https://emcawiki.net/api.php?action=feedcontributions&user=SylvaineTuncer&feedformat=atomemcawiki - User contributions [en]2024-03-29T10:21:05ZUser contributionsMediaWiki 1.31.1https://emcawiki.net/index.php?title=Tuncer2023a&diff=28999Tuncer2023a2023-01-05T21:11:11Z<p>SylvaineTuncer: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Sylvaine Tuncer; Christian Licoppe; Paul Luff; Christian Heath |Title=Recipient design in human–robot interaction: the emergent assess..."</p>
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<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Sylvaine Tuncer; Christian Licoppe; Paul Luff; Christian Heath<br />
|Title=Recipient design in human–robot interaction: the emergent assessment of a robot’s competence<br />
|Tag(s)=EMCA;<br />
|Key=Tuncer, Licoppe, Luff &#38; Heath 2023<br />
|Year=2023<br />
|Language=English<br />
|Journal=AI & Society<br />
|DOI=https://doi.org/10.1007/s00146-022-01608-7<br />
|Abstract=People meeting a robot for the first time do not know what it is capable of and therefore how to interact with it—what actions<br />
to produce, and how to produce them. Despite social robotics’ long-standing interest in the effects of robots’ appearance<br />
and conduct on users, and efforts to identify factors likely to improve human–robot interaction, little attention has been paid<br />
to how participants evaluate their robotic partner in the unfolding of actual interactions. This paper draws from qualitative<br />
analyses of video-recorded interactions between a robot and groups of participants, in the framework of ethnomethodology<br />
and conversation analysis. We analyse the particular ways in which participants shape their embodied actions, how they can<br />
reproduce a prior action that failed to obtain a response from the robot; and how they explore the robot’s embodied nature.<br />
We find a set of recurrent methods or practices, showing that robot-recipient design displays not only participants’ initial<br />
assumptions about the robot’s competences, but also more importantly perhaps their continuous assessment of the robot’s<br />
behaviour, and their attempts to adapt to it. Participants locally produce and constantly revise their understanding of the robot<br />
as a more or less competent co-participant, drawing from its past, current, and projected conduct and responsiveness. We<br />
discuss the implications of these findings for research in robotics and human–robot interactions, and the value of the approach<br />
to shed new light on old questions by paying attention to the quality of gesture and the sequential organisation of interaction.<br />
}}</div>SylvaineTuncerhttps://emcawiki.net/index.php?title=Tuncer,_Gillet_%26_Leite_2022&diff=28336Tuncer, Gillet & Leite 20222022-03-10T17:37:57Z<p>SylvaineTuncer: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Sylvaine Tuncer, Sarah Gillet, Iolanda Leite |Title=Robot-mediated inclusive processes in groups of children: From gaze aversion to mutu..."</p>
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<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Sylvaine Tuncer, Sarah Gillet, Iolanda Leite<br />
|Title=Robot-mediated inclusive processes in groups of children: From gaze aversion to mutual smiling gaze<br />
|Tag(s)=EMCA; Human-robot interaction (HRI); Children's interactions<br />
|Key=Tuncer, Gillet &#38; Leite 2022<br />
|Year=2022<br />
|Language=English<br />
|Journal=Frontiers in Robotics & AI<br />
|Number=9:729146<br />
|URL=https://www.frontiersin.org/articles/10.3389/frobt.2022.729146/full<br />
|DOI=10.3389/frobt.2022.729146<br />
|Abstract=Our work is motivated by the idea that social robots can help inclusive processes in groups of children, focusing on the case of children who have newly arrived from a foreign country and their peers at school. Building on an initial study where we tested different robot behaviours and recorded children’s interactions mediated by a robot in a game, we present in this paper the findings from a subsequent analysis of the same video data drawing from ethnomethodology and conversation analysis. We describe how this approach differs from predominantly quantitative video analysis in HRI; how mutual<br />
