Advances in Electrical and Computer Engineering
Cognitive and affective learning processes in the digitalm context. An introductory study GANDOLFO DOMINICI Ph.D., Scientific Director, Business Systems Laboratory Chair of Marketing, Department SEAS, Polytechnic School, University of Palermo ITALY web: http://gandolfodominici.it/ e.mail:
[email protected]
VASJA ROBLEK FAB3 Ltd SLOVENIA
[email protected] Abstract The purpose of this study is to show the importance of cognitive and affective process of computer and ICT usage, both in learning and in their daily work tasks. In the paper is used comparative method. It has been concluded that an individual has an active role and the use of ICT enables, through the processes of reflection and exchanges of views, for an individual to resolve problems and consequently is able to achieve excellent result ath educational leve and in business. Keywords: - affective processes, work, education, cognitive processes,learning, artificial intelligence, business processes, computer, information technology. Literacy in the field of information technology has become a necessity, such as for finding the underlying data (e. g. the use of digital libraries, Google Scholar), using software for data analyses, personal communication or c smart technologies (e.g. a wireless car information system that can send info to a mechanic or to the owner). Information technology has become a tool for human activity helping in everyday tasks, such as levels of scientific discoveries and thoughts about how computers can be capable of independent thought [26]. Artificial intelligence penetrated into programs such as Microsft office (eg. excel), programs for statistical data analysis and modelling, expert systems for financial analysis and support management, computer games (eg. Chess programs, strategies). The importance of artificial intelligence relies on the creation of ideas, knowledge representation, the modeling of logical processes and other forms of important cognitive activities that affect the thoughtprovoking parallel concepts of human learning. Thus, these processes enable the development of
1 Introduction A faster development of information technology and personal computers started in the early 1980s. Innovation and development of processors and other peripheral technologies in the 1990s influenced the rapid expansion of affordable personal computers. As a further consequence the Internet resulted in faster development of information and communication technologies (ICT) and the increasing use of computers for private, business and educational purposes. The above technological shift predisposed the emergence of the new economy and caused the third technological revolution. The period of the new economy in the second half of the first decade of the new century has been followed by the "innovative economy" shift in which the rapid development of digital technologies had a major role [5],[6],[7] [29]. It is necessary to be aware that the ability of a developing and learning to use ICT (computer literacy), plays an important role in personal development [2]. [7].
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theories of thinking that thinking and learning are treated as data processing [11], [13]. This paper underlines the importance of cognitive and affective processes by the use of ICT. On the basis of comparing the observations and research by various authors (eg. Huang & Chiu, 2006; Pasley et al., 2012; Porter & Heppelman; Smith-Saedler & Badger, 1998; White & Ploeger, 2006), we focus on the relationship and impact of cognitive theory to ensure successful learning through ICT and innovation processes.
Cognitive theory argues that "cognitive computing" allows the manipulation of "symbols". In this case, the artificial intelligence of the symbolic process models, such as production systems, semantic networks, frame, etc. Within the cognitive theory is divided into two factions. The first emphasizes that mental states and processes according to the nature of the computer; the second stands on the idea that all individual cognitive processes (or perhaps none of them) are not computer-executable. Today, computers are still limited to the exercise of mental phenomena. However, more and more research is going forward towards the ability to read thoughts. Researchers at the University of Berkeley, have developed an algorithm to predict the thought patterns induced by the acoustic cortex in the brain. Decoding system allows a computer to be able to analyze brain activity and predict which of words a person has in their mind [22], [23]. The "Connectionist" paradigm is represented in the so-called soft, artificial intelligence. Connectionism is based on the body of knowledge of neuroscience and studies the functioning of biological neural networks. This approach includes important features of brain architecture, but do not rely on precise knowledge about the functioning of neurons and brain processes. The purpose of artificial intelligence is to create computers that will be able to think. using computer simulations to examine the possibilities for structuring human intelligence [33]. Artificial Intelligence examines the cognitive phenomena in machinery or computers. This rises the research question: if implementing binary records takes place only as a simulation of cognitive phenomena and their processes, or it actually reflects, how do we actually think. Hi-tech companies are trying to develop new technologies that will enable the identification of computer vision, speech recognition and identification of promising molecules for designing new drugs. So Apple's Siri virtual assistant service already offers a technology called deep learningbased service called "Nuance Communications," that was designed to identify speech. Google's app "Google Street" uses machine vision to identify single address.
