relationship,Individual Characteristics,Accuracy,Information Seeking,Undergraduate Students,Graduate Students,Foreign Countries

Introduction: The relational characteristics of an answerer on a social networking site can be used as cues to assess the credibility of an answer. This study examined the effects of different numbers of followers and friends of an answerer on readers' perceived credibility of an answer posted by the answerer in the context of Facebook. Method: We conducted two experiments to examine the effects of different numbers of followers and friends on the credibility perceptions of an answer on Facebook, respectively. Their influences on three dimensions of credibility were examined, namely: believability, trustworthiness, and accuracy. Analysis: The data were analysed using t-tests and two-way ANOVAs (analysis of variance). Results: We found that participants perceived an answer posted by an answerer with more followers or friends as more believable and trustworthy, but not necessarily more accurate. Conclusion: Despite the popularity of social networking sites as a place for information seeking, the effects of relational characteristics of an information provider have been little examined. Results of this study show that system-generated relational cues (i.e., number of friends and followers) likely exert a larger influence on certain dimensions of perceived credibility of an answer (i.e., believability and trustworthiness).
Community Disaster Resilience and Social Solidarity on Social Media: A Semantic Network Analysis of the Sewol Ferry Disaster
Author: Hong, Jasmine Yoo Jung
Date: 2018-09-00
Type: Journal Articles
Subjects: Social Media,Semantics,Network Analysis,Language Usage,Psychological Patterns,Victims,Grief,Foreign Countries,Resilience (Psychology),Trauma,Transportation,Death,High School Students,Secondary School Teachers,Word Frequency,Computational Linguistics,Accidents,Electronic Publishing,Information Retrieval,Information Sources,Community Support

Introduction: The present study examines how community disaster resilience and social solidarity concerning the Sewol ferry disaster, one of South Korea's most tragic maritime disasters that occurred on April 16, 2014, were portrayed on and manifested by social media during a 1-year span at three time periods. Method: Data was collected from Korean social media platforms Naver blog and Naver café regarding the keyword 'Sewol ferry' during three time periods: April 16, 2014 to May 16, 2014, October 1, 2014 to October 31, 2014 and March 16, 2015 to April 16, 2015. Analysis: A semantic network analysis was conducted on the data collected to show the most significant words pertaining to the Sewol ferry disaster. Results: During the first period, people used social media to share news information and factual information, including some words indicating sympathy, positive emotions and hopeful sentiments. For the second period, the central words were similar to those of the first period, but more optimistic and emotional. In the last period, a noticeable change in the central words was found for the community's reminiscence and commemoration of the victims and their families' grief. Conclusions: Words relevant to community disaster resilience and social solidarity were revealed on social media. Furthermore, there was a significant change in the sentiments of the community, as well as the way of forming resilience and solidarity over time.
Veblen Online: Information and the Risk of Commandeering the Conspicuous Self
Author: Miller, Holmes
Date: 2018-09-00
Type: Journal Articles
Subjects: Risk,Information Technology,Consumer Economics,Leisure Time,Sharing Behavior,Information Utilization,Social Theories

Introduction: Veblen's The Theory of the Leisure Class introduced the concepts of conspicuous consumption and conspicuous leisure. These concepts are valid today, and one's online behaviour, social media engagement and general abundance of information help create a broader conspicuous self. Method: Two grids are used to illustrate concepts relating to the conspicuous self. One assesses information domains vs. risk and the other creates categories formed by the intersection of information abundance and one's conspicuous profile. Analysis: Using the information grids, general scenarios are identified and four categories are created reflecting information abundance, one's online presence and the trade-off between an information sender and information recipient's control of information. Results: Within this structure, various scenarios, risks, and amelioration strategies are presented and discussed. These can inform further analyses performed by individuals and organisations. Conclusions: Information technologies can support, further promulgate, or even inhibit conspicuous behaviour. P people may expand their conspicuous behaviour by employing strategies that craft their message and target micro audiences, or people may pull back from social media and online behaviour, while finally, people may choose to live with less privacy and more public lives. In each case, users may make behavioural adjustments to mitigate the predicted consequences.
We Still Trust in Google, but Less than 10 Years Ago: An Eye-Tracking Study
Author: Schultheiß, Sebastian
Date: 2018-09-00
Type: Journal Articles
Subjects: Internet,Eye Movements,Online Searching,Web Sites,Information Retrieval,Search Engines,Undergraduate Students,Foreign Countries,Visual Stimuli

