Tag Archives: Software Development Research

Reducing Corruption and Protecting Privacy in Emerging Economies: The Potential of Neuroeconomic Gamification and Western Media Regulation in Trust Building and Economic Growth

Reducing Corruption and Protecting Privacy in Emerging Economies: The Potential of Neuroeconomic Gamification and Western Media Regulation in Trust Building and Economic Growth

Jonathan Bishop

Abstract

This chapter presents a location-based affective computing system, which can assist growing emerging markets by helping them reduce crime and increase public safety when used in conjunction with CCTV. Internet systems based on location-based services have increased in availability. Social platforms such as Twitter and Facebook now employ the information on user locations to provide context to their posts, and services such as Foursquare rely on people checking into different places, often to compete with their friends and others. Location-based information, when combined with other records, such as CCTV, promotes the opportunity for a better society. People normally abused by corrupt state officials for crimes they did not commit will now have alibis, shops will be able to more effectively build trust and procure new customers through “social proof,” and other forms of corruption will be tackled such as benefit fraud and tax evasion. Trust that everyone is paying his or her fair share can develop.

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Reference

Jonathan Bishop (2013). Reducing Corruption and Protecting Privacy in Emerging Economies: The Potential of Neuroeconomic Gamification and Western Media Regulation in Trust Building and Economic Growth. In: Bryan Christiansenand Muslum Basilgan (Eds.) Economic Behavior, Game Theory, and Technology in Emerging Markets. IGI Global: Hershey, PA. (Pages 237-249). Available online at: http://resources.crocels.com/wp-content/uploads/sites/4/reducing-corruption-and-protecting-privact-in-emerging-economies-the-potential-of-neuroeonomic-gamification-and-western-media-regulation-in-trust-building-and-economic-growth.pdf

Cooperative e-learning in the multilingual and multicultural school

Cooperative e-learning in the multilingual and multicultural school: The role of ‘Classroom 2.0’ for increasing participation in education

Jonathan Bishop

Abstract

The Classroom 2.0 initiative is one of the most fundamental reforms to the way education is performed across the European Union. Starting its life at the Digital Classroom of Tomorrow (DCOT) Project in Wales, the initiative has shown that concepts like electronic individual education programmes (eIEPs) and the electronic twinning of schools (eTwinning) can play an important role in enhancing learning outcomes for school age learners. This chapter presents a review of the impact of the original Classroom 2.0 Project – DCOT – and explores some of the technical issues essential to the project’s success across Europe.

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References

J. Bishop (2012). Cooperative e-learning in the multilingual and multicultural school: The role of ‘Classroom 2.0’ for increasing participation in education. P.M. Pumilia-Gnarini, E, Favaron, E. Pacetti, J. Bishop, L, Guerra (Eds.) Didactic Strategies and Technologies for Education Incorporating Advancements. IGI Global: Hershey, PA. Available at: http://resources.crocels.com/wp-content/uploads/sites/4/cooperative-e-learning-in-the-multilingual-and-multicultural-school-the-role-of-classroom-2-0.pdf

Taming the Chatroom Bob: The role of brain-computer interfaces that manipulate prefrontal cortex optimization  for increasing participation of victims of traumatic sex and other abuse online

Taming the Chatroom Bob: The role of brain-computer interfaces that manipulate prefrontal cortex optimization  for increasing participation of victims of traumatic sex and other abuse online

Jonathan Bishop

Abstract

Chatroom Bobs, which derived from the concept of ‘Uncle Bob’ being a name for a less than responsible family man, are characterised by being online community users driven by seeking out satisfaction for their ‘urgeances’ (or biological drives). Some of these are akin to the ‘office loser’ who tries to impress others but is despised, others have more ulterior motives for sexual satisfaction. This paper presents an intervention – called MEDIAT – which uses TAGTeach to retrain people who are sexually damaged by society and demonstrate impairment in how they interact with others. The paper presents an equation for measuring such ‘social orientation impairment’ as a reflection of its relationship to serotonergic and dopaminergic activity in the prefrontal cortex as a result of differences in ‘Neuro-response plasticity’. The paper concludes that by using MEDIAT to reverse dopaminergic-serotonergic asynchronicity caused by traumatic experience can lead to increased constructive participation in online and other environments.

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Citation

Jonathan Bishop (2012). Taming the Chatroom Bob: The role of brain-computer interfaces that manipulate prefrontal cortex optimization for increasing participation of victims of traumatic sex and other abuse online. In: 13th International Conference on Bioinformatics and Computational Biology (BIOCOMP’12), 16-19 July 2012, USA. Available online at: http://resources.crocels.com/wp-content/uploads/sites/4/taming-the-chatroom-bob-the-role-of-brain-computer-interfaces-that-manipulate-prefrontal-cortex-optimization-for-increasing-participation-of-victims-of-traumatic-sex-and-other-abuse-online.pdf

The Persuasive and Assistive Interaction Extension (PAIX): A position paper on using gamified behavior management systems for reducing flame trolling in schools based on Classroom 2.0

The Persuasive and Assistive Interaction Extension (PAIX): A position paper on using gamified behavior management systems for reducing flame trolling in schools based on Classroom 2.0

Jonathan Bishop

Abstract

Internet trolling that takes the form of cyberbullying is emerging as a significant problem for any administrator of a networked computer environment. This is also the case in Classroom 2.0 classrooms where technologies like the circle of friends has not been implemented or otherwise where there is no current moderation or monitoring of activity of the school students using the system. The paper presents a system called Paix – The Persuasive and Assistive Interaction Extension (Paix) for assisting with this problem.

