Computers and Composition最新文献

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Chinese EFL learners’ engagement with ChatGPT feedback on academic writing: A case study in Malaysia 中国英语学习者对ChatGPT学术写作反馈的参与：以马来西亚为例

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-12-26 DOI: 10.1016/j.compcom.2025.102976

Zhang Kailin, Murad Abdu Saeed

As Generative artificial intelligence (GenAI) tools such as ChatGPT are becoming increasingly integrated into English as a Foreign Language (EFL) academic writing context, learners’ engagement with AI-generated feedback remains insufficiently examined. This case study investigated how four Chinese EFL postgraduates joining a course in a Malaysian university engaged with ChatGPT feedback while revising their academic research proposals. The study triangulated screen recordings, pre- and post-revision drafts, and stimulated recall interviews. Participants displayed a range of behavioural strategies, including accepting, questioning, rejecting suggestions, annotating visually, and seeking external validation. Affective responses ranged from appreciation and curiosity to doubt and frustration, particularly when feedback appeared conflicting or imprecise. Cognitively, learners applied various strategies such as evaluating, comparing, negotiating feedback, and regulating its use. Yet, they showed differing levels of engagement, shaped by individual perceptions and writing intentions. Importantly, participants regarded ChatGPT as a tool for linguistic refinement rather than content generation. Overall, the findings revealed that learners did not passively receive feedback but interacted with it in agentive and critical ways. The study highlights the interplay among these three dimensions of engagement and the importance of individual differences when evaluating the pedagogical potential of GenAI-generated feedback in academic writing.

随着ChatGPT等生成式人工智能（GenAI）工具越来越多地融入到英语作为外语（EFL）的学术写作环境中，学习者对人工智能生成的反馈的参与仍然没有得到充分的研究。本案例研究调查了四名参加马来西亚大学英语课程的中国研究生在修改学术研究计划时如何使用ChatGPT反馈。该研究对屏幕录音、修改前和修改后的草稿进行了三角分析，并进行了刺激回忆访谈。参与者表现出一系列的行为策略，包括接受、质疑、拒绝建议、视觉注释和寻求外部验证。情感反应从欣赏和好奇到怀疑和沮丧，特别是当反馈出现冲突或不准确时。在认知上，学习者运用各种策略，如评价、比较、协商反馈和调节反馈的使用。然而，受个人认知和写作意图的影响，他们表现出不同程度的参与。重要的是，与会者认为ChatGPT是一种语言改进工具，而不是内容生成工具。总的来说，研究结果表明学习者并不是被动地接受反馈，而是以主动和批判性的方式与之互动。该研究强调了参与的这三个维度之间的相互作用，以及在评估基因人工智能生成的学术写作反馈的教学潜力时个体差异的重要性。

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引用次数: 0

Wicked modes in UX: Pedagogical considerations for data détournement UX中的邪恶模式：数据传输的教学考虑

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-12-25 DOI: 10.1016/j.compcom.2025.102977

Morgan Banville , Leah Heilig , Madison Jones

User experience (UX) as both a vocation and a skillset is currently in the center of a wicked knot: emerging technologies such as generative artificial intelligence (GenAI) and large language models (LLMs) are (for the moment) widely accessible in unprecedented ways and are already heavily integrated into modern workplace practices and educational spaces. Further, workplace demands have led to a change in perception of the function and value of UX, and the field is facing new obstacles to hiring and research funding. Our article argues that a resituation of UX is needed: we—as instructors and administrators—need to focus on UX as an act of slow, embodied, and multimodal UX composition. To do this work, we offer the strategy of détournement as central to UX curriculum and preparing students for design work in a variety of rhetorical situations, expressed through our example assignments for instructors to implement within the college classroom.

