Computers and Composition最新文献

英文中文

Building narrative layers in virtual reality via multimodal user experience 通过多模式用户体验在虚拟现实中构建叙事层

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-12-11 DOI: 10.1016/j.compcom.2025.102961

Kathryn Lambrecht, Claire Lauer, Stephen Carradini, Poorva Ketkar, Danielle Storey

People working at the intersection of composition and user experience often serve as the connective material that binds content to use. In merging fundamental skills of both in multimodal UX, practitioners position themselves as essential mediators connecting technical information, storytelling, and technologies that carry impactful messages across disciplines, audiences, and contexts. Building on previous work that advocates for the power of narrative in AR/VR storytelling, we demonstrate how combining the composing strategy of narrative layering with user testing can guide the creation of inclusive, community-centered VR experiences. To illustrate the power of this capacity, we ground our analysis in the design of a Virtual Reality experience about advanced water purification, outlining a method for how narrative layering and UX testing can be woven together to address a variety of perspectives through interdisciplinary, layered storytelling. In doing so, we argue that multimodal UX is most powerful when it blends the needs of a range of audiences to build stories that communicate complex information in an inclusive and engaging way.

在组合和用户体验的交叉点工作的人经常充当连接材料，将内容绑定到使用中。在融合多模态用户体验的基本技能时，从业者将自己定位为连接技术信息、讲故事和技术的基本调解人，这些技术可以跨学科、受众和环境传递有影响力的信息。在之前倡导AR/VR叙事力量的工作的基础上，我们展示了如何将叙事分层的组合策略与用户测试相结合，以指导创造包容性，以社区为中心的VR体验。为了说明这种能力的力量，我们将分析的基础放在了关于高级水净化的虚拟现实体验的设计中，概述了如何将叙事分层和用户体验测试编织在一起，通过跨学科、分层的故事叙述来解决各种观点的方法。在这样做的过程中，我们认为，当多模式用户体验融合了一系列受众的需求，以一种包容和引人入胜的方式构建故事，传达复杂的信息时，它是最强大的。

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引用次数: 0

Editorial: Making Space for Digital Writing 社论：为数字写作创造空间

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-11-15 DOI: 10.1016/j.compcom.2025.102962

Dr. Jason Tham

引用次数: 0

The band feeling: getting intentional about soundwriting and sonic rhetorics 乐队感觉：在声音创作和声音修辞上很用心

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-10-10 DOI: 10.1016/j.compcom.2025.102960

Joe Schicke , Scott Weedon

Resonance as a theoretical construct centers materiality and relationality as rhetorically constitutive. In this paper, based on field research in spaces of digital music production, we examine the composition of resonance and the role that intention plays in the process. Through observation and interview of a musical artist and two technical collaborators, we uncover intention as emergent from creative impulse and technological mediation in pursuit of resonance. We conclude by considering implications for rhetorical theory and soundwriting praxis.

共振作为一种理论建构，以物质性和关系性为中心，作为修辞的构成要素。本文通过对数字音乐制作空间的实地研究，考察了共鸣的构成以及意图在这一过程中所起的作用。通过对一位音乐艺术家和两位技术合作者的观察和访谈，我们揭示了在追求共鸣的创作冲动和技术调解中产生的意图。最后，我们考虑了修辞学理论和声音写作实践的启示。

引用次数: 0

Supporting online learning for diverse elementary students: A community of inquiry approach to collaborative multimodal composing—processes, products, and perspectives 支持不同小学生的在线学习：协作式多模态写作过程、产品和观点的探究方法社区

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-09-12 DOI: 10.1016/j.compcom.2025.102959

Amanda Yoshiko Shimizu , Jill Santos

When the pandemic forced schools online, teachers quickly adapted to meet their students' needs. Despite these efforts, U.S. educational disruptions deepened achievement disparities for students of color and low-income backgrounds. Although many schools have returned to in-person learning, online learning is expanding rapidly, highlighting the need to design it inclusively, especially for elementary-aged students—a group less understood in this context. Guided by a Community of Inquiry (CoI) framework, we first outline how a teacher-researcher partnership purposefully planned and implemented an online writing workshop to support culturally, linguistically and socio-economically diverse third-grade students to develop as a community of engaged learners. Then, we focus on the kinds of learning and interactions that occurred between students during a computer-mediated collaborative multimodal composing (MMC) project as well as their perspectives on their collaborations, learning, and final multimodal products. Findings indicate that MMC with digital tools, when implemented with instruction through a CoI framework that centers teacher, social, cognitive, and learner presence, enables students from all backgrounds to foster essential literacy and 21st-century skills. These findings establish a foundational understanding for teachers and researchers working with young, diverse learners in computer-mediated and online contexts.

