Mediating Group Dynamics through Tabletop Interface Design

Co-located collaborative Web browsing is a relatively common task and yet is poorly supported by conventional tools. Prior research in this area has focused on adapting conventional browsing interfaces to add collaboration support. We propose an alternative approach, drawing on ideas from tabletop interfaces. We present WebSurface, a novel tabletop interface for collaborative Web browsing. WebSurface explores two design challenges of this approach: providing sufficient resolution for legible text; and navigating through information. We report our early experiences with an exploratory user study, in which pairs of collaborators gathered information using WebSurface. The findings suggest that a tabletop approach for collaborative Web browsing can help address limitations of conventional tools, and presents beneficial affordances for information layout.

SUMMARYA variety of research on tabletop interfaces has been reported in the last decade. In a tabletop system, the difference in operation between digital media and physical media such as paper gives an unsatisfactory experience and disturbs their comfortable simultaneous use. For users to be satisfied, they must be able to operate the digital and physical media seamlessly. In this paper, we propose a tabletop interface system that allows users to operate digital media intuitively by using gesture recognition. The proposed table can capture an image of an object on the table by utilizing press gesture recognition from images of a user's fingernail based on support vector machine (SVM), and can acquire digital content from digital paper by utilizing a shake gesture of the device. The evaluation experiments show that the proposed system recognizes a user's finger state with high accuracy and that the users can intuitively operate the table without any awareness of data transmission.

Fish bowl is a collaborative learning technique applied in classrooms where group dynamics (team performance, leadership style, and the interdependence between group members) are important. This technique allows its members for a more profound discussion of any given topic. Group learning (fishbowl activity) also aids in the development of social skills such as communication, presentation, problem-solving, leadership, delegation and organization Therefore this study was aimed at investigating the effect of collaborative learning approach on the social skills development of secondary school students. For this purpose six sub-scales of social skills were selected and a case-study approach (design) was used to study the development of social skills of the learners. Two main objectives of the study were; (i) To explore the effects of collaborative learning approach (fishbowl) on the social skills development; (ii) To investigate which sub-scale of social skills is more affected through collaborative learning technique (fishbowl). The 281284 secondary school students in Khyber Pukhtunkhwa (a province of Pakistan) constituted the population of this case study. Thirty two students of 9th class of Government High School No.1 Nowshera Kalan were taken as sample of the study. The sample students were given treatment as collaborative learning. Data was collected through an observation log. Then the qualitative data was analyzed qualitatively in the form of descriptions. The major finding was; Collaborative learning activity (fishbowl) developed social skills of the students.

This study provided workshops for parents on either early literacy or socio-emotional learning to examine the impact on their children’s reading and social skills development (n = 576 parents; n = 584 children). Parents of kindergartners were offered interactive workshops designed to help them identify everyday opportunities to support reading skills or social skills development. Families were randomly assigned by school to workshops on one of three topics: (1) traditional text reading, (2) traditional text reading with computer-assisted learning opportunities, and (3) social-emotional learning. As expected, academic performance improved over time across all conditions. Additional gains were detected on specific language and literacy measures among children in both reading conditions whose parents attended the workshops in comparison to children of parents who did not attend. Gains were observed on academic measures for children in the socio-emotional condition relative to children in the reading conditions. Findings suggest that parental involvement in instructional workshops on early literacy and social development may have significant effects for children’s academic success. This study provides evidence for the potential of involving parents in their children’s educational interventions as a valuable addition to or alternative to traditional child-directed intervention programs to increase positive outcomes, reduce costs, and enhance parental efficacy.

Purpose of the study: This study aimed to investigate the impact of inclusive education on the social development of students with special needs in primary schools, specifically examining peer interactions, social skills development, and overall social integration. Materials and methods: A quantitative design with a non-experimental approach was employed at Sekolah Luar Biasa Negeri Bangkinang Kota, Riau, Indonesia. Data collection involved Likert-scale questionnaires measuring social development indicators, structured observations of classroom interactions, and interviews with teachers and parents. Statistical analysis was conducted using SPSS. Results: Findings revealed that inclusive education significantly enhanced social development among students with special needs, particularly in areas of peer acceptance, cooperation skills, and self-confidence. Students in inclusive settings demonstrated improved ability to follow social cues, cooperate with peers, and engage in group activities compared to those in segregated learning environments. Conclusions: Inclusive education provides substantial benefits for the social development of students with special needs, creating opportunities for meaningful social interactions and character development. The inclusive approach, when properly implemented with adequate support systems, helps students overcome social and emotional barriers while fostering positive social integration.

