Pub Date : 2022-02-23DOI: 10.1080/07370024.2022.2038170
G. Mark, Andrew L. Kun, S. Rintel, A. Sellen
The coronavirus pandemic has significantly disrupted information work across the globe. Since March 2020 when the World Health Organization designated Covid-19 as a pandemic, workplaces across the globe have had to make swift changes for their employees to work remotely. The rapid and prolonged shift to remote work from home is producing transformational change that will undoubt-edly have long-term implications. The new reality of distributed information work simultaneously challenges and inspires us to revolutionize our work practices and technologies to support the sustainable and robust distribution of people, resources, and knowledge. organizations schools agile contexts office home. long-lasting. of around
{"title":"Introduction to this special issue: the future of remote work: responses to the pandemic","authors":"G. Mark, Andrew L. Kun, S. Rintel, A. Sellen","doi":"10.1080/07370024.2022.2038170","DOIUrl":"https://doi.org/10.1080/07370024.2022.2038170","url":null,"abstract":"The coronavirus pandemic has significantly disrupted information work across the globe. Since March 2020 when the World Health Organization designated Covid-19 as a pandemic, workplaces across the globe have had to make swift changes for their employees to work remotely. The rapid and prolonged shift to remote work from home is producing transformational change that will undoubt-edly have long-term implications. The new reality of distributed information work simultaneously challenges and inspires us to revolutionize our work practices and technologies to support the sustainable and robust distribution of people, resources, and knowledge. organizations schools agile contexts office home. long-lasting. of around","PeriodicalId":56306,"journal":{"name":"Human-Computer Interaction","volume":"16 1","pages":"397 - 403"},"PeriodicalIF":5.3,"publicationDate":"2022-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91180461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-31DOI: 10.1080/07370024.2021.1976643
Yvonne Rogers
Hancock’s article on avoiding autonomous agent actions reads like a literary piece of work replete with esoteric phrasing and the odd bit of Latin thrown into the mix. It is cleverly crafted prose, with poignant metaphors warning us of a foreboding future of malfunctioning, dysfunctioning and failing autonomous machines that could wreak havoc in society and even destroy us if we don’t do something about them sharp. One of the most dramatic analogies is to cast autonomous systems like the evolution of a ring of volcanic islands rising from the ocean; abrupt and explosive rather than a slow gradual evolution. In contrast, we humans are viewed as taking the “littoral role of beaches and riparian shorelines,” receding as the volcanos spew forth. The oceanic imagery conjured up certainly does paint an apocalyptic future. I imagined hearing the soundtrack of War of the Worlds as I read it.
{"title":"Commentary: human-centred AI: the new zeitgeist","authors":"Yvonne Rogers","doi":"10.1080/07370024.2021.1976643","DOIUrl":"https://doi.org/10.1080/07370024.2021.1976643","url":null,"abstract":"Hancock’s article on avoiding autonomous agent actions reads like a literary piece of work replete with esoteric phrasing and the odd bit of Latin thrown into the mix. It is cleverly crafted prose, with poignant metaphors warning us of a foreboding future of malfunctioning, dysfunctioning and failing autonomous machines that could wreak havoc in society and even destroy us if we don’t do something about them sharp. One of the most dramatic analogies is to cast autonomous systems like the evolution of a ring of volcanic islands rising from the ocean; abrupt and explosive rather than a slow gradual evolution. In contrast, we humans are viewed as taking the “littoral role of beaches and riparian shorelines,” receding as the volcanos spew forth. The oceanic imagery conjured up certainly does paint an apocalyptic future. I imagined hearing the soundtrack of War of the Worlds as I read it.","PeriodicalId":56306,"journal":{"name":"Human-Computer Interaction","volume":"201 1","pages":"254 - 255"},"PeriodicalIF":5.3,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76996695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-31DOI: 10.1080/07370024.2021.1976641
