Human–machine communication has emerged as a new relational context of education and should become a priority for instructional scholarship in the coming years. With artificial intelligence and robots offering personalized instruction, teachers' roles may shift toward overseers who design and select machine-led instruction, monitor student progress, and provide support. In this essay, we argue that bringing the sensibilities of instructional researchers to bear on these issues involving machine agents, within and outside the traditional classroom walls, is vitally important.
The one-pot multi-step conversion of biomass-derived furfural to γ-valerolactone (GVL) with 64.5% yield is achieved via acid–base bifunctional catalysis enabled by HfCl 4 in 2-propanol, and the recovered solid is active for transfer hydrogenation.
The purpose of this study was to test the strength of the machine heuristic; specifically when suspicion is primed in a message receiver concerning the veracity of information from a robot delivering news. Results demonstrate that low suspicion led to higher credibility evaluations, which consequently increased behavioral intentions. Findings are discussed in light of the MAIN model.
Previous research applied an affordance approach to the literature in instruction and pedagogy. Because of the continued trend in online instruction and course management, there exists a need to study the impact of technological affordances and communication in learning management systems. The current study replicates and extends research investigating the responses of undergraduate students to discussion comments on a course management page, in which the presence or absence of peer identity and the helper heuristic of fellow students were manipulated. Results suggest that the act of being helpful (through the helper heuristic) positively impacted source credibility, perceptions of an assignment-related message, and computer-mediated competence. Findings for student rapport and task attraction did not replicate. Furthermore, identity cues continue to be unrelated to the variables of interest. Findings are discussed in terms of both theoretical and instructional relevance.
The induction of cognitive elaboration on information concerning risks may facilitate compliance with messages encouraging audiences to mitigate against risks. Nevertheless, cognitive elaboration and its relationship with other key variables in risk information processing have been largely understudied. Revisiting data from three experiments, this study examined how cognitive elaboration influences behavioral intentions associated with a risk, and the relationship between cognitive elaboration and behavioral intentions, as mediated by perceptions of source credibility. Results consistently found that cognitive elaboration directly predicted increases in both source credibility perceptions and behavioral intentions, along with an indirect effect of cognitive elaboration on behavioral intentions through credibility. Together, the comparative analyses suggest that cognitive elaboration may be a robust factor to aid risk information processing and can be examined in different risk contexts. Practical and theoretical implications, future directions, and limitations are discussed.
Although applied to numerous communication contexts, affordance approaches have yet to receive sustained attention in the instructional literature. The ongoing migration to online pedagogy suggests a need to examine the impact of technological affordances and communication in Learning Management Systems. To that end, an experimental study investigated the responses of undergraduate students to a course management page, in which the presence or absence of peer identity and the helper heuristic on evaluations of fellow students were manipulated. The results suggest that the helper heuristic—but not identity cues—positively impacted perceptions of source credibility, attractiveness, perceptions of an assignment-related message, and student rapport. Findings are discussed in terms of both theoretical and instructional relevance.
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