Encinares, Janelle T.

G11-Einstein
Practical Research 1
Group 4

Title : "Studying the Effects of Technology Use on Senior High School Students'
Communication and Social Interaction Skills."

Teaching social communication skills through human-agent interaction

Hiroki Tanaka, Sakti Sakriani, Graham Neubig, Tomoki Toda, Hideki Negoro, Hidemi
Iwasaka, Satoshi Nakamura

ACM Transactions on Interactive Intelligent Systems (TiiS) 6 (2), 1-26, 2016

Teaching social communication skills through human-agent interactionHiroki Tanaka, Sakti

Sakriani, Graham Neubig, Tomoki Toda, Hideki Negoro, Hidemi Iwasaka, Satoshi Nakamura
ACM Transactions on Interactive Intelligent Systems (TiiS) 6 (2), 1-26, 2016. There are a
large number of computer-based systems that aim to train and improve social skills.
However, most of these do not resemble the training regimens used by human instructors. In
this article, we propose a computer-based training system that follows the procedure of
social skills training (SST), a well-established method to decrease human anxiety and
discomfort in social interaction, and acquire social skills. We attempt to automate the
process of SST by developing a dialogue system named the automated social skills trainer,
which teaches social communication skills through human-agent interaction. The system
includes a virtual avatar that recognizes user speech and language information and gives
feedback to users. Its design is based on conventional SST performed by human
participants, including defining target skills, modeling, role-play, feedback, reinforcement,
and homework. We performed a series of three experiments investigating (1) the
advantages of using computer-based training systems compared to human-human
interaction (HHI) by subjectively evaluating nervousness, ease of talking, and ability to talk
well; (2) the relationship between speech language features and human social skills; and (3)
the effect of computer-based training using our proposed system. Results of our first
experiment show that interaction with an avatar decreases nervousness and increases the
user's subjective impression of his or her ability to talk well compared to interaction with an
unfamiliar person. The experimental evaluation measuring the relationship between social
skill and speech and language features shows that these features have a relationship with
social skills. Finally, experiments measuring the effect of performing SST with the proposed
application show that participants significantly improve their skill, as assessed by separate
evaluators, by using the system for 50 minutes. A user survey also shows that the users
thought our system is useful and easy to use, and that interaction with the avatar felt similar
to HHI.

https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Effects+of+Technology+Use+o
n+Social+Interaction+and+Communication+Skills+among+Students.&btnG=#d=gs_qabs&t=
1683037123062&u=%23p%3Dz0nOM58EqOQJ
The Impact of Social Interaction on Student
Learning

Dr. Beth Hurst, Dr. Randall Wallace, Dr. Sarah Nixon

Due to the lack of student engagement in the common lecture-centered model, we explored
a model of instructional delivery where our undergraduate and graduate classes were
structured so that students had opportunities for daily interaction with each other.
Specifically, we examined how students perceived the value of social interaction on their
learning by reflecting on their classroom experiences at the end of each class period. Three
literacy teacher preparation courses during a summer session were chosen for this study
based on the highly interactive nature of each course. The purpose of the study was not to
determine the difference between different models of instruction, but to determine our
students’ perceptions of the value of the social interaction that was taking place in our
classrooms on their learning. The findings reveal that students in all three courses perceived
that social interaction improved their learning by enhancing their knowledge of literacy and
teaching and their
critical thinking and problem-solving skills.

Hurst, B., Wallace, R., & Nixon, S. B. (2013). The Impact of Social Interaction on Student
Learning. Reading
Horizons: A Journal of Literacy and Language Arts, 52 (4). Retrieved from
https://scholarworks.wmich.edu/reading_horizons/vol52/iss4/5

An analysis of the use of smartphone in students’ interaction at senior high school

Deni Sutisna, Arif Widodo, Nursaptini Nursaptini, Umar Umar, Muhammad Sobri, Dyah
Indraswati

1st Annual Conference on Education and Social Sciences (ACCESS 2019), 221-224,
2020