V. Kaptelinin
The discussion of potential dangers, brought about by intelligent machines, can be traced back at least to Wiener (1960). However, it has never been more needed than it is now. Current technological developments make these dangers increasingly concrete and real, and so the paper by Hancock (this volume) is particularly timely. By systematically presenting and analyzing some of the key issues, problems, and approaches in the current discourse on autonomous agents, the paper does a valuable job in further engaging the HCI research community in the discourse. A key strength of the paper, in my view, is that it is apparently designed to invite comments, disagreements, and alternative perspectives. In this commentary, I reflect on a central theme in Hancock’s analysis, namely, the emergence of agents’ own intentions as a (presumably inevitable) result of the ongoing progress in artificial intelligence (AI). This is one of the most fascinating issues in the entire field of AI. The theme has not only become an object of academic debates, but also made a massive impact on popular culture (as exemplified, for instance, by movies and TV series, such as Blade Runner or Westworld). The question at the heart of the issue is: How and why can an AI system be transformed from a piece of human-controlled technology with constrained autonomy (limited to deciding how to perform the task assigned to it) to a fully autonomous agent, acting on its own intentions? Current attempts to envision a future, in which fully autonomous AI systems become a reality, often gloss over the specific causes and mechanisms of such a transformation. In some cases, e.g., in “slave uprising” scenarios, is it implied that the transformation may happen because designers, when trying to create systems that are as similar to humans as possible, fall victims, often literally, to their own success. At the most basic level, the underlying assumption appears to be that increasingly more advanced cognitive capabilities of a technology – even if they are only used when acting on someone or something else’s intentions – eventually lead to the development of self-awareness, which, in turn, gives rise to full autonomy. Hancock outlines a particular perspective on how agents’ full autonomy can be expected to develop. According to this perspective, dubbed “isles of autonomy,” the path to full autonomy starts with the emergence of isolated technologies having constrained autonomy, such as autonomous vehicles or autopilots. Each of these isles, when young and unstable, is initially surrounded and supported by human attendants, who take care of them (similarly to taking care of “prematurely born neonates”). Over time, the isles grow and eventually merge into a fully autonomous system. This perspective, even if rather metaphorical, potentially provides useful guidance for thinking about autonomous agents. However, the perspective does not clarify why and how exactly a constrained autonomy transforms into a
{"title":"The social production of technological autonomy","authors":"V. Kaptelinin","doi":"10.1080/07370024.2021.1976641","DOIUrl":"https://doi.org/10.1080/07370024.2021.1976641","url":null,"abstract":"The discussion of potential dangers, brought about by intelligent machines, can be traced back at least to Wiener (1960). However, it has never been more needed than it is now. Current technological developments make these dangers increasingly concrete and real, and so the paper by Hancock (this volume) is particularly timely. By systematically presenting and analyzing some of the key issues, problems, and approaches in the current discourse on autonomous agents, the paper does a valuable job in further engaging the HCI research community in the discourse. A key strength of the paper, in my view, is that it is apparently designed to invite comments, disagreements, and alternative perspectives. In this commentary, I reflect on a central theme in Hancock’s analysis, namely, the emergence of agents’ own intentions as a (presumably inevitable) result of the ongoing progress in artificial intelligence (AI). This is one of the most fascinating issues in the entire field of AI. The theme has not only become an object of academic debates, but also made a massive impact on popular culture (as exemplified, for instance, by movies and TV series, such