Introduction: The purpose of this study is to replicate a study from 2007, which found that student users trust in Google's ability to rank results more than in their own relevance judgements. Method: In a between-subjects experiment using eye-tracking methodology, participants (n=25) worked on search tasks where the results ranking on search engine results pages had been manipulated. Analysis. The data were analysed using descriptive statistics, analysis of variance (ANOVA), t-tests and mixed model analyses with the statistical program SPSS. Results: This study confirms major results from the study we replicated, but finds one important difference: although the viewing behaviour was influenced more by the position than by the relevance of a snippet, the crucial factor for a result to be clicked was the relevance and not its position on the results page. Conclusions: The subjects of our experiment displayed an emancipated search behaviour while choosing relevant snippets even in lower positions. This means that, despite the fact that students were influenced by the position of a result, they made choices on the basis of relevance.
The Interplay between Knowledge Gap and Perceived Risk in Motivating Risk Information Seeking
Author: Shakeri, Shadi
Date: 2018-09-00
Type: Journal Articles
Subjects: Correlation,Risk,Information Seeking,State Universities,Vignettes,Structural Equation Models,Knowledge Level,Models,Motivation,Role

Introduction: This study proposes a theoretical framework for the complex interplay between knowledge gap and perceived risk as motivators of information seeking. Given the shortage of studies that use quantitative research methods to support theory-building in information behaviour research, the survey method is adopted and two models with alternative configurations are examined. Method: Since the two proposed models involve relationships between latent constructs, survey items were developed to operationalise the constructs and statistical tests were performed to examine the associated hypotheses. Data were collected from a large public university through a scenario-based online survey. In order to avoid confounding effects, participants were recruited from a variety of educational levels, age groups, and socioeconomic backgrounds. Eight scenarios were randomly assigned across the participants. A total of 289 responses were used for analysis. Analysis: The two models were tested using partial least squares structural equation modelling (PLS-SEM), a commonly used method for theory development in exploratory social sciences research. Results: In model one, where perceived risk and knowledge gap are assumed to have direct effects on motivation to seek information, both direct effects are significant. In model two, where perceived risk is assumed to have a moderating effect on the relationship between knowledge gap and motivation to seek information, knowledge gap interacts with perceived risk to motivate information seeking. Given that model two has a better fit than model one, the results indicate that perceived risk and knowledge gap play a rather complex role in information-seeking behaviour. Model two proposes the risk-gap interaction hypothesis (RGIH), which states that risk perceptions interact with knowledge gap to motivate information seeking. Conclusions: The findings suggest that, in the presence of the interaction between perceived risk and knowledge gap, as suggested by the risk-gap interaction hypothesis, the well-established direct effect between knowledge gap and motivation to seek information becomes insignificant. Therefore, the interaction between perceived risk and knowledge gap is of primary importance in motivating information seeking.
Education Deans: Challenges and Stress
Author: Coll, Ken
Date: 2018-00-00
Type: Journal Articles
Subjects: Deans,Higher Education,Doctoral Programs,Schools of Education,Stress Variables,Work Environment,Administrator Role,Teacher Education Programs,Educational Finance,Participative Decision Making,Administrator Attitudes,Coping,Stress Management

This study explored issues facing deans within higher education, specifically deans of doctoral granting schools/colleges of education. The study explored key challenges/issues and related stress education deans experience at research universities.
Better Together: Co-Teaching in Undergraduate Applied Psychology Courses
Author: Campbell, Elizabeth L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Psychology,Team Teaching,Educational Benefits,Student Attitudes,College Faculty,Teacher Attitudes,Course Content,Course Descriptions,Liberal Arts,Small Colleges,Course Evaluation

This study examined co-teaching -- two teachers collaboratively leading one course -- in undergraduate applied psychology courses. Previous research has established potential benefits of co-teaching on student success; however, none have examined students' perspectives on co-teaching in applied psychology courses. The present study hypothesized that students would report more benefits than drawbacks to co-teaching. For this purpose, 50 college students aged 18 to 25 completed an online questionnaire after completing one of two co-taught applied psychology courses in the United States. Results revealed that students perceived more benefits to co-teaching than drawbacks, and this difference was statistically significant. Additional findings suggest that students believe co-teaching to be beneficial, and most report a preference for it. Consensual qualitative coding further revealed that 'diversity of instructor perspectives' was the most commonly reported benefit, as related to course content, and the most commonly reported drawback, as related to course management. Study limitations and implications for future research and teaching were also considered.
Assessing the Utility of an Online Adaptive Learning Tool in a Large Undergraduate Psychology Course
Author: Dry, M. J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Online Courses,Undergraduate Students,Personality Traits,Cognitive Ability,Outcomes of Education,Academic Achievement,Predictor Variables,Psychology,Foreign Countries,Intelligence Tests,Personality Measures,Correlation,Tests

