Defining Spatial and Temporal Hydromorphological Sampling Strategies for the Leigh Brook River Site

Detailed surveys of depth and velocity are undertaken to describe hydro-ecological status of rivers. Fieldwork for these surveys is time consuming and expensive. This paper aims to describe the methodology applied in order to determine the most suitable depth sampling strategy for effective field data collection and river representation in time and space at the Leigh Brook river site, Worcester, UK. The accuracy of three different sampling strategies for predicting depth at non-measured points has been compared and the mesohabitats that better characterise depth changes due to variations in discharge have been identified. The results show that depth changes due to discharge change are mainly located at shallow and deep glide mesohabitat types. The analysis for the comparison of sampling strategies indicates that grid sampling strategies give better results than regular transects. Since the results also show that higher errors in predictions are obtained in the deepest areas, higher sampling densities should be applied in these locations.

'It's Almost Like Talking to a Person': Student Discolsure to Pedagogical Agents in Sensitive Setting

Online chatbots (also known as pedagogical agents or virtual assistants) are becoming embedded into the fabric of technology, both in educational and commercial settings. Yet understanding of these technologies is inchoate and often untheorised, influenced by individuals’ willingness to trust technologies, aesthetic appearance of the chatbot and technical literacy, among other factors. This paper draws upon data from two research studies that evaluated students’ experiences of using pedagogical agents in education using responsive evaluation. The findings suggest that emotional connections with pedagogical agents were intrinsic to the user’s sense of trust and therefore likely to affect levels of truthfulness and engagement. They also indicate that the topic of the pedagogical agent-student interaction is key to the student’s experience. The implications of these studies are that truthfulness, personalisation and emotional engagement are all vital components in using pedagogical agents to enhance online learning.