用户体验（UX）既是一种职业，也是一种技能，目前正处于一个棘手问题的中心：新兴技术，如生成人工智能（GenAI）和大型语言模型（llm），目前以前所未有的方式被广泛使用，并且已经大量融入现代工作场所实践和教育空间。此外，工作场所的需求导致了对用户体验的功能和价值的看法发生了变化，该领域在招聘和研究资金方面面临着新的障碍。我们的文章认为需要对用户体验进行调整：作为教师和管理员，我们需要将用户体验视为一种缓慢的、具体化的、多模态的用户体验组合行为。为了完成这项工作，我们提供了作为UX课程中心的dsamument策略，并为学生在各种修辞情境下的设计工作做好准备，通过我们的示例作业来表达，供教师在大学课堂中实施。

引用次数: 0

UX → RX: creating a culture of curiosity about contemporary reading practices UX→RX：创造对当代阅读实践的好奇文化

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-12-23 DOI: 10.1016/j.compcom.2025.102972

Elizabeth Velasquez, Christa Teston

In place of (or as a complement to) “user experience research,” we propose “reader experience research” as a technique for tracing how contemporary readers make meaning through a host of social-semiotic modes. Significantly, such modes are always already conditioned by cognitive, social, economic, and technological factors. To illustrate how reader experience research can account for such factors, we describe the emergence of our institution’s Reader Experience Lab. We illustrate through three experiences how the lab (and reader experience research, in general) offers opportunities for gaining insight into how contemporary readers make meaning in and/or despite what Dan Keller terms a “culture of acceleration.”

为了取代（或补充）“用户体验研究”，我们提出“读者体验研究”作为一种追踪当代读者如何通过一系列社会符号学模式产生意义的技术。值得注意的是，这些模式总是已经受到认知、社会、经济和技术因素的制约。为了说明读者体验研究如何能够解释这些因素，我们描述了我们机构读者体验实验室的出现。我们通过三个经验来说明，实验室（以及读者体验研究，一般来说）如何提供机会，让我们深入了解当代读者是如何在丹·凯勒所说的“加速文化”中或/或不顾这种文化的情况下创造意义的。

引用次数: 0

Accessibility in virtual reality: A multimodal user experience framework for considering hardware, embodied, and spatial access 虚拟现实中的可访问性：考虑硬件、具体化和空间访问的多模态用户体验框架

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-12-16 DOI: 10.1016/j.compcom.2025.102971

Elizabeth Caravella, Rich Shivener

Virtual reality (VR) systems and other emerging technologies have transformed how professional writers and teams interact with information and navigate digital environments (Caravella, Shivener, & Narayanamoorthy, 2022; Saker & Frith, 2020; Tham, 2024). In Meta's Horizons Workrooms, users interact with shared virtual whiteboards, chalk, and spatial audio (Shivener & Tham, in press). In BigScreenVR, collaborative meetings include shared computer screens, 3D audio, and facial gestures (Shivener & Caravella, 2025). These platforms allow for the integration of visual, auditory, and spatial elements in innovative ways, pushing the boundaries of digital writing and collaboration across various points of the writing process.

Drawing on VR and UX theories, our pedagogies, and recent qualitative studies of writing in VR (Shivener & Tham, in press; Shivener & Caravella, 2025), this piece proposes three considerations that UX writing teachers must contend with before and as they integrate VR into a classroom: hardware, embodied, and spatial access. UX and multimodal composition teachers are well positioned to engage VR but must anticipate accessibility challenges that have complicated previous studies and pedagogies. In addition to the concerns themselves, we also outline potential example assignments and pedagogical methods for addressing these challenges. These practical guidelines inform lesson plans and experiences that are both engaging and equitable for a range of students, and provide a blueprint for teachers to include such technologies in UX classrooms in accessible ways.

虚拟现实（VR）系统和其他新兴技术改变了专业作家和团队与信息互动和在数字环境中导航的方式（Caravella, Shivener, Narayanamoorthy, 2022; Saker & Frith, 2020; Tham, 2024）。在Meta的Horizons工作室中，用户可以与共享的虚拟白板、粉笔和空间音频进行交互（Shivener & Tham，出版中）。在BigScreenVR中，协作会议包括共享计算机屏幕、3D音频和面部手势（Shivener & Caravella, 2025）。这些平台以创新的方式整合了视觉、听觉和空间元素，推动了数字写作的界限，并在写作过程的各个方面进行了协作。根据VR和UX理论，我们的教学方法，以及最近关于VR写作的定性研究（Shivener & Tham, in press; Shivener & Caravella, 2025），这篇文章提出了UX写作教师在将VR融入课堂之前和过程中必须考虑的三个问题：硬件、具体化和空间访问。UX和多模态构图教师可以很好地参与VR，但必须预见到可访问性挑战，这些挑战使以前的研究和教学方法变得复杂。除了问题本身，我们还概述了潜在的示例作业和解决这些挑战的教学方法。这些实用的指导方针为各种学生提供了既吸引人又公平的课程计划和经验，并为教师提供了一个蓝图，以便以可访问的方式将这些技术纳入UX教室。