as Blade Runner or Westworld). The question at the heart of the issue is: How and why can an AI system be transformed from a piece of human-controlled technology with constrained autonomy (limited to deciding how to perform the task assigned to it) to a fully autonomous agent, acting on its own intentions? Current attempts to envision a future, in which fully autonomous AI systems become a reality, often gloss over the specific causes and mechanisms of such a transformation. In some cases, e.g., in “slave uprising” scenarios, is it implied that the transformation may happen because designers, when trying to create systems that are as similar to humans as possible, fall victims, often literally, to their own success. At the most basic level, the underlying assumption appears to be that increasingly more advanced cognitive capabilities of a technology – even if they are only used when acting on someone or something else’s intentions – eventually lead to the development of self-awareness, which, in turn, gives rise to full autonomy. Hancock outlines a particular perspective on how agents’ full autonomy can be expected to develop. According to this perspective, dubbed “isles of autonomy,” the path to full autonomy starts with the emergence of isolated technologies having constrained autonomy, such as autonomous vehicles or autopilots. Each of these isles, when young and unstable, is initially surrounded and supported by human attendants, who take care of them (similarly to taking care of “prematurely born neonates”). Over time, the isles grow and eventually merge into a fully autonomous system. This perspective, even if rather metaphorical, potentially provides useful guidance for thinking about autonomous agents. However, the perspective does not clarify why and how exactly a constrained autonomy transforms into a","PeriodicalId":56306,"journal":{"name":"Human-Computer Interaction","volume":"21 1","pages":"256 - 258"},"PeriodicalIF":5.3,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74168447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-14DOI: 10.1080/07370024.2021.1994860
Joshua Mcveigh-Schultz, K. Isbister
In the 21st century workplace, a great deal of social interaction occurs in meetings. However, research on meetings – and in particular workplace meetings – has long demonstrated the challenges involved in running meetings effectively (Geimer et al., 2015; Hackman & Morris, 1975; Kauffeld & Lehmann-Willenbrock, 2012; Kocsis et al., 2015; Lehmann-Willenbrock et al., 2013; LehmannWillenbrock & Kauffeld, 2010; Mroz et al., 2018; Steiner, 1972). Even prior to COVID-19, research identified the increasing role played by remote meeting technology and recognized virtual meetings as an important area of challenge and opportunity for organizations (Allison et al., 2015; Lindeblad et al., 2016). In 2020, surveys of CIOs suggested that the broad shifts to remote (or hybrid) work associated with COVID are likely to continue post-pandemic (Chavez-Dreyfuss, Chavez-Dreyfuss,). An important societal reason for supporting this shift is the need to reduce carbon footprint related to travel, toward the urgent goal of mitigating climate change. As greater demands are placed on remote work, research will need to meet these new challenges. HCI has a long track record of investigating workplace meetings as a site of intervention and has broadly demonstrated the role that technological mediation can play in supporting interpersonal communication among teams (Bergstrom & Karahalios, 2012, Bergstrom and Karahalios, 2007b; DiMicco et al., 2007, 2004; J. Kim & Shah, 2016; T. Kim et al., 2008; Leshed et al., 2009, 2007, 2010; Pentland et al., 2012; Tausczik & Pennebaker, 2013; Tennent & Jung, 2019). While face-to-face meetings have been shown to be superior to screen-mediated meetings along certain dimensions of proxemics and interpersonal awareness (Kraut et al., 2002), technologically mediated meetings have also been demonstrated to be more effective than face-to face-meetings in certain cases (Gudjohnsen, 2014; Hollan & Stornetta, 1992). Along these lines, Hollan and Stornetta have argued that electronic media are best positioned to support new kinds of communicative affordances rather than imitate “the mechanisms of face-to-face [interaction]” (Hollan & Stornetta, 1992). The rise of XR (VR, augmented reality, and mixed