2 Theoretical background Cognitive science is defined as the scientific proučavanje thinking or intelligence [4]. This innovative paradigm involves an interdisciplinary study of scientific disciplines: psychology, psychiatry, neuroscience, linguistics, anthropology, computer science and biology. Basic principles of cognitive science itself have been present for 50 years of the last century. However, it is itself a cognitive science developed until 1973, based on research in the field of artificial intelligence [24]. The opposite of cognitive science represents a behavioral theory, which emphasizes that learning involves the integration of specific tasks and events in the environment. Stimuli from the environment may cause some offense or incurred after the act itself. In contrast to the cognitive theory of behaviorism not be construed behavior on the basis of mental states. Cognitive theory of behaviorism is used for the interpretation of inferences about the mental states. In doing so, however, points out that the place for learning in mind and not in behavior [32]. Artificial intelligence and cognitive science are in the field of psychology have contributed to the creation of a model of information processing in the context of human thinking, which metaforamožganov equated with the importance of the computer [18]. In the computer-oriented cognitive science, it is actually debated whether the mind is better viewed through a large number of small, but individually weak elements called neurons, or as a collection of higher level structures such as symbols, schemes, plans and rules. So they developed a major paradigm and direction of cognitive science called cognitivism and connectionism [24].
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generation will probably soon take on higher managerial positions and supervise the older generation who have less knowledge, but more experience. Due to the complexity and liquidity of globalized society people of generation Y seek for safeness and dream to work for larger, more established and conservative organizations. Generation Y is more scared then generation X of uncertainty and risk. [36]. The generation Z is that made of people born between 1996 and will last until sometime in 2025. This "future" generation is considered to be fully involved in the Internet environment and has a lot of knowledge about new technologies, which actually lives. It is expected that they will enter the new perspectives and fresh, innovative solutions [9]. For members of generations X, Y and Z using of ICT technologies become an everyday task. If the "baby boom generation had to computers attitude" I hate love "generation X computers are considered as a technology that allows it to save time. [1] The difference in these generation is therefore how technology affects their behavior and expectations. The modern technology allows interactive communication with humans and affects his motivation and help him look for new solutions. More and more systems are programmed to allow real-time interaction. However, it is relatively difficult to measure mood caused by affective processes. The meaning of the term "Affect" includes both the mood and emotions. Mood includes diffuse emotional states, with low intensity, which often do not know the main reasons. The mood is defined as good or bad. The feeling of emotion is in contrast to the mood shorter, more intense and can be described in more detail eg. Such as fear or anger. Thus, impacts on knowledge is not limited to the positive mood - affective condition such as fear, anger, sadness and joy, but show different patterns of brain blood flow and thus a possible explanation of how affective processes operating on brain function. It is important to be aware that positive affective processes when working with computers enhance internal human motivation and a good influence on cognitive processes. In practice, one must when you do not understand the operation of certain software or the computer itself to enter into the processes of different forms of thinking, which achieved through alterations in emotional states (both initially angry because they do not understand the operation, in the end, glad that carried out the task required) [27].