gaze appeared as a challenging interactional accomplishment between unacquainted children, and why we focused on this phenomenon. We identify two situations and trajectories in which children make eye contact: asking for or giving instructions, and sharing an emotional reaction. Based on detailed analyses of a selection of extracts in the empirical section, we describe patterns and discuss the links between the different situations and trajectories, and relationship building. Our findings inform HRI and robot design by identifying complex interactional accomplishments between two children, as well as group dynamics which support these interactions. We argue that social robots should be able to perceive such phenomena in order to better support inclusion of outgroup children. Lastly, by explaining how we combined approaches and showing how they build on each other, we also hope to demonstrate the value of interdisciplinary research, and encourage it.<br />
}}</div>SylvaineTuncerhttps://emcawiki.net/index.php?title=Tuncer2021&diff=26689Tuncer20212020-10-13T08:27:35Z<p>SylvaineTuncer: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Sylvaine Tuncer, Oskar Lindwall and Barry Brown |Title=Making Time: Pausing to Coordinate Video Instructions and Practical Tasks |Tag(s)..."</p>
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<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Sylvaine Tuncer, Oskar Lindwall and Barry Brown<br />
|Title=Making Time: Pausing to Coordinate Video Instructions and Practical Tasks<br />
|Tag(s)=EMCA; Following Instructions; Instructional videos; Coordinating temporalities<br />
|Key=TuncerLindwallBrown2020<br />
|Year=2020<br />
|Language=English<br />
|Journal=Symbolic Interaction<br />
|Volume=Early view<br />
|DOI=http://dx.doi.org/10.1002/symb.516<br />
}}<br />
Using video recordings as data to study how dyads follow instructional videos to achieve practical tasks, this article focuses on how partici- pants coordinate the temporality of the video with that of their task by pausing the video. We examine three types of pausing, each display- ing participants’ online understanding of the instructions and differ- ent articulations between demonstrations and practical task: pausing to raise a correspondence problem, to keep up with the video, and to turn to action. From this exemplar case, we discuss how ordinary people experience and make time with interactive media.</div>SylvaineTuncerhttps://emcawiki.net/index.php?title=TuncerLicoppeHaddington2019&diff=26033TuncerLicoppeHaddington20192020-07-07T11:36:37Z<p>SylvaineTuncer: </p>
<hr />
<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Sylvaine Tuncer, Christian Licoppe and Pentti Haddington<br />
|Title=When objects become the focus of human action and activity: Object-centred sequences in social interaction<br />
|Tag(s)=EMCA;<br />
|Key=TuncerLicoppeHaddington2019<br />
|Year=2019<br />
|Language=English<br />
|Journal=Gesprächsforschung: Online-Zeitschrift zur verbalen Interaktion<br />
|Volume=20<br />
|Pages=384-398<br />
|URL=http://www.gespraechsforschung-online.de/sequences.html<br />
|Abstract=This special issue originates in a series of data sessions where our attention was drawn to intriguing phenomena of joint orientation to, manipulations of, and talk about objects. Considering emerging directions in the field of ethnomethodology and conversation analysis (EMCA), ‘object-centred sequences’ seemed a relevant analytical issue and conceptual problem in its own right. We, then future co-editors, convened a panel at the International Pragmatics Association Conference (IPrA) in Belfast in July 2017. The panel presenters’ enthusiasm towards the theme, and the rich range of analytic observations around it, have now come to fruition in the form of this special issue. Throughout the process, our goal has been to provide empirical, systematic and detailed studies of ‘object-centred sequences’ so that it can become a shared and established concept for future research. In the following editorial, we first delineate related research areas and topics to demonstrate the relevance of this agenda. We bring together advances in research on embodied interactions in the material world, and address the progressive emergence of the notion itself. Then, we describe the main features of what could be defined as an ‘object-centred sequence’, and its bearing on studies on social interactions and practices. Lastly, we introduce the six contributions to this special issue, hoping in all to have demonstrated that and how they advance the themes and issues which have recently emerged in EMCA, video-based research, and beyond.<br />