reality) has brought with it a new set of interactional parameters to explore in shaping social experience (Roth et al., 2019; Slater et al., 2010; Won et al., 2015; Yee & Bailenson, 2007). While social VR experiences currently lack the richness of facial expression cues that can be experienced with video conferencing, some anticipate this gap could be overcome by systems that leverage real-time facial recognition to drive avatar expressions in virtual reality (Cha et al., 2020; Schwartz et al., 2020). Investment in the area of facial recognition by VR industry players like Facebook Reality Labs and DecaGear suggests that commercial innovations may eventually support rich facial expression cues in VR meetings. Likewise, peripheral devices like physical keyb
在21世纪的工作场所，大量的社会互动发生在会议上。然而，对会议的研究，特别是对工作场所会议的研究，长期以来一直表明，有效地召开会议所面临的挑战(Geimer等人，2015;哈克曼和莫里斯，1975;kauffield & lehman - willenbrock, 2012;Kocsis等人，2015;Lehmann-Willenbrock等人，2013;LehmannWillenbrock & Kauffeld, 2010;Mroz等人，2018;施泰纳,1972)。即使在2019冠状病毒病之前，研究就发现远程会议技术发挥的作用越来越大，并认识到虚拟会议是组织面临挑战和机遇的重要领域(Allison等人，2015;Lindeblad et al.， 2016)。2020年，对首席信息官的调查表明，与COVID相关的远程(或混合)工作的广泛转变可能会在大流行后继续(Chavez-Dreyfuss, Chavez-Dreyfuss，)。支持这种转变的一个重要的社会原因是需要减少与旅行相关的碳足迹，以实现缓解气候变化的紧迫目标。随着人们对远程工作的要求越来越高，研究将需要应对这些新的挑战。HCI在将工作场所会议作为干预场所进行调查方面有着悠久的记录，并广泛证明了技术中介在支持团队之间人际沟通方面可以发挥的作用(Bergstrom & Karahalios, 2012; Bergstrom and Karahalios, 2007;DiMicco et al.， 2007, 2004;J. Kim & Shah, 2016;T. Kim et al.， 2008;Leshed等，2009,2007,2010;Pentland et al.， 2012;陶斯奇克和佩内贝克，2013;tennent&jung, 2019)。虽然面对面的会议已被证明在某些方面优于屏幕媒介会议和人际意识(Kraut等人，2002)，但在某些情况下，技术媒介会议也被证明比面对面会议更有效(Gudjohnsen, 2014;Hollan & Stornetta, 1992)。沿着这些思路，Hollan和Stornetta认为，电子媒体最适合支持新型的交际能力，而不是模仿“面对面[互动]的机制”(Hollan和Stornetta, 1992)。XR(虚拟现实、增强现实和混合现实)的兴起带来了一套新的互动参数，可以在塑造社会体验时进行探索(Roth等人，2019;Slater et al.， 2010;Won et al.， 2015;Yee & Bailenson, 2007)。虽然社交VR体验目前缺乏视频会议可以体验到的丰富的面部表情线索，但一些人预计，利用实时面部识别来驱动虚拟现实中的虚拟角色表情的系统可以克服这一差距(Cha等人，2020;Schwartz et al.， 2020)。Facebook Reality Labs和DecaGear等VR行业参与者在面部识别领域的投资表明，商业创新最终可能会在VR会议中支持丰富的面部表情线索。同样，虚拟现实也可以支持物理键盘等外围设备(Bovet et al.， 2018;Hardawar, 2021)，以及
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Pub Date : 2021-12-07DOI: 10.1080/07370024.2021.2008250
Pierre-Antoine Cinquin, P. Guitton, H. Sauzéon
The Convention on the Rights of Persons with Disabilities (PWDs) is an essential framework provided to the signatory States for improving their social inclusion, particularly with regard to the promotion of equal access to education (UN, 2007). It promotes their full participation in education systems, enabling them to define their professional project and, ultimately, to make their own choices in all areas of their lives (Ryan & Deci, 2000). It is well recognized that education is a decisive factor in shaping life-course and employability. Yet across the world, PWDs experience significantly lower employment rates than persons without disabilities, and when they are employed, have fewer opportunities to grow and develop their careers within a company or to evolve professionally in the job market (Hästbacka et al., 2016). One of the reasons given by both PWDs and employers is that they still face barriers to access education, and therefore have fewer professional qualifications than the general population (WHO, 2011). These difficulties are even more significant for individuals with mental health difficulties or cognitive impairments (e.g., memory disorders, attention disorders) who experience the lowest employment rates (Thornicroft et al., 2010) and are most often employed in a segregated environment (Verdonschot et al., 2009). The overall objective of our work is to further increase the access to education for PWDs, notably those with cognitive impairments (regardless of medical conditions), through new e-learning systems, to contribute to their professional and social inclusion. We focused primarily on MOOC (Massive Open Online Courses) platforms, which are playing an increasingly important role in the academic and lifelong vocational training programs offered to the general population, and which are still growing strongly (Shah, 2019). Moreover, they are sufficiently flexible and adaptable to potentially ensure that content can be made accessible to as many learners as possible and that pedagogical approaches adapted to people with cognitive impairments can be used to support their learning.