3 The influence of cognitive and affective processes for learning in digital contexts. 3.1 Cognitive processes Cognitive processes are those psychological functions that allow the individual relationship with the environment. They include psychological processes such as perception, attention, learning, memory and thinking. Cognitive style shows how one directs and allocates attention, accepts and processes the information, organize thoughts, gives them meaning and forward them to others. The differences in the use and management of computer technology and the consequent impact on the performance of business processes, is also due to personality differences and norms between generations, known as the "baby boomers”, Generation X, Generation Y and the new upcoming generation Z. The reason why their different views on acquiring and sharing knowledge. The differences between generations lead to different value systems that affect views on work habits. During values include the ideals that dictate judgment, decisions and actions. Evaluation and look at the work vary with the maturity of personality and is more subject to the generational experience as to the age [9]. The relational problems of the elder generation with the younger one are due to different views and values. This gap in views on values can lead to conflict within the organization as a result of different views on the use of technology and the perception of ethical rules. The generation of "baby Boomers" (from 1943 until 1960) was born in the postwar period and then enjoyed periods of development, received a good education and employment opportunities. They are considered to be loyal to the employer, committed to devote part of which they depend, and to receive instructions [36]. Generation Y (between 1982 and 1995) grew up with the Internet. For the first time it happened that children have become an authority in a particular area, which they know more than their parents. New technologies have become part of their life [36]. Generation Y acquired personal forms of communication via social online networks and have been targeted by businesses through the Internet. Due to the knowledge of new technologies this
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How to measure human emotions at work and learning with the computer? How do the various tools and robots that occur in human work objectively detect human emotions at work with them (satisfaction, dissatisfaction, frustration)? For the detection of emotions in affective processes, satisfaction and frustration, questionnaires are widely used. However for the correctness of the answers, it is necessary aware that human impacts on the answers to your mood and feelings. The introduction of cameras and microphones in computing enable the observation of human behavior in real time. New hardware and software enable the computer to recognize facial expressions of an individual, so that the likelihood of its possible in a position of status (expressed do not always show the existence of the underlying emotions). A similar use can be applied to interactive business meetings. This is the so called "recognition of emotions". Even though it does not really perceive what the individual feels, but only measurable pattern of external changes in conjunction with feelings.
3.2 Cognitive processes education and work
and
ICT
of education (eg. the platform Moodle), which provide opportunities and support for cognitive development. Students can explain ideas to each other with the help of modern tools such as database integrating knowledge and giving shape to a clearer understanding of the organization and results [21]. Such forms of mutual cooperation (networking) leads to changes in cognitive processes and is critical for the development of a higher level thought processes. Laurillard [16] points put that technology allows interactive management of conversations in which students repair and reconstruct their ideas. Technology shapes interactions with the environment and provides support for joint problem solving and the development of understanding. Technology promotes joint activities and communicative interaction and support social learning processes [3]. By outsourcing the transmission of thought, the technology enables the development of intellectual activities and partnerships. This networking allows learners to build knowledge or displayed in different interactive ways [20], [15]. The processes of knowledge management is increasingly becoming dependent on the ability to search, collect, process, and evaluate data, information and concepts that are located outside the organization. In the area of education, teachers use the Internet as a source of information and data, including the acquisition of new knowledge and capabilities in the form of project work or problem-based approach. Students also need to acquire the ability to search, collect, analyze, use, and evaluate the information collected. This is relevant for the cognitive development of students and their ability to process information, problem solving, collaboration and critical thinking.
for
The theory of cognitive processes emerged in the 1980s, aiming to foster research in cognitive science in areas such as memory and concentration in user interface design. Further developments have been: Humancomputer interaction, aims to design systems that reduce barriers medkognitivnim human model, what we want to achieve, and understanding of the technology, what the user wants. Research on forms of fruitful and mutual cooperation in the online ecosystem are related to socio-cultural theory [20]. In the 1990s, the theoretical basis of research on thinking systems took shape from a group of theories about the introduction of communicative, social practices in the field of learning. The research in this field was linked to the use of and the impact of social learning processes and social cultural theory [28]. Modern information technology enables asymmetric interaction between teachers and students, allowing continuous access to assistance [19]. Thus, the interactions that occur between peers through social media have become legitimate forms
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4 Mutual cooperation and cognitive processes The current skills and knowledge of students are usually not sufficient to solve the problem. With online support, they can provide learning assistance and thus affect the development of new skills and concepts. Interaction in electronic environments and types of activities are productive socio-cognitive interactions and may lead to conceptual development such as: • give and receive help; • sharing of resources and information;
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• • • • • •
explanation and elaboration of concepts; increase in the share of existing knowledge; providing and receiving feedback; mutual challenges; monitor each other; cooperation in common tasks and participate in negotiations on finding solutions to problems.