BackgroundPrevious studies have reported that movement-based computer gaming is more effective than conventional intervention in enhancing upper limb rehabilitation.ObjectiveTo evaluate whether the use of bilateral movement-based computer games could augment the effects of conventional intervention in improving the upper limb motor function, grip strength and health-related quality of life of subacute stroke survivors.MethodsA total of 93 subjects with subacute stroke were randomized into 2 groups receiving one of two 3.5-h interventions for 2 days per week over 8 weeks: (i) “bilateral movement-based computer games + conventional rehabilitation”; and (ii) “video-directed exercise + conventional rehabilitation” (control group).ResultsA total of 83 subjects completed the interventions and follow-up assessments. Compared with video-directed exercise + conventional rehabilitation, bilateral movement-based computer games + conventional rehabilitation produced greater improvements in upper limb motor impairment from mid-treatment to follow-up 1 month post-intervention, greater improvements in upper limb function from post-intervention to 1 month follow-up, and earlier improvements in grip strength (paretic) from mid-intervention to follow-up 1 month post-intervention. Subjects who received bilateral movement-based computer games + conventional rehabilitation also continued to improve in motor function from post-intervention to 1 month post-intervention.ConclusionBilateral movement-based computer games may serve as an adjuvant therapy to conventional rehabilitation programmes for improving upper limb recovery among stroke survivors.LAY ABSTRACTUpper limb sensorimotor impairment is a common and serious post-stroke sequel, affecting up to two-thirds of stroke survivors. Simultaneous bilateral training is a rehabilitative method that requires the use of both paretic and non-paretic sides completing identical tasks at the same time. Previous findings suggested that bilateral upper limb training was superior to unilateral upper limb training in improving upper limb motor impairment. Given that virtual reality-based therapy can be advantageous for engaging and encouraging participation in repetitive rehabilitative training tasks, this study aimed to investigate whether bilateral movement-based computer gaming (BMCG) using custom-made handlebars could better improve the upper limb motor function, grip strength and health-related quality of life of subacute stroke survivors than a conventional rehabilitation programme. After 16 sessions of bilateral BMCG, it was found that subacute stroke survivors had greater improvements in upper limb motor control, functional use of paretic upper limb and health-related quality of life than after a conventional rehabilitation programme. Thus, the combined use of computer gaming and bilateral movement-based training could be an adjunct therapy to conventional physiotherapy and occupational therapy in cognitively intact subacute stroke survivors.

Supportive parenting and social and behavioral development: Does classroom emotional support moderate?

The study explored the contribution of community driven development programme towards women economic empowerment in Nyakabande Sub County. The study had four objectives. To examine activities carried out by CDD program in supporting economic empowerment of women. To document economic activities done by women in pursuant of economic empowerment and support by CDD programme. To determine the role of group dynamics in influencing economic empowerment of women. To find out other family related factors that hinder economic empowerment of women in Nyakabande Sub County, Kisoro District. A cross-sectional design utilizing a mixed research approach was adopted. A total of 92participants constituting Women in CDD supported groups and local leaders were involved. A Mixed methods approach was utilized for data collection, providing descriptive statistics and opinions about the study. Results show monitoring and supervision as the most effective CDD activity that supports women economic empowered in Nyakabande Sub County. Farming is the most dominant activity carried out by women in CDD supported programme. The group dynamics especially cohesion, has an influence on women economic empowerment. The family size affects the returns the economic returns women make from their groups, increases dependence, and cost of living. Conclusively, WEE in Nyakabande Sub County is below average, indicating a low contribution of CDD programmes in WEE especially at individual level. Government, through Ministry of Gender Labour and Social Development (MGLSD) in collaboration with Ministry of Finance Planning and Economic Development (MoFPED) should increase CDD capitation to elevate the financing abilities of sub counties to support women groups. The effect of culture on women empowerment in Nyakabande sub-county is not well researched. Future researchers should consider this area.