}}</div>SylvaineTuncerhttps://emcawiki.net/index.php?title=TuncerLicoppeHaddington2019&diff=26006TuncerLicoppeHaddington20192020-07-03T07:58:09Z<p>SylvaineTuncer: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Sylvaine Tuncer, Christian Licoppe and Pentti Haddington |Title=When objects become the focus of human action and activity: Object-centr..."</p>
<hr />
<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Sylvaine Tuncer, Christian Licoppe and Pentti Haddington<br />
|Title=When objects become the focus of human action and activity: Object-centred sequences in social interaction<br />
|Tag(s)=EMCA;<br />
|Key=TuncerLicoppeHaddington2019<br />
|Year=2019<br />
|Language=English<br />
|Journal=Gesprächsforschung: Online-Zeitschrift zur verbalen Interaktion<br />
|Volume=20<br />
|Pages=384-398<br />
|Abstract=This special issue originates in a series of data sessions where our attention was drawn to intriguing phenomena of joint orientation to, manipulations of, and talk about objects. Considering emerging directions in the field of ethnomethodology and conversation analysis (EMCA), ‘object-centred sequences’ seemed a relevant analytical issue and conceptual problem in its own right. We, then future co-editors, convened a panel at the International Pragmatics Association Conference (IPrA) in Belfast in July 2017. The panel presenters’ enthusiasm towards the theme, and the rich range of analytic observations around it, have now come to fruition in the form of this special issue. Throughout the process, our goal has been to provide empirical, systematic and detailed studies of ‘object-centred sequences’ so that it can become a shared and established concept for future research. In the following editorial, we first delineate related research areas and topics to demonstrate the relevance of this agenda. We bring together advances in research on embodied interactions in the material world, and address the progressive emergence of the notion itself. Then, we describe the main features of what could be defined as an ‘object-centred sequence’, and its bearing on studies on social interactions and practices. Lastly, we introduce the six contributions to this special issue, hoping in all to have demonstrated that and how they advance the themes and issues which have recently emerged in EMCA, video-based research, and beyond.<br />
}}</div>SylvaineTuncerhttps://emcawiki.net/index.php?title=Licoppe-Tuncer2019&diff=25857Licoppe-Tuncer20192020-05-25T09:54:26Z<p>SylvaineTuncer: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Christian Licoppe, Sylvaine Tuncer |Title=The initiation of showing sequences in video-mediated communication |Tag(s)=EMCA; Video-mediat..."</p>
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<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Christian Licoppe, Sylvaine Tuncer<br />
|Title=The initiation of showing sequences in video-mediated communication<br />
|Tag(s)=EMCA; Video-mediated communication; Objects in interaction; showing objects; occasioned showings; touched-off showings; showing prefaces; relational work<br />
|Key=Licoppe,Tuncer2019<br />
|Year=2019<br />
|Language=English<br />
|Journal=Gesprächsforschung: Online-Zeitschrift zur verbalen Interaktion<br />
|Volume=20<br />
|Pages=545-571<br />
|Abstract=This article focuses on a particular type of object-centered sequence in video-me- diated conversations, in which one participant shows a co-participant some object or feature of her environment. First, we study the way and sequential position in which showings are initiated as recognizable sequences: in a position in which a new topic is relevant, as an occasioned side sequence, or as a "touched off" show- ing, following talk about a potential "viewable". Second we show how showings are initiated with distinctive prefaces which do different types of work: a) they offer a sequential slot for the recipient to align with or disalign from the projected course of action; b) they suspend the form of looking which is relevant to 'talking heads' talk, and enact and make relevant a distinctive way of looking at and seeing a given showable, which is assembled for the purposes of this particular occasion; c) they make further talk conditional to the viewing of the object, thus opening a slot for the manipulating the latter into a 'show position'; and d) they frame the showable as an object "for us" to see together, so that showing sequences can be described as a kind of relational bid: if the participants display that they jointly "see" the showable in an adequate way, this vindicates the kind of relational "us" which made relevant the showing in the first place.<br />
