Reducing the risk of abandonment of assistive technologies for people with autism

This paper reports on an investigation that found that conventional techniques for including users in technology design are likely to fail if the user has autism. The heterogeneity of autistic symptomatology across cognitive, social, behavioural and communication domains suggests a 'single user' environment, while rendering typical design interaction techniques meaningless, making the need for assistive technologies great, and the risk of abandonment high. This complex problem of urgency and constraint was addressed through a Delphi study with a panel of psychologists critiquing design activities for people with autism. The major finding is that while each of the activities may work if modified, all require that the designer is well acquainted with autism in general and has a close working relationship based on trust with the individual user. If these requirements are met, there is no reason that the abandonment rate cannot be reduced.

Conceptualising the effect of self-service technologies on established brands

Self-service technologies (SSTs), such as machine assisted and electronic services are prevalent. Many established brands in industries such as banking, retailing, and hospitality have adopted SSTs to complement or replace existing channels of service delivery, e.g., face-to-face service. However, the influence of SSTs on established brands has not been examined previously. In the light of this, a conceptual model is proposed that incorporates SST-related variables and their influence on brand satisfaction, brand associations, brand attitudes, and brand loyalty, along with customers' future likelihood to reuse the SST. Arguably, these outcomes affect brand equity and the long-term survival of SSTs.

Consumer dissatisfaction with self-service technologies : an empirical exploration of its antecedents

Self-service technologies (SSTs) are commonplace for consumers' use, which is reflected in the growing body of literature that pertains to SSTs. The bulk of this literature has focussed on the adoption of SSTs, while relatively little attention has been given to consumers' consumption and evaluation of SSTs. Arguably, this is an area worthy of exploration in the light of frequent reports of consumers' dissatisfaction with SSTs. Therefore, this paper examines the antecedents of consumers' overall dissatisfaction with an SST encounter, and finds that consumers' dissatisfaction with the attributes of the SST and consumers' perceptions of causal controllability explain 50 per cent of the variance in consumers' overall dissatisfaction with the SST Insights into removing the causes of SST dissatisfaction are offered to managers, which are, arguably, important for consumer retention.

Would Kitty Genovese have been murdered in Second Life? Researching the "bystander effect" using online technologies

The increasing use of online technologies, including ‘virtual worlds’ such as Second Life, provides sociology with a transformed context within which to ply creative research approaches to ongoing social issues, such as the ‘bystander effect’. While the ‘bystander effect’ was coined following a real-life incident, the concept has been researched primarily through laboratory-based experiments. The relationship between ‘virtual’ and ‘real’ world environments and human behaviours are, however, unclear and warrant careful attention and research.

In this paper we outline existing literature on the applicability of computer-simulated activity to real world contexts. We consider the potential of Second Life as a research environment in which ‘virtual’ and ‘real’ human responses are potentially more blurred than in real-life or a laboratory setting. We describe preliminary research in which unsolicited Second Life participants faced a situation in which they could have intervened. Our findings suggest the existence of a common perception that formal regulators were close at hand, and that this contributed to the hesitation of some people to personally intervene in the fraught situation. In addition to providing another angle on the ‘bystander effect’, this research contributes to our understanding of how new technologies might enable us to conduct social research in creative ways.

Wikis, blogs and podcasts - using Web2 technologies in teacher education

This paper presents a reflection on the infusion of Web2 technologies into a teacher education program. It explores issues surrounding the use of a range of Web2 technologies including wikis, blogs and podcasts. Web2 technologies are currently being taken up at amazing speed. This paper draws on the experience of using these new technologies in two units of a pre-service education course. As part of their assignment requirements pre-service education students were immersed in these new technologies as they grappled with issues to do with learning how to use these technologies as well as reflecting on how and why, or why not, they might they might use them in primary schools including the potential for democratic collaborative communities of learners. The opportunities the Web2 technologies afford educators as well as the consequences of such educational use of social technologies will be considered.

The use of Web 2.0 Technologies to promote higher order thinking skills

During 2007 several independent Victorian secondary schools participated in a study exploring the ways in which the use of learning technologies can support the development of higher order thinking skills for students. This paper focuses on the use of Information and Communications Technologies (ICT) including Web 2.0 technologies for promoting effective teaching and learning in science. A case study methodology was used to describe how individual teachers used ICT and Web 2.0 in their settings. Data included interviews (focus group and individual), questionnaires, monitoring of teacher and student use of smart tools, analysis of curriculum documents and delivery methods and of student work samples. The evaluation used an interpretive methodology to investigate five research areas: Higher-order thinking, Metacognitive awareness, Team work/collaboration, Affect towards school/learning and Ownership of learning. Three cases are reported on in this paper. Each describes how student engagement and learning increased and how teachers’ attitudes and skills developed. Examples of student and teacher blogs are provided to illustrate how such technologies encourage students and teachers to look beyond text science.

Assisting independence with "the latest and greatest" of technologies

A case study of a long term wheelchair user: This presentation will highlight the difficulties associated with matching client's environmental access, seating and mobility needs using multi-functional systems, which also happen to be the "latest and greatest" technologies. The paper addresses the issues experienced by these clinicians when prescribing systems with minimal trial history (due to their newness) and the compatibility issues encountered by the supplier when matching the new with the old of the current powered wheelchair for a particularly motivated wheelchair user.

Examining how teachers use web 2.0 technologies in Science lessons to promote higher order thinking in teaching science

During 2007 several independent Victorian secondary schools participated in a study exploring the ways in which the use of learning technologies can support the development of higher order thinking skills for students. This paper focuses on the use of Information and Communications Technologies (ICT) including Web 2.0 technologies for promoting effective teaching and learning in science. A case study methodology was used to describe how individual teachers used ICT and Web 2.0 in their settings. Data included interviews (focus group and individual), questionnaires, monitoring of teacher and student use of smart tools, analysis of curriculum documents and delivery methods and of student work samples. The evaluation used an interpretive methodology to investigate five research areas'. Higher-order thinking, Metacognitive awareness, Team work/collaboration, Affect towards school/learning and Ownership of learning. Three cases are reported on in this paper. Each describes how student engagement and learning increased and how teachers' attitudes and skills developed. Examples of student and teacher blogs are provided to illustrate how such technologies encourage  students and teachers to look beyond text science.

Constructing emergent literacy : negotiating literacy technologies in preschool-school transition

Examines conflicting views about early literacy in homes, Preschools and schools as interactive technologies challenge traditional print-based literacies. The research found that significant differences between children's multimodal literacies and versions of emergent policies, may threaten successful literacy acquisition.

Supporting gen Y's engagement, enrichment and entertainment in interactive technologies

This research explored the potential for expansion of the current function, and usage of Interactive Television. The interviews and group discussions assisted in the determination of the theoretical framework for "Interactive Digital Vision", including its inspiration from current technologies to provide an engaging, enriching and intertaining user experience.