The goal of this research was to investigate communication media and feedback learning cues for tutoring. A macroergonomic perspective was used to identify three sociotechnical variables associated with tutoring assistance: problem analyzability, communication media, and learning feedback cues. A four-phase problem solving approach was used in all trials. The communication media consisted of collocated communication, email, a chatroom, and video teleconferencing. The learning feedback cue was a non-verbal mechanism for subjects to provide the tutor with immediate information about their understanding throughout the problem. Subjects participated in a total of eight trials over a four-week time period. The analysis accuracy, process time, and user satisfaction indicated that the four-phase problem solving approach was not important in the interpretation of the results. In each problem-solving phase and for the overall tutoring process, technical performance (e.g., accuracy and speed of problem solving) and user satisfaction were measured to determine the most effective communication technology (or technologies) for tutoring students. The results of this study indicated that the accuracy was similar for all experimental conditions. However, the speed of problem solving was generally faster for audio-visual communication than text-based communication. In all phases, subjects were significantly more satisfied in conditions without feedback cues. And in general, satisfaction was higher in collocated communication and the chatroom compared to email; satisfaction was generally higher in collocated communication compared to video teleconferencing. There was no evidence that computer-mediated communication improved the tutoring process. However, important design implications existed for tutoring systems with limited resources. Through computer-mediated communication, a single tutor could assist many students at one time. The chatroom appeared to be a condition that would be an effective communication medium for spatially dispersed tutoring. Although the tutoring process required significantly more time to complete using the chatroom compared to collocated communication, accuracy and satisfaction measures were similar between collocated communication and the chatroom. / Master of Science

International Telemetering Conference Proceedings / October 28-31, 1996 / Town and Country Hotel and Convention Center, San Diego, California / The Defense Evaluation Support Activity (DESA) is an independent Office of the Secretary of Defense (OSD) activity that provides tailored evaluation support to government organizations. DESA provides quick-response support capabilities and performs activities ranging from studies to large-scale field activities that include deployment, instrumentation, site setup, event execution, analysis and report writing. As the applications of computer systems has dramatically increased in recent year a corresponding increased has ocurred in the data processing needs of test orgznization. One client in particular wanted the realtime ability to track the performance of a country-wide communications system. Commercially developed networking software and hardware were employed to facilitate this requirement. To enhance DESA's off range test support capability a DESA system named SYSCON 2000 has been under steady development for the last five years. In particular the ability to use multiple voice grade telephone lines to create a wideband data channel from almost anywhere has been developed and refined. Link flexibility has been enhanced by the use of dedicated, COTS RF spread-spectrum links, cellular telephones, and other transmission media. The current version of SYSCON 2000 supports test director virtual presence via live data displays and video teleconferencing capability.

A study was conducted to determine the preferences for the design of distributed meeting rooms used for video enhanced electronic meeting systems (VEMS). Although there is a significant body of literature in the group communication domain, the research in this multidisciplinary area has paid minimal attention to users' environmental preferences in the design of a meeting space. A basic science approach through three studies was used to explore the variables that defined the design of a distributed meeting space from the user's perspective. Twenty-five inexperienced college-enrolled participants and twenty-five experienced Naval professionals used foam-core pieces to create a design of their ideal distributed meeting space. Thirty-seven variables were used to categorize qualitative attributes of the designs. Three types of designs emerged from the sample population: v-shaped, conference (u-shaped or oval), and theater (auditorium) style. A nonexperimental design was used to measure the impact of the heuristics on the users' physical design of their distributed meeting spaces. Post-meeting evaluation results were promising and indicated that the heuristics were usable and that participating in the design could have a positive impact on user's subjective rating of their meeting experience. Overall, inexperienced users did not believe that the heuristics were necessary to determine the best room design for their team's needs. In the third study, six experts conducted an expert evaluation of a distributed meeting room site. Most experts were not able to identify context-specific design issues such as camera angle and lighting with the static information that they were provided. The experts subjective ratings indicated that the heuristics were usable and were useful for room designers. The overall findings indicated that experience level had a significant impact on user's perception of important equipment in a distributed meeting room. Naïve users were more concerned with visual communication and assigned more importance to public displays (p=.035). Experienced users were more concerned with audio communication and assigned more importance to microphone control (p=.024). In addition, general findings from this research include a new methodology for generating participatory ergonomic tools. / Ph. D.

KBT-terapi har de närmaste åren alltmer utförts via videosamtal, även kallat videoconferencing  psychoterapy (VCP) i privat och regional vård i Sverige som spridits ytterligare under pandemin covid-19.  Syftet var att undersöka KBT-behandlares åsikter om VCP. Frågeställningen var ”Vad har KBT-behandlare  för attityder gällande KBT via VCP?”. Ett urval samlades in genom ett bekvämlighetsurval som erhölls genom webenkät. Enkäten spreds via E-post till två KBT-föreningar (BTF och SFKBT) och bland annat  på sociala medier. 140 fullständiga svar gav resultatet att KBT-behandlarna var positiva till VCP som  ansågs tidsbesparande och flexibelt men svårt att motivera vissa patienter till. KBT-tekniker och arbetssätt  som ansågs mer okomplicerat var agenda, behandlingsmål, hemuppgifter, boostersessioner, acceptans och  återfallsprevention. Det ansågs komplexare med känsloreglering, rollspel och exponering. Ångest,  depression och stress ansågs lättare att behandla medan större osäkerhet eller skeptiskhet fanns gällande  tvång, bipolaritet, personlighetssyndrom och fobier. Slutsats blev att VCP ansågs som ett bra sätt att bedriva  KBT med god allians. Kreativa lösningar ansågs behövas för att lösa pedagogiska utmaningar samt att det  ansågs som en utmaning att läsa av kroppsspråk och känsloläge. Vidare forskning krävs för vidare  attitydmätning hos KBT-kliniker. VCP kommer säkerligen vidareutvecklas och expandera vidare. / <p>Linköpings universitet | Institutionen för beteendevetenskap och lärande Psykoterapeutexamensuppsats/magisteruppsats/uppsats på avancerad nivå, 15 hp | Psykoterapeutprogrammet (KBT) Höstterminen 2020 | ISRN-nummer: LIU-IBL/PST-A—20/02—SE</p>