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Technological intersubjectivity and appropriation of affordances in computer supported collaboration.

机译：技术上的主体间性和计算机支持的协作中能力的分配。

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This dissertation investigates two specific research questions related to the effects of culture on appropriation of affordances and on technological intersubjectivity. Socio-technical affordances are conceptualized as action-taking possibilities and meaning-making opportunities in a socio-technical system relative to an actor. Technological intersubjectivity (TI) is a technology-mediated interactional social relationship between two or more participants.;The basic premise of this research is that social affordances of technologies vary along cultural dimensions. To empirically evaluate this premise, an experimental study was conducted. The experimental study design consisted of three independent groups of dyads from similar or different cultures (Anglo-American, Chinese) doing collaborative problem-solving in a knowledge-mapping learning environment. Participants interacted through an asynchronous computer interface providing multiple tools for interaction (diagrammatic workspace, embedded notes, threaded discussion) as they worked on an intellectually challenging problem of identifying the cause of a disease outbreak.;The analytical focus of the experimental study was to determine the influence of culture on the appropriation of affordances by individual participants in an online learning environment. The theoretical objective of the study was to inform the notion of technological intersubjectivity.;Based on theories of culture and empirical findings in cultural psychology documenting cross-cultural variations in behavior, communication and cognition, several research hypotheses were advanced. Empirical data were collected using demographic, culture and usability instruments; participants' self-perception and collaborative peer-perception instruments; screen recordings and software logs of experimental sessions. Statistical results showed that members of different cultures appropriated the resources of the interface differently in their interaction, and formed differential impressions of each other. For example, on average, Anglo-American participants of the experimental study created more evidential relation links, made more individual contributions and were more likely to explicitly discuss information sharing and knowledge organization strategies than their Chinese counterparts.;The primary contributions of this dissertation is a preliminary empirical demonstration of a systemic cultural variation in the phenomena of technological intersubjectivity and appropriation of affordances in socio-technical environments, an empirically informed notion of technological intersubjectivity, and a methodological approach for the systematic study of appropriation of affordances.
机译：本文研究了两个与文化对能力分配和技术主体间性的影响有关的具体研究问题。社会技术能力被概念化为相对于行为者，在社会技术系统中采取行动的可能性和产生意义的机会。技术主体间性（TI）是两个或更多参与者之间的技术介导的互动社会关系。本研究的基本前提是，技术的社会承受能力会随着文化维度而变化。为了凭经验评估此前提，进行了一项实验研究。实验研究设计由来自相似或不同文化（英裔美国人，中国人）的三个独立的二元组组成，它们在知识映射的学习环境中协作解决问题。参与者通过异步计算机界面进行交互，从而提供了多种交互工具（图表工作区，嵌入的注释，主题讨论），他们致力于解决在知识上具有挑战性的确定疾病爆发原因的问题。实验研究的分析重点是确定在网上学习环境中，文化对个人参与者分配的能力的影响。本研究的理论目的是为技术主体间性的概念提供依据。；基于文化理论和文化心理学的经验发现，这些行为记录了跨文化的行为，交流和认知变化，提出了若干研究假设。使用人口统计，文化和可用性工具收集经验数据；参与者的自我感知和协作性同peer感知工具；屏幕记录和实验会话的软件日志。统计结果表明，不同文化的成员在交互中对界面资源的分配不同，并且彼此形成了不同的印象。例如，平均而言，与美国同行相比，该实验研究的英美参与者创造了更多的证据关系链接，做出了更多的个人贡献，并且更有可能明确地讨论信息共享和知识组织策略。在技​​术性主体间性和社会技术环境下的能力分配的现象中，系统文化变异的初步经验性证明，技术主体性的经验知觉概念以及系统地研究能力分配的方法学方法。

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