Early diagnosis of autism spectrum disorder (ASD) has focused on differentiating children with ASD from neurotypical children. However, many children presenting with concern for ASD are ultimately diagnosed with language disorder (LD). This study aimed to identify differences in parent-rated development and behavior among children ages 2 to 5 years presenting with concern for ASD who were diagnosed with either ASD or LD. Children with ASD were rated as more socially withdrawn and more delayed in social development and self-help skills than those with LD. Parent-rated developmental delays were positively correlated with scores on an autism screening measure and with social withdrawal and pervasive developmental problems among children with ASD. Among those with LD, parent-rated social and self-help development were positively correlated with social withdrawal and attention problems. Thus, parent ratings of social withdrawal and development of social and self-help skills may facilitate differential diagnosis of ASD and LD in children ages 2 to 5 years.

Purpose: The aim of the study was to analyze the comparative study of indoor vs. outdoor sports on social skills development in children in Australia. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: A comparative study on the impact of indoor versus outdoor sports on social skills development in children in Australia revealed notable differences. Outdoor sports, such as soccer and cricket, were found to foster better teamwork, communication, and conflict resolution skills due to their collaborative and dynamic nature in larger team settings. Indoor sports, like basketball and table tennis, also contributed to social skills development but were more associated with enhancing individual communication and strategy-sharing in smaller groups. Unique Contribution to Theory, Practice and Policy: Social learning theory, ecological systems theory & self-determination theory may be used to anchor future studies on the comparative study of indoor vs. outdoor sports on social skills development in children in Australia. Sport organizations, schools, and recreational centers should design programs that combine both indoor and outdoor sports to maximize the benefits of each environment. Policymakers should create and support initiatives that encourage outdoor sports participation for children, recognizing the broader social and developmental benefits of outdoor play.

The purpose of the article is to consider communication strategies in an inclusive educational environment. Methods of pedagogical observation, analysis and synthesis, and generalization of results were used. It is noted that communication in the process of teaching students with special educational needs requires taking into account their individual characteristics and capabilities, level of development, needs, and interests. The importance of communication in the educational environment is characterized in accordance with the core tasks of inclusive education as a whole, and its impact on learning, upbringing, adaptation, and socialization, and further development of the personality is considered. The essence of the concepts of "communication", "communication strategy", "inclusive communication" is revealed. It is emphasized that defining goals, identifying the target audience, choosing information channels, systematization, integration, analytics, adaptation are aspects of the communication strategy in an inclusive educational environment. Modern priorities and values, tasks, and direction of the educational industry are determined. Communication, language, assistive technologies, and universal design are identified as key factors influencing the effectiveness of the inclusive educational process. The latest scientific achievements in the context of the specified issues and approaches to the classification of communication strategies are revealed and analyzed. The main communication strategies in modern pedagogical practice are analyzed, their features are established and components are identified, the significance of their use in the context of socialization and harmonious development of students with special educational needs is revealed. The main principles of organizing communication, the use of its various strategies in the process of inclusive education are analyzed. The emphasis is on the humanistic principles of inclusive education and on ways of creating a barrier-free educational environment in the modern conditions of the New Ukrainian School. Alternative additional communication is identified and the need to use its various types in the educational process is emphasized, the advantages are established. Further prospects and directions of scientific research in the context of the specified issues are outlined.