}}</div>SylvaineTuncerhttps://emcawiki.net/index.php?title=TuncerHaddington2019&diff=25856TuncerHaddington20192020-05-25T09:50:45Z<p>SylvaineTuncer: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Sylvaine Tuncer, Pentti Haddington |Title=Looking at and seeing objects: Instructed vision and collaboration in the laboratory |Tag(s)=E..."</p>
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<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Sylvaine Tuncer, Pentti Haddington<br />
|Title=Looking at and seeing objects: Instructed vision and collaboration in the laboratory<br />
|Tag(s)=EMCA; Laboratory studies; Visual Perception; Objects in interaction; scientific practice<br />
|Key=Tuncer,Haddington2019<br />
|Year=2019<br />
|Language=English<br />
|Journal=Gesprächsforschung: Online-Zeitschrift zur verbalen Interaktion<br />
|Volume=20<br />
|Pages=435-360<br />
}}<br />
This article studies a type of object-centered sequences common in biochemistry labs: scientists jointly orienting to a problematic object of work, manipulating it, inspecting it, talking about it, to see the same features of it, agreeing on their problematic character, and aiming to progress the scientific task with this object. Focusing on the early phases of these object-centered sequences, we identify and describe instructed vision, a process through which scientists build a common perception of an object, where manipulations and talk about the object are inseparable. From the moment a common perception is established, biochemists can look for new knowledge in and of the object. The article discusses the conventional dichotomy between mere seeing and scientific interpretation of the visible features of objects of knowledge.</div>SylvaineTuncerhttps://emcawiki.net/index.php?title=TuncerLaurierBrownLicoppe2020&diff=25777TuncerLaurierBrownLicoppe20202020-05-01T08:36:21Z<p>SylvaineTuncer: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Sylvaine Tuncer, Eric Laurier, Barry Brown, Christian Licoppe |Title=Notes on the practices and appearances of e-scooter users in public..."</p>
<hr />
<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Sylvaine Tuncer, Eric Laurier, Barry Brown, Christian Licoppe<br />
|Title=Notes on the practices and appearances of e-scooter users in public space<br />
|Tag(s)=EMCA;<br />
|Key=TuncerLaurierBrownLicoppe2020<br />
|Year=2020<br />
|Language=English<br />
|Month=May<br />
|Journal=Journal of Transport Geography<br />
|Volume=85<br />
|DOI=https://doi.org/10.1016/j.jtrangeo.2020.102702<br />
|Abstract=While the legalisation of and policies around e-scooters remain the cause of much debate worldwide, this article sheds lights on e-scooter users’ current practices and their interactions with pedestrians in the city. Taking an ethnomethodological approach to public space and mobility, we use video recordings of e-scooter riders to show, firstly, how riders dismount and then move to acquire rights to continue moving, thereby ‘playing’ with traffic rules, in order to weave rapidly through congested urban environments. Secondly, we examine how e-scooter riders and pedestrians deal with the potentially unexpected appearance of e-scooters via displays of attention, adjustments of speed, and the relative rights and obligations established via category-relevant spaces. The findings offer insights into the integration of e-scooters as one of what may be many new forms of electric powered micro-mobility in urban space.<br />
}}</div>SylvaineTuncerhttps://emcawiki.net/index.php?title=Tuncer2020&diff=24768Tuncer20202020-03-12T13:22:13Z<p>SylvaineTuncer: </p>
<hr />
<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Sylvaine Tuncer; Pentti Haddington<br />
|Title=Object transfers: An embodied resource to progress joint activities and build relative agency<br />
|Tag(s)=EMCA; multimodal interactions; objects in interaction; object transfers; agency<br />
|Key=Tuncer2019<br />
|Year=2019<br />
|Language=English<br />