当疫情迫使学校上线时，教师们迅速做出调整，以满足学生的需求。尽管做出了这些努力，但美国教育的混乱加深了有色人种和低收入背景学生的成就差距。尽管许多学校已经恢复了面对面学习，但在线学习正在迅速扩大，这凸显了包容性设计的必要性，尤其是针对小学年龄的学生——这一群体在这种情况下鲜为人知。在探究社区（CoI）框架的指导下，我们首先概述了教师-研究员伙伴关系如何有目的地计划和实施在线写作研讨会，以支持文化、语言和社会经济不同的三年级学生发展成为一个积极参与的学习者社区。然后，我们将重点关注在计算机介导的协作多模态作曲（MMC）项目中学生之间发生的各种学习和互动，以及他们对合作、学习和最终多模态产品的看法。研究结果表明，采用数字工具的MMC，通过以教师、社会、认知和学习者在场为中心的CoI框架进行教学，可以使来自不同背景的学生培养基本的读写能力和21世纪技能。这些发现为教师和研究人员在计算机媒介和在线环境中与年轻、多样化的学习者合作建立了基本的理解。

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引用次数: 0

A Room to Play: The Infrastructure of Game Pedagogy 游戏空间：游戏教育学的基础

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-09-12 DOI: 10.1016/j.compcom.2025.102958

Courtney Rivard , DA Hall , Stephanie Kinzinger , Doug Stark

This article argues that the work of teaching writing with video games starts before the syllabus, the assignment, and the lesson plan: First, there must be an infrastructure for game pedagogy. Drawing on our experiences at the University of North Carolina, Chapel Hill, we explain that various material considerations – from consoles to classroom furniture, and from grant-funding to graduate students – were necessary to build our game-based classroom, the Greenlaw Gameroom, and the Critical Game Studies Program it facilitates. Our primary aim has been to foster what we call collaborative close play, which is a method of game analysis that resolves the oft-cited tension between playful immersion and critical distance by turning close play into a group activity whereby students cycle between the roles of player, advisor, researcher, and notetaker. A three-day module that pairs Super Mario Bros. with the Iñupiaq platformer Never Alone demonstrates how such structured play, scaffolded by flexible furniture, digital data management, and trained instructors, enables students to analyze procedural rhetorics, cultural logics, and design ethics at scale. Virginia Woolf observed that certain material circumstances, like a room of one’s own, are necessary to write; by the same token, this article deals with some of the material obstacles a writing program must face in the process of securing “money and a room” for teaching games.

本文认为，电子游戏写作教学工作始于教学大纲、作业和课程计划之前：首先，必须有一个游戏教学法的基础设施。根据我们在北卡罗来纳大学教堂山分校的经验，我们解释了各种物质方面的考虑——从游戏机到教室家具，从拨款到研究生——对于建立我们的基于游戏的教室，Greenlaw游戏室，以及它所促进的关键游戏研究项目是必要的。我们的主要目标是培养我们所谓的合作亲密游戏，这是一种游戏分析方法，通过将亲密游戏转变为一种团队活动，让学生在玩家、顾问、研究员和记录者的角色之间循环，解决了游戏沉浸感和临界距离之间经常出现的紧张关系。为期三天的模块将《超级马里奥兄弟》与Iñupiaq平台游戏《Never Alone》结合在一起，展示了这种结构化的游戏如何由灵活的家具、数字数据管理和训练有素的教师组成，使学生能够大规模地分析程序修辞、文化逻辑和设计伦理。弗吉尼亚·伍尔夫（Virginia Woolf）观察到，某些物质环境，比如一间自己的房间，是写作所必需的；出于同样的原因，本文将讨论编写程序在确保教学游戏的“资金和空间”的过程中必须面对的一些物质障碍。

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引用次数: 0

Editorial: Technology's Double Edge 社论：科技的双重优势

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-08-05 DOI: 10.1016/j.compcom.2025.102950