In this project we test the utility of an adaptive e-learning study tool (LearnSmart) within the context of a large undergraduate psychology course. We measured student usage of the e-learning tool and the effect that this usage has on academic outcomes, while controlling for the effects of intellectual ability and personality traits such as conscientiousness and openness to experience. The results of our analyses indicate that students who made use of the tool performed significantly better on the assessment tasks when compared to non-users. Further, regression analyses indicated that the extent to which students made use of the tool was a stronger predictor of academic performance than four personality variables that had previously been implicated in the literature as related to academic outcomes, and was a stronger predictor of academic performance than intellectual ability for two of the four academic tasks.
Disciplining Psychology Education -- A Foucauldian Discourse Analysis
Author: Dempsey, Imogen
Date: 2018-00-00
Type: Journal Articles
Subjects: Discourse Analysis,Psychology,Governance,Neoliberalism,Power Structure,Student Attitudes,Graduate Students,Undergraduate Students,Educational Philosophy,Commercialization,Social Systems,Curriculum,Foreign Countries

This paper explores: (a) the impact of psychology education governance on our understanding of subjectivity and (b) how this functions for neoliberal capitalist structures. The ways-of-knowing, power relations and perceptions of subjectivity are approached through texts selected from official documents governing the curriculum, and qualitative interviews with psychology students, including postgraduates with teaching responsibilities. Discourse is analysed using Foucauldian theory. The key findings are that a positivist psychology curriculum (a) is largely market driven, (b) is a way-of-knowing that subjugates and objectifies the subject (c) works to substantiate individualist discourses and that, finally, (d) despite claims of neutrality, constructs a subject that works to meet neoliberal capitalist objectives.
Using the Immediate Feedback Assessment Technique (IFAT) for Non-Assessments: Student Perceptions and Performance
Author: Kennette, Lynne N.
Date: 2018-00-00
Type: Journal Articles
Subjects: Feedback (Response),Student Attitudes,Academic Achievement,Introductory Courses,Psychology,Control Groups,Experimental Groups,Two Year College Students,Two Year Colleges,Experiments,Grades (Scholastic)

This paper examines an experiment conducted at a 2-year college with non-majors. The Immediate Feedback Assessment Technique (IFAT) is a cross between a lottery scratch ticket and a scantron form which was designed to replace scantrons (EpsteinEducation.com). Using the IFAT in an unconventional way (reviewing class material), we expected to find significant differences in students' final grades with the IFAT group out-performing the control group (who reviewed class material by re-reading their notes). Our hypothesis was confirmed. Additionally, formal student feedback on the use of this weekly activity was overwhelmingly positive, suggesting the activity is seen by students as a worthwhile undertaking
Statistics Anxiety Rating Scale (STARS) Use in Psychology Students: A Review and Analysis with an Undergraduate Sample
Author: Nesbit, Rachel J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Statistics,Anxiety,Undergraduate Students,Psychology,Test Anxiety,Fear,Help Seeking,Teachers,Computation,Self Concept,Foreign Countries

Statistics anxiety is extremely common in undergraduate psychology students. The Statistics Anxiety Rating Scale (STARS) is at present the most widely used measure to assess statistics anxiety, measuring six distinct scales: test and class anxiety, interpretation anxiety, fear of asking for help, worth of statistics, fear of statistics teachers and computational self-concept. In this paper we first review the existing research that uses the STARS with psychology undergraduates. We then provide an analysis of the factor and reliability analysis of the STARS measure using a sample of undergraduate psychology students (N=315). Factor analysis of the STARS yielded nine factors, rather than the six it is intended to measure, with some items indicating low reliability, as demonstrated by low factor loadings. On the basis of these data, we consider the further development and refinement of measures of statistics anxiety in psychology students. Keywords: STARS, psychology, statistics anxiety.
Should PhD Students Teach?
Author: Homer, Sophie R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Doctoral Programs,Graduate Students,Psychology,Employment Qualifications,Teaching Experience,Skill Development,Teaching Skills,Barriers

The number of PhD students in the UK is growing exponentially, and in an increasingly competitive labour market, postgraduate research students are facing unprecedented pressure to demonstrate a range of skills within and beyond research management. Due to the popularity and broad-ranging nature of the discipline, psychology students will face particularly fierce competition throughout their careers and must be acutely aware of the need to produce publishable, fundable, and impactful work. Given these pressures on PhD students and their supervisors, does teaching during postgraduate study give worthwhile experience, or is it a needless tax on time that is both limited and strained?