|Journal=Language in Society<br />
|Volume=49<br />
|Number=1<br />
|Pages=61–87<br />
|URL=https://www.cambridge.org/core/journals/language-in-society/article/object-transfers-an-embodied-resource-to-progress-joint-activities-and-build-relative-agency/CE21A238BC9F92847A8B5B23F2A93E4C<br />
|DOI=10.1017/S004740451900071X<br />
|Abstract=This article builds on ethnomethodological, conversation analytic research on object transfers: how participants hand over objects to one another. By analyzing video recordings of mundane (cars) and institutional interactions (laboratories), we focus on situations where an object is central to and talked about in the joint course of action. We focus on different organizations of object transfer and show that one embodied move is decisive, either a sequentially implicative ‘give’ or an arm extension designed as a stand-alone ‘take’. We examine the interrelationship between the organization of the object transfer and the broader course of action (e.g. request or offer sequence), which is either overlapping or intersecting. We demonstrate that by making the decisive move, either the participant initially holding the object or her recipient critically influences the progression and trajectory of the activity, and displays agency.<br />
}}</div>SylvaineTuncerhttps://emcawiki.net/index.php?title=Tuncer2020a&diff=24766Tuncer2020a2020-03-11T08:18:45Z<p>SylvaineTuncer: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Sylvaine Tuncer; Barry Brown; Oskar Lindwall; |Title=On pause: How users learn by using online instructional videos to achieve practical..."</p>
<hr />
<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Sylvaine Tuncer; Barry Brown; Oskar Lindwall;<br />
|Title=On pause: How users learn by using online instructional videos to achieve practical tasks<br />
|Editor(s)=Proceedings of the 2020 ACM Conference on Human Factors in Computing Systems, Honolulu, HI, CHI '20<br />
|Tag(s)=EMCA;<br />
|Key=Tuncer; Brown; Lindwall 2020<br />
|Year=2020<br />
|Language=English<br />
|DOI=https://doi.org/10.1145/3313831.3376759<br />
|Abstract=Instructional videos have become an important site of everyday learning. This paper explores how these videos are used to complete practical tasks, analyzing video-recorded interactions between pairs of users. Users need to repeatedly pause their videos to be able to follow the instructions, and we document how pausing is used to coordinate and interweave watching and doing. We describe four purposes and types of pausing: finding task objects, turning to action, keeping up, and fixing problems. Building on these results, we discuss how video players could better support following instructions, and the role of basic user interface functions in complex tasks involving different forms of engagement with the physical world and with screen-based activity.<br />
}}</div>SylvaineTuncerhttps://emcawiki.net/index.php?title=Tuncer2020b&diff=24765Tuncer2020b2020-03-11T08:04:14Z<p>SylvaineTuncer: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Sylvaine Tuncer; Barry Brown |Title=E-scooters on the ground: Lessons for re-designing urban micro-mobility |Tag(s)=EMCA; |Key=Tuncer&#3..."</p>
<hr />
<div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Sylvaine Tuncer; Barry Brown<br />
|Title=E-scooters on the ground: Lessons for re-designing urban micro-mobility<br />
|Tag(s)=EMCA;<br />
|Key=Tuncer&#38;Brown2020<br />
|Year=2020<br />
|Language=English<br />
|Journal=Proceedings of CHI 2020<br />
|DOI=https://doi.org/10.1145/3313831.3376759<br />
|Abstract=The worldwide deployment of rental electric scooters has generated new opportunities for urban mobility, but also intensified conflict over public space. This article reports on an ethnographic study of both rental and privately-owned e- scooters, mapping out the main problems and potentials around this new form of ‘micro-mobility’. While it suffers from problems of reliability and conflict, user experience is an important part of e-scooters’ appeal, an enjoyable way of ‘hacking the city’. E-scooters have a hybrid character: weaving through the city, riders can switch between riding as a pedestrian, a car or a bicycle. Building on these results, we discuss how e-scooters, ridesharing services, and their apps could develop further, alongside the role for HCI in re- thinking urban transport and vehicle design.<br />
}}</div>SylvaineTuncer