The article determines that elementary school is the first level in the process of obtaining general education for children and in their general intellectual, physical and social development. in practice, accordingly, it sets the task for professional education as well – to prepare future elementary school teacher as a social personality, capable of solving certain problems and tasks of professional activity under the conditions of mastering a system of skills and competences. The success of the pedagogical activity of an elementary school teacher implies a special preparedness in the institution of higher education – the formation of knowledge, skills and pedagogical competences aimed at the exercise of professional functions. Study of experience of foreign countries on the professional pedagogical training of elementary school teachers is an important condition for the formation of theoretical and methodological bases for optimization of the training of elementary school teachers in Ukrainian HEIs. An analysis of current approaches to the preparation of future primary school teachers in France, the United Kingdom and Japan makes it possible to highlight the trends that are characteristic of European and Japanese education, namely: training teachers in higher education, two-level education, student development taking into account socio-cultural features, forming in them the readiness for professional mobility, to study throughout their professional activity, creating conditions for internships abroad. Progressive ideas of foreign experience can be taken into account in the national practice of teacher training. Further scientific inquiries may be directed to the study of the content filling of the teacher training programs and the peculiarities of the organization of the educational process in the institutions of higher education of foreign countries. Learning and using the experience of other countries is one of the main methods of designing educational reforms in Ukraine. Using foreign experience will help to avoid many mistakes. In addition, the integration of Ukraine into the world and European educational spaces requires adaptation of national educational legislation to pan-European educational principles and practices. These include, in particular, the existence of certain standards of education and professional activity of teachers.

The relevance of the outlined research problem is determined by a number of contradictions that exist in contemporary choreographic education: the growing demands on the professionalism of the choreographer and the state of professional training; the need for an appropriate response of art education to the demands of society and a fragmentary introduction of innovations into the educational system. Specific features of choreographic art as one of the important factors of cultural development of society are characterized; its special social functions are defined. The peculiarities and tasks of choreographic education in the context of contemporary socio-cultural changes are clarified. In particular, the specifics of professional training of future specialists in the field of choreographic art, the content of their professional qualities and features of the educational programs are analyzed. Based on the analysis of current educational programs and the results of student surveys, the directions for updating the content of professional training of future choreographers are identified, including updating the content of educational programs, introducing an integrative approach, using differentiated professionally oriented tasks, determining appropriate forms and methods of influencing students and individualization of training. Innovative directions in the system of choreographic education, which were formed as a result of intensive social development, are outlined: tendencies to combination of physical education, sports and dance, strengthening of international cooperation, introduction of information technologies and training of specialists for correctional work in inclusive environment by means of choreographic art. Prospects for further research lie in substantiation of the conceptual foundations of professional training of future choreographers, taking into account current trends in social development.

Computer games are very popular among Malaysians especially youngster as they are easily accessed anywhere with the widespread availability of computer in Malaysia. We believe that computer games could and should be exploited as another medium for teaching and learning in Malaysian schools. An investigation about the possibilities of optimizing computer games as another pedagogy instrument especially focusing at students’ social skills development had been conducted in Malaysia. 341 public school students and 24 teachers across Selangor Darul Ehsan were involved and 9 computer games were tested. The results showed that with each game has different gameplay, challenges and genre, students’ social skills development could be slightly improved. The important issue is not the object or technology used in teaching and learning, but how it is being applied and diffused. Teachers have to take a positive and active role in ensuring that these computer games are incorporated effectively especially for students’ social skills development.

This research examined the relationship between barangay sports program involvement, community engagement, and youth social skills development in selected barangays of Pangantucan, Bukidnon, Philippines. Specifically, it aimed to determine whether participation in barangay sports programs and levels of community engagement significantly predict the development of youth social skills. A predictive-correlational research design was employed. Data were collected from youth participants using a structured survey questionnaire. Statistical analyses included weighted mean to describe the levels of the variables, Pearson product–moment correlation to determine relationships, and multiple regression analysis to identify predictors of social skills development. Results indicated that respondents demonstrated a high level of involvement in barangay sports programs, particularly in competitive and organizational/administrative involvement, while recreational involvement also remained high. Community engagement was rated very high, with emotional engagement obtaining the highest mean, followed by physical and cognitive engagement. Youth social skills development was likewise very high, particularly in conflict resolution, teamwork and collaboration, and communication skills. Correlation analysis revealed a significant positive relationship between barangay sports program involvement and youth social skills development. Community engagement was also significantly related to social skills development. Furthermore, multiple regression analysis showed that competitive involvement and organizational/administrative involvement significantly predicted youth social skills development while recreational involvement demonstrated a weaker predictive influence. The findings suggest that barangay sports programs function as effective platforms for promoting youth social interaction, cooperation, leadership, and civic participation. Strengthening and diversifying sports programs at the barangay level may therefore enhance youth empowerment and community engagement.