Jason Tham

引用次数: 0

Academic research AND (Google OR Reddit): A librarian-faculty collaboration to improve student source engagement 学术研究和（b谷歌或Reddit）：图书馆员和教师合作，提高学生资源的参与度

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-07-28 DOI: 10.1016/j.compcom.2025.102949

Stephanie Redekop, Olivia Hobbs

Effective source use is a critical skill for first-year writing students because it prepares them for academic, professional, and civic engagement; however, existing research demonstrates that selecting appropriate sources and engaging them insightfully remains a significant challenge. While students struggle with the combined pressures to read, evaluate, and synthesize scholarly sources, we argue that online media including news articles, opinion pieces, and social media posts are a potent but underutilized resource for building students’ competence and confidence with source use. In this article, we present the methods that we have collaboratively developed as an instruction librarian and a first-year writing instructor to propose a new approach to teaching undergraduate research using online media. We detail strategies for teaching advanced search skills using Google and social media platforms like Reddit and X (formerly Twitter), as well as a “reception study” writing assignment that requires students to develop source evaluation and synthesis skills for engaging these online sources. The success of our module highlights that enabling students to build their research skills in the context of these more familiar source formats can lead them to an enriched understanding of the research process—including formulating an authentic research inquiry and engaging meaningfully with real audiences—while also building their skills in accessing, evaluating, and synthesizing diverse sources. Furthermore, by developing research skills in the context of social media platforms and online popular media sources, students gain a practical sense of the relevance of academic research skills to their daily research habits.

对一年级写作学生来说，有效地利用资源是一项关键技能，因为它为他们从事学术、专业和公民活动做好了准备；然而，现有的研究表明，选择合适的资源并深入了解它们仍然是一个重大挑战。当学生们在阅读、评估和综合学术资源的综合压力下挣扎时，我们认为，包括新闻文章、评论文章和社交媒体帖子在内的在线媒体是一种有效但未被充分利用的资源，可以帮助学生建立对资源使用的能力和信心。在这篇文章中，我们展示了我们作为教学馆员和一年级写作讲师共同开发的方法，提出了一种使用在线媒体教授本科生研究的新方法。我们详细介绍了使用b谷歌和社交媒体平台（如Reddit和X）教授高级搜索技能的策略，以及“接收研究”写作作业，该作业要求学生开发资源评估和综合技能，以参与这些在线资源。我们的模块的成功突出表明，使学生能够在这些更熟悉的来源格式的背景下建立他们的研究技能，可以使他们对研究过程有更丰富的理解，包括制定真实的研究调查和与真实的受众进行有意义的接触，同时也建立他们获取、评估和综合各种来源的技能。此外，通过在社交媒体平台和在线流行媒体资源的背景下发展研究技能，学生可以获得学术研究技能与日常研究习惯相关性的实际意义。

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引用次数: 0

iPads in the writing classroom: Neoliberalism, agency, and access ipad在写作课堂上的应用：新自由主义、代理和获取

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-07-17 DOI: 10.1016/j.compcom.2025.102948

Todd Ruecker , Tristan Beach , Emily Sawan

The past few decades have seen a variety of technologies enter the writing classroom, although questions over access and digital divides have persisted, especially during the COVID-19 pandemic. In this article, we explore the experiences of students and instructors during the implementation of a universal iPad initiative at an R1 research university aimed in part to alleviate technological divides among students and allow for more seamless integration of technology in instruction. Data are drawn from surveys of 360 students and 35 instructors and interviews with a subset of 6 students and 7 instructors. We explore issues such as the affordances and limitations of the iPad in writing classrooms, how well iPads were integrated into the teaching of reading and writing, and how iPad access enhances or limits student and instructor agency. We conclude by raising questions about the value of universal initiatives that take a one-size-fits-all approach in writing classrooms that prioritize student agency and choice as well as cost concerns in an era of neoliberal budget austerity.