Designing of the appropriate contexts, tasks and roles supports the teaching/learning process. Collaborative learning technologies and tools offer some unique opportunities for both Professionals and students. In the Hera of innovative economy, dominated social media as a source of knowledge, we find ourselves in the cyber world with different levels of sharing of knowledge and creation of ideas. These levels include online forums, social media, databases, which are freely available on the internet (or payable). Their purpose is to provide opportunities for dialogue between students on the basis of promoting the exchange of ideas and reflective processes.
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Conclusion
This introductory study is an analytical synthesis of current research and findings in the area of cognitive processes and assertive in learning computer. Focusing on secondary data sources, without primary sources represents a significant limitation. However, we wish to highlight the importance of being aware of the problem of penetration of computer technology in basic human processes. Dialogue and language use are fundamental to a higher form of knowledge, processes articulation and exchange of ideas that lead to the very conceptualization of the content The Internet plays today a very important role in the development of higher order thinking in tertiary environments. The new communication and knowledge creation paradigm is based on dialogue and asynchrony text-based interaction allowing reflection and composition of informed answers. In the actual Hera of innovative economy, it is necessary to create conditions to ensure that online forums and other social tools support the development of higher level of cognition. This is relevant both in the education and in the business fields. The digital interactive environment
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encourages individuals to take up problems and cognitively build solution. The individual has acquired an active role in learning thanks to ICT empowering the thinking and learning processes through information and interactive debates with other users thus fostering the personal (educational) and business results. References: [1] Abramson, I. C., Curb, A. L. & Barber, R. K., (2011). A bibliography of articles of interest to teachers of psychology appearing in psychological reports, 1955–2010. Psychological Reports, 2011, Vol. 11, No. 8, pp. 192–212. [2] Bisson, P., Stephenson, E., & Vigurie, S. P., The global grid. McKinsey Quarterly, 2010, [3] Crook, C., Computers and the collaborative experience of learning. Routledge, 1994. [4] Dawson, M. R. W., Understanding Cognitive Science. Blackwell, 1998. [5] Dominici G. E-Business Model: A Content Based Taxonomy of Literature. International Journal of Management and Administrative Sciences. 2012, Vol. 1, N.7, pp. 10-20. [6] Dominici G.. E-marketing. analisi dei cambiamenti dai modelli di business al mix operativo. Italy, Milan: FrancoAngeli, 2009 [7] Ensmenger, N. The digital construction of technology: Rethinking the history of computers in society. Technology and Culture, 2012, Vol. 53, No. 4, pp. 753–776. [8] Gelepithis, A. M. P., Remarks on the foundations of cybernetics and cognitive science. Kybernetes, 2004, Vol. 33, No. 9, pp., 1396–1410. [9] Gelston, S. Gen , gen X and the baby boomers: work place, generation wars. 2008. Available at:http://www.cio.com/article/2437236/staffmanagement/gen-y--gen-x-and-the-babyboomers--workplace-generation-wars.html. [10] Gendolla, E. H. G., Wright, A. R., & Richter, M., Effort intensitivity: some insights from the cardiovascular system. In R. M. Ryan (Ed.), The Oxford Handbook of Human Motivation (pp.420–440). Oxford University Press, 2012. [11] Ginsberg, M. L., Essentials of artificial intelligence. Morgan Kaufmann, 1993. [12] Hemby, V. K., Predicting Computer Anxiety in the Business Communication Classroom Facts, Figures, and Teaching Strategies. Journal of Business and Technical Communication, 1998, Vol. 12, No. 1, pp. 89–108.
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