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引用次数: 0

From vision to insight: Enhancing students’ user-centered design skills with eye-tracking technology and usability tests 从视觉到洞察力：通过眼动追踪技术和可用性测试提高学生以用户为中心的设计技能

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-12-15 DOI: 10.1016/j.compcom.2025.102975

Meng Yu

This classroom-based case study presents a workflow that integrates eye-tracking tools and usability testing into a technical writing course to strengthen evidence-based revision of multimodal documents. Over five weeks, student teams produced user materials, ran task-based usability tests, used eye-tracking tools to visualize eye movements, and interpreted the eye-tracking data through concurrent and retrospective think-aloud reflection. By triangulating gaze data, task performance, and verbal protocols, this teaching case supplements traditional peer review by providing students with objective data about audiences. It also illustrates that eye-tracking technology and usability testing serve as effective teaching tools to enhance students’ awareness of user-centered design.

这个基于课堂的案例研究展示了一个工作流，将眼球追踪工具和可用性测试集成到技术写作课程中，以加强多模态文档的循证修订。在五周的时间里，学生团队制作了用户材料，进行了基于任务的可用性测试，使用眼球追踪工具来可视化眼球运动，并通过并发和回顾性的思考来解释眼球追踪数据。通过三角测量凝视数据、任务表现和口头协议，本教学案例通过为学生提供有关受众的客观数据，补充了传统的同行评议。这也说明了眼动追踪技术和可用性测试是提高学生以用户为中心的设计意识的有效教学工具。

引用次数: 0

Shifting rhetorical agency in multimodal UX composition with AI: Sharing rhetorical authority with technologies 用人工智能改变多模态用户体验构图中的修辞代理：与技术共享修辞权威

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-12-14 DOI: 10.1016/j.compcom.2025.102973

Nupoor Ranade , Daniel L. Hocutt

Content personalization or tailoring content as per the needs of users has been a focus of technical communicators’ work since a very long time. Recently, algorithms have helped trace users’ characteristics such as devices they use, platforms they work on, local language spoken, etc. to personalize content through strategies like responsive content, automatic translation and so on. AI tools have extended algorithmic capabilities for personalization, but at the same time increased the randomness of personalized content. That is, algorithms produce different results for the same user at different times or different results for different users at the same time with the same prompt thus shifting the agency of both rhetors (or content creators) and the audience (or content users). While conventional technical communication pedagogy has focused on writing for users, and more recently on writing for algorithms which serve the users, today it is crucial to understand how technologies like AI impact knowledge consumption processes from a user experience perspective? And how can we teach content personalization and adaptive techniques in the increasingly digital spaces of audience interactions? These questions motivated our research. To follow the roles of algorithms and technical communicators closely, we analyzed three different case studies where algorithms are responsible for a high level of personalization beyond the decisions made by technical communicators. Our findings suggest that we must teach students to investigate concepts such as user personas in UX for understanding audiences, several methods of decision-making for content assets, and rhetorical ecology for a holistic view of content production to dissemination.

长期以来，内容个性化或根据用户需求定制内容一直是技术传播者工作的重点。最近，算法帮助追踪用户使用的设备、使用的平台、使用的当地语言等特征，通过响应式内容、自动翻译等策略来个性化内容。人工智能工具扩展了个性化的算法能力，但同时也增加了个性化内容的随机性。即算法在不同时间对同一用户产生不同的结果，或者在同一提示下对不同用户同时产生不同的结果，从而转移了修辞者（或内容创作者）和受众（或内容用户）的代理。虽然传统的技术交流教学法侧重于为用户写作，最近则侧重于为服务用户的算法写作，但今天，从用户体验的角度理解人工智能等技术如何影响知识消费过程至关重要。我们如何在日益数字化的观众互动空间中教授内容个性化和自适应技术？这些问题激发了我们的研究。为了密切关注算法和技术传播者的角色，我们分析了三个不同的案例研究，其中算法在技术传播者做出的决策之外负责高水平的个性化。我们的研究结果表明，我们必须教学生调查概念，如用户体验中的用户角色，以了解受众，内容资产决策的几种方法，以及内容生产到传播的整体观点的修辞生态学。

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引用次数: 0

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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