{"title":"Toward truly accessible MOOCs for persons with cognitive impairments: a field study","authors":"Pierre-Antoine Cinquin, P. Guitton, H. Sauzéon","doi":"10.1080/07370024.2021.2008250","DOIUrl":"https://doi.org/10.1080/07370024.2021.2008250","url":null,"abstract":"The Convention on the Rights of Persons with Disabilities (PWDs) is an essential framework provided to the signatory States for improving their social inclusion, particularly with regard to the promotion of equal access to education (UN, 2007). It promotes their full participation in education systems, enabling them to define their professional project and, ultimately, to make their own choices in all areas of their lives (Ryan & Deci, 2000). It is well recognized that education is a decisive factor in shaping life-course and employability. Yet across the world, PWDs experience significantly lower employment rates than persons without disabilities, and when they are employed, have fewer opportunities to grow and develop their careers within a company or to evolve professionally in the job market (Hästbacka et al., 2016). One of the reasons given by both PWDs and employers is that they still face barriers to access education, and therefore have fewer professional qualifications than the general population (WHO, 2011). These difficulties are even more significant for individuals with mental health difficulties or cognitive impairments (e.g., memory disorders, attention disorders) who experience the lowest employment rates (Thornicroft et al., 2010) and are most often employed in a segregated environment (Verdonschot et al., 2009). The overall objective of our work is to further increase the access to education for PWDs, notably those with cognitive impairments (regardless of medical conditions), through new e-learning systems, to contribute to their professional and social inclusion. We focused primarily on MOOC (Massive Open Online Courses) platforms, which are playing an increasingly important role in the academic and lifelong vocational training programs offered to the general population, and which are still growing strongly (Shah, 2019). Moreover, they are sufficiently flexible and adaptable to potentially ensure that content can be made accessible to as many learners as possible and that pedagogical approaches adapted to people with cognitive impairments can be used to support their learning.","PeriodicalId":56306,"journal":{"name":"Human-Computer Interaction","volume":"57 1","pages":"352 - 373"},"PeriodicalIF":5.3,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86577334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-28DOI: 10.1080/07370024.2021.1987908
Thomaz Teodorovicz, R. Sadun, Andrew L. Kun, Orit Shaer
The advent of the COVID-19 pandemic has forced millions of workers to suddenly shift their activity out of their offices and into their homes: 5–15% of Americans worked from home before the pandemic, whereas 50% of the Americans who were employed pre-COVID reported working from home in April/2020 (Brynjolfsson et al., 2020). While the effects of this sudden and exogenous shift on workers’ behavior, as well as their productivity and wellbeing, are still largely unknown, organizations have already started to consider extending “working from home” (WFH) arrangements beyond the pandemic (Kelly, 2020). In this research we explore the effects of the forced WFH arrangement during the COVID-19 pandemic on managers. We assess how the sudden and widespread shift to working from home during the pandemic impacted how managers allocate time throughout their working day, and how the type and length of work activities they engage in. Managers are a particular type of “knowledge workers” – i.e. workers who typically focus on problem-solving and related cognitive tasks (Autor & Dorn, 2013). Unlike other knowledge workers whose tasks depend more on allocating one’s individual efforts and skills to conduct solo-tasks, such as writing reports or coding, the job of managers requires primarily coordinative tasks, including the supervision, evaluation, and deployment of the work of others (Drucker, 2012). We focus our study on managers for two main reasons. First, broadly, managerial work is a central enabler that allows organizations to expand and thrive in distinct markets (Chandler, 1990), and the importance of managerial occupations in the U.S. economy has grown significantly over past decades (Autor & Dorn, 2009, 2013). However, we do not yet have a detailed understanding of how a forced transition to WFH affects managers’ daily activities and the structure of their work. The need to understand these effects is made even more salient by the fact that the forced transition out of the office initiated by the pandemic will likely result in a more permanent shift toward WFH arrangements (Barrero, et al., 2021). Second, more specifically, WFH presents a challenge