在过去的几十年里，各种各样的技术进入了写作课堂，尽管关于获取和数字鸿沟的问题仍然存在，特别是在2019冠状病毒病大流行期间。在本文中，我们探讨了在R1研究型大学实施通用iPad计划期间学生和教师的经验，该计划的部分目的是减轻学生之间的技术鸿沟，并允许技术在教学中的更无缝集成。数据来自对360名学生和35名教师的调查，以及对6名学生和7名教师的访谈。我们探讨了iPad在写作课堂上的优势和局限性，iPad如何很好地融入阅读和写作教学，以及iPad的使用如何增强或限制学生和教师的能动性。最后，我们提出了一些关于普遍倡议的价值的问题，这些倡议在写作课堂中采取一刀切的方法，优先考虑学生的代理和选择，以及在新自由主义预算紧缩时代的成本问题。

引用次数: 0

When collaborating turns into dishonesty: A data-driven heuristic comparing human and AI collaborators 当合作变成不诚实：一个数据驱动的启发式比较人类和人工智能合作者

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-07-01 DOI: 10.1016/j.compcom.2025.102947

John R. Gallagher , Kyle Wagner , Jordan Canzonetta

With respect to AI writing technologies (AIWT), we pose three foundational questions about academic dishonesty. First, do writing instructors and students perceive differences between AI agents and human agents in classroom scenarios? Second, to what extent are writing instructor and student perceptions are aligned? Third, what types of writing scenarios are perceived as academic dishonesty? Answering these questions provides a baseline of comparison not only for future studies of AIWT collaboration but also contextualizes perceptions of human-to-human collaboration. We report on a large-scale experimental survey study that answers these questions using item response theory (IRT). Our findings demonstrate that while there are differences between AI and human agents of collaborations, writing instructors and students are generally aligned in their perceptions. Using a Rasch model, we find that academic dishonesty operates along a spectrum of textual production. Regardless of whether the collaborating agent is human or AI, the more an agent produces text, the more this collaboration is perceived as academic dishonesty. Conversely, the less text that is produced, the less this scenario is perceived as academically dishonest. In our discussion, we provide a data-driven heuristic to guide instructors and administrators.

关于人工智能写作技术（AIWT），我们提出了三个关于学术不诚实的基本问题。首先，写作教师和学生在课堂场景中是否感知到人工智能代理和人类代理之间的差异？第二，写作老师和学生的看法在多大程度上是一致的？第三，什么类型的写作场景被认为是学术不诚实？回答这些问题不仅为未来的AIWT合作研究提供了一个比较的基线，而且还将人与人之间合作的看法置于背景中。我们报告了一项大规模的实验调查研究，用项目反应理论（IRT）回答了这些问题。我们的研究结果表明，尽管人工智能和人类合作主体之间存在差异，但写作教师和学生的看法通常是一致的。使用Rasch模型，我们发现学术不诚实在文本生产的范围内运作。无论合作代理是人类还是人工智能，代理产生的文本越多，这种合作就越被视为学术不诚实。相反，发表的文章越少，这种情况被认为是学术上不诚实的就越少。在我们的讨论中，我们提供了一个数据驱动的启发式来指导教师和管理员。

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Investigating Method & Madness: The Composing Processes of 5th Grade Students 调查方法与疯狂：五年级学生的作曲过程

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-05-08 DOI: 10.1016/j.compcom.2025.102936

Brett Stamm

Daily writing practices occur in digital environments and are often multimodal. Studies have attempted to interpret composing processes in these environments through text-based lenses and findings have yet to explicitly or effectively define and illustrate the complexities. This case study explores processes and activities of 5th-grade students as they compose using digital tools, multimodal resources, and navigate the opportunities those tools and resources afford. Findings suggest 11 process activities; three unique to digital multimodal environments, and all having influences of the digital and multimodal environments in which composing takes place. Results 1) demonstrate the potential to develop a specific metalanguage for digital multimodal composing, 2) begin to inform a specific digital lens for interpreting composing in these 21^st century environments and 3) help practitioners design instruction that best support student composers in classroom contexts.

日常写作活动发生在数字环境中，而且往往是多模式的。研究试图通过基于文本的镜头来解释这些环境中的作曲过程，但研究结果尚未明确或有效地定义和说明其复杂性。本案例研究探讨了五年级学生使用数字工具、多式联运资源进行写作的过程和活动，并探索了这些工具和资源所提供的机会。结果表明11个过程活动；三个独特的数字多模态环境，都有数字和多模态环境的影响，其中作曲发生。结果1)展示了为数字多模态作曲开发特定元语言的潜力；2)开始为21世纪环境下解读作曲提供特定的数字镜头；3)帮助从业者设计最能支持学生作曲家课堂教学的教学。

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