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References

Jonathan Bishop (2012). The Persuasive and Assistive Interaction Extension (PAIX): A position paper on using gamified behavior management systems for reducing flame trolling in schools based on Classroom 2.0. The 13th International Conference on Internet Computing (ICOMP’12). 16-19 July, 2012, USA. Available online at: http://resources.crocels.com/wp-content/uploads/sites/4/the-persuasive-and-assistive-interaction-extension-paix-a-position-paper-on-using-gamified-behavior-management-systems-for-reducing-flame-trolling-in-schools-based-on-classroom-2-0.pdf

The Role of Augmented E-Learning Systems for Enhancing Pro-Social Behaviour in Socially Impaired Individuals

The Role of Augmented E-Learning Systems for Enhancing Pro-Social Behaviour in Socially Impaired Individuals

Jonathan Bishop

Abstract

E-learning systems generally rely on good visual and cognitive abilities, making them suitable for individuals with good levels of intelligence in these areas. A group of such individuals are those with non-systemising impairments (NSIs), such as people with autism spectrum conditions (ASCs). These individuals could benefit greatly from technology that allows them to use their abilities to overcome their impairments in social and emotional functioning in order to develop pro-social behaviours. Existing systems such as PARLE and MindReading are discussed, and a new one, the Visual Ontological Imitation System (VOIS), is proposed and discussed. This chapter details an investigation into the acceptability of these systems by those working in social work and advocacy. The study found that VOIS would be well received, although dependency on assistive technology and its impact on how others view NSIs still need to be addressed by society and its institutions.

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Citation

Jonathan Bishop (2011). The Role of Augmented E-Learning Systems for Enhancing Pro-Social Behaviour in Socially Impaired Individuals. In: Lau Bee Theng (Ed.) Assistive and Augmentive Communication for the Disabled: Intelligent Technologies for Communication, Learning and Teaching. IGI Global, Hershey, PA. (Pages 248-272). Available online at: http://resources.crocels.com/wp-content/uploads/sites/4/the-role-of-augmented-e-learning-systems-for-enhancing-pro-social-behaviour-in-socially-impaired-individuals.pdf

The Role of Multi-Agent Social Networking Systems in Ubiquitous Education: Enhancing Peer-Supported Reflective Learning

The Role of Multi-Agent Social Networking Systems in Ubiquitous Education: Enhancing Peer-Supported Reflective Learning

Jonathan Bishop

Abstract

Knowledge it could be argued is constructed from the information actors pick up from the environments they are in. Understanding the networks of practice in which these e-learning systems are part of requires a deeper understanding of information science frameworks. The Ecological Cognition Framework (ECF) provides a thorough understanding of how actors respond to and influence their environment. Utilising the ECF, this chapter proposes a multi-agent e-learning system called the Portable Assistant for Intelligently Guided Education (PAIGE), which is based around a 3D anthropomorphic avatar for educating actors ubiquitously. An investigation into the market for PAIGE was carried out. The data showed that those that thought their peers were the best form of support were less likely to spend more of their free time on homework. The chapter suggests that future research could investigate the usage of systems like PAIGE in educational settings and the effect they have on learning outcomes.

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References

Jonathan Bishop (2009). The Role of Multi-Agent Social Networking Systems in Ubiquitous Education: Enhancing Peer-Supported Reflective Learning. In: T.T. Goh (Ed.). Multiplatform E-Learning Systems and Technologies: Mobile Devices for Ubiquitous ICT-Based Education. IGI Global: New York, NY (Pages 72-88). Available online at: http://resources.crocels.com/wp-content/uploads/sites/4/the-role-of-multi-agent-social-networking-systems-in-ubiquitous-education-paige-jonathanbishop.pdf

The Internet for educating individuals with social impairments

The Internet for educating individuals with social impairments

Jonathan Bishop

Abstract

Social impairments materialise in a number of forms, from developmental disabilities such as autistic spectrum disorder, to psychiatric conditions such as social phobia. The individuals diagnosed with these problems find it difficult to deal with social situations through either the inability to perform in these situations or the fear of not being able to do so. The study investigated the social and practical implications of using Mobile Internet technology to deliver information relating to a social situation in real-time to participants with Autistic Spectrum Disorders (n = 10) and General Social Phobia (n = 3) diagnosed using DSM-IV. The participants used the agent on their mobile phone to convert phrases they found offensive or confusing into more concise and understandable definitions. Analysing their attitudes found that the technology enables socially impaired individuals to learn the meaning of emotions and understand more about how they communicate with their peers. However, the study concludes that governmental organisations, education providers and society as a whole need to adopt a cohesive approach to communication to ensure socially impaired individuals are fully included in society

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Reference

Jonathan Bishop (2003). The Internet for educating individuals with social impairments. Journal of Computer Assisted Learning 19(4), pp. 546-556. Available online at: http://resources.crocels.com/wp-content/uploads/sites/4/the-internet-for-educating-individuals-with-social-impairments.pdf