This study aims to analyze the use of smartphones towards students’ interaction at senior
high school. This descriptive qualitative research was carried out at one of the senior high
schools in Pangalengan, Bandung with observation and interview techniques. It shows that
smartphones can change the interaction pattern in associative and dissociative processes.
In the associative proses, students create social media groups to communicate, interact, and
socialize in order to make it easier for students to distribute information. Meanwhile, the
dissociative process occur friction due to misunderstanding in interpreting information when
communicating. Another finding in this research shows that the use of smartphones can
facilitate teachers and students in the learning process and evaluation. However, the impact
on the use of smartphone is that the students lack focus in the teaching and learning
process. Smartphones are used as a means of cheating, bullying and shifting values and
norms.
https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=+Effects+of+Technology+Use
+on++Social+Skills+among+Senior+High+School+Students.&btnG=#d=gs_qabs&t=1683038
122657&u=%23p%3D27qtIMD3kS4J

Students' technology use and the impacts on well‐being

Shelia R Cotten

New Directions for Student Services 2008 (124), 55-70, 2008

This chapter reviews technology use patterns and the social impacts of technology on
well‐being among college students. It provides empirical evidence delineating the processes
through which Internet use affects well‐being among college students, and provides
suggestions for ways to advance future studies in this area and for higher education faculty
and staff as they work with technologically savvy students.

https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=+Effects+of+Technology+Use
+on++Social+Skills+among+Senior+High+School+Students.&btnG=#d=gs_qabs&t=1683038
900198&u=%23p%3D33sgOYTZhB4J

The relationship between students’ use of ICT for social communication and their
computer and information literacy

Meral Alkan & Sabine Meinck

Large-scale Assessments in Education volume 4, Article number: 15 (2016)

This study investigates the relationship between students’ use of information and
communication technology (ICT) for social communication and their computer and
information literacy (CIL) scores. It also examines whether gender and socioeconomic
background moderates this relationship. We utilized student data from IEA’s International
Computer and Information Study (ICILS) to build multivariate regression models for
answering the research questions, and accounted for the complex sample structure of the
data by using weights for all statistical analyses, employing jackknife repeated replication for
variance estimation. Students who frequently use the internet for messaging and
participation in social networks (i.e., at least once a week) scored on average 44 points
higher than those who use ICT for the same purpose only less than once a week or never.
The direction of this effect was the same in all 21 participating educational systems, the
difference ranging from 19 to 75 points (always statistically significant). We continued the
analysis by testing whether the relationship is moderated by gender; as girls use more often
ICT for social communication and have higher CIL scores on average. After controlling for
the gender effect the CIL scores between the two examined groups decreased only by 2
points on average. Even after including students’ socio-economic background into the
model, the difference in CIL between the two groups of interest declined only little—to 32
points on average across all countries. The difference remained to be statistically significant
in all countries but one. The results suggest a strong relationship between students’ CIL
proficiency level and the frequency of their use of electronic devices for social
communication; hence, respective skills needed at schools and later on at the workplace are
reflected in their use outside of school and for socializing.

https://largescaleassessmentsineducation.springeropen.com/articles/10.1186/s40536-016-0
029-z

Using mobile communication technology in high school education: Motivation,

pressure, and learning performance

Pei-Luen Patrick Rau, Qin Gao, Li-Mei Wu

Computers & Education 50 (1), 1-22, 2008

Motivation and pressure are considered two factors impacting vocational senior high school
student learning. New communication technology, especially mobile communication
technology, is supposed to be effective in encouraging interaction between the student and
the instructor and improving learning efficiency. Social presence and information richness
theory was applied to analyze the media and their impacts on the instruction process firstly.
Then the author observed firstly the impact of using individual communication technologies –
namely Short Message Service (SMS), email, and online forum – on student learning
motivation, pressure, and performance, based on a comparative investigation of 176
students. Then the impacts of using combination of mobile and Internet communication
technology – SMS+email, SMS+online forum – were examined with another experiment of
45 students. The result showed that instant messaging helps bonding the two roles – student
and instructor – in the instruction process effectively. When combined with Internet
communication media, it can significantly increase student extrinsic motivation without
causing higher pressure. Additionally, communication media demanding public expression
rather than private dialogue should be adopted with careful consideration, since they may
raise student pressure.

https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=+Effects+of+Technology+Use
+on++Social+Skills+among+Senior+High+School+Students.&btnG=#d=gs_qabs&t=1683039
133513&u=%23p%3D_z988Kdc8tIJ