An official website of the United States government
Abstract This is a response to the commentaries on our epistemological paper, The dynamics of bilingualism in language shift ecologies. The commentaries highlight the challenges in studying language shift ecologies and the competing goals of different research approaches. We hope this set of papers invokes rich discussion about other possible research questions we can ask and the research methodologies we can use to answer them.
more »
« less
Embracing Robustness and Reliability in the Science of Organizations
The science of organizations increases its credibility when it embraces research with an explicit focus on robustness and reliability. This special issue of curated commentaries recommends and illustrates how to incorporate robust and reliable research practices in organizational research. Together, these commentaries help researchers make contributions to improving every step of the research trajectory—theory development, methodology, and the process of quality control through peer review.
more »
« less
- Award ID(s):
- 1743044
- PAR ID:
- 10310697
- Date Published:
- Journal Name:
- Journal of Management
- Volume:
- 46
- Issue:
- 7
- ISSN:
- 0149-2063
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
null (Ed.)Emotion expression in human-robot interaction has been widely explored, however little is known about how such expressions should be coupled with feelings and opinions expressed by a social robot. We explored how 12 children experienced emotionally expressive social commentaries from a reading companion robot across five interaction styles that differed in their non-verbal emotional expressiveness and opinionated conversational styles (neutral, divergent, or convergent opinions). We found that, while the robot’s opinions and non-verbal emotion expressions affected children’s experiences with the robot, the speech content of the commentaries was the more prominent factor in their experience. Additionally, children differed in their perceptions of social commentary: while some expressed a sense of connection-making with the robot’s self-disclosure commentaries, others felt distracted by them or felt like the robot was off-topic. We recommend designers pay particular attention to the robot’s speech content and consider children’s individual differences in designing emotional and opinionated speech.more » « less
-
Social robots are emerging as learning companions for children, and research shows that they facilitate the development of interest and learning even through brief interactions. However, little is known about how such technologies might support these goals in authentic environments over long-term periods of use and interaction. We designed a learning companion robot capable of supporting children reading popular-science books by expressing social and informational commentaries. We deployed the robot in homes of 14 families with children aged 10–12 for four weeks during the summer. Our analysis revealed critical factors that affected children’s long-term engagement and adoption of the robot, including external factors such as vacations, family visits, and extracurricular activities; family/parental involvement; and children’s individual interests. We present four in-depth cases that illustrate these factors and demonstrate their impact on children’s reading experiences and discuss the implications of our findings for robot design.more » « less
-
Abstract Practitioners and researchers in geoscience education embrace collaboration applying ICON (Integrated, Coordinated, Open science, and Networked) principles and approaches which have been used to create and share large collections of educational resources, to move forward collective priorities, and to foster peer‐learning among educators. These strategies can also support the advancement of coproduction between geoscientists and diverse communities. For this reason, many authors from the geoscience education community have co‐created three commentaries on the use and future of ICON in geoscience education. We envision that sharing our expertise with ICON practice will be useful to other geoscience communities seeking to strengthen collaboration. Geoscience education brings substantial expertise in social science research and its application to building individual and collective capacity to address earth sustainability and equity issues at local to global scales The geoscience education community has expanded its own ICON capacity through access to and use of shared resources and research findings, enhancing data sharing and publication, and leadership development. We prioritize continued use of ICON principles to develop effective and inclusive communities that increase equity in geoscience education and beyond, support leadership and full participation of systemically non‐dominant groups and enable global discussions and collaborations.more » « less
- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1177/0149206320917732
