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Individual differences in beliefs about gesture perception and production: Exploring the links to videoconference fatigue and emotional outcomes
No full textGestures are one of the most common forms of nonverbal communication in everyday life and work. While specific gestures have been well-studied, the role of general gestures in computer-mediated communication remains largely unknown, especially regarding individual differences in gesture production and perception. Utilizing the limited capacity model of motivated mediated message processing as the theoretical framework, this study explores the impact of beliefs about gesture production and perception on cognition and emotions in videoconferencing from an individual perspective. A study of 130 university participants who undertook a dyadic videoconferencing task showed that individuals who reported higher positive gesture perception and production also experienced higher positive emotions, however this is unrelated to negative emotions. Additionally, individuals with higher positive gesture perception and production reported higher cognitive load, which led to videoconference fatigue, exacerbating negative emotions. We discuss the theoretical and practical implications of our findings
Director's Address 2025 (26 Sep 2025)
No full textA section of the audience at the Director's Address 2025
Twenty-first century competencies assessment using formative learning analytics in K–12: Case examples from Singapore
No full textTwenty-first century competencies (21CC), such as critical thinking and collaboration, are increasingly important in this digital age. In Singapore, towards the vision of preparing future-ready learners, teachers and researchers have implemented programmes and interventions to support learners’ development of 21CC. This chapter describes two techno-pedagogical interventions that utilize formative learning analytics that have been piloted for K–12 learners in Singapore. WiREAD+ and My Groupwork Buddy are two learning analytics applications that enable teachers’ formative assessment practices and offer opportunities for students’ development of 21CC. The former focuses on critical thinking and the latter on collaborative skills. This chapter will feature case examples of 21CC learning from these two applications. It will also reflect on the two case studies and identify key principles for effective 21CC assessment practices
Analysing lexical and grammatical errors caused by negative language transfer from English to Mandarin Chinese in the narrative essays of Singapore Secondary 1 students within a multilingual context
No full textAs Singapore is a multilingual country comprising various ethnic groups, the government advocates learning both English and another language associated with one of the country’s main ethnic groups—Chinese, Malay and Tamil. However, as English is the default lingua franca, the learning of Mandarin Chinese among Singapore citizens is inevitably influenced by English.This study thus investigates the written language of Singapore secondary school students and examines their Chinese essays for expression errors influenced by various aspects of the English language (negative transfer errors). A group of 23 secondary one students from a government-funded co-educational school participated in this study, all of whom were acquiring Chinese as a Mother Tongue (a term referring to the ethnic languages in Singapore) at the “G3” level (i.e., second language level), representative of the local student population acquiring Chinese. These 23 students submitted a total of 45 narrative essays based on 4 question prompts close to student life. These essays were then examined for negative transfer errors, and the errors were classified based on linguistic types.The results of this study indicated that a total of 516 negative transfer errors were found in these essays, with seven linguistic types identified: lexical, collocation, sentence, sentence structure, grammatical, coherence, and cultural. Lexical errors (24.42%) were the most frequent, followed by grammatical (23.06%), sentence (17.64%), collocation (13.57%), coherence (10.66%), sentence structure (8.14%), and cultural errors (2.52%), in descending order
Lightweight inertial guidance and mapping algorithm
No full textAccurate indoor positioning remains a significant challenge due to poor permeability of Global Navigation Satellite System (GNSS) signals within buildings, rendering traditional methods ineffective. Alternatives often suffer from limitations, hindering their practicality in constrained platforms. We propose a lightweight and robust deep learning method for pedestrian dead reckoning, termed LiDRNet.We used the Neutral Ordinary Differential Equation (NeuralODE) technique, operated on a Heading Agnostic Coordinate Frame and apply back-propagation on velocity loss to improve the effectiveness of our model. We then predict motion trajectories from raw IMU data. Benchmarking LiDRNet against other State-Of-The-Art shows a reduction of parameter count by 7 times while achieving an average trajectory error of 4 meters.LiDRNet is well-suited for deployment on resource-constrained edge devices for accurate real-time dead reckoning. Enabling on-edge accurate indoor positioning allows our approach to significantly enhance navigation, which can improve navigation assistance, asset tracking, and emergency response in indoor settings
AI for Education Certificate Programme 2025 (Apr 2025)
No full textAttendees participating in a class activity at the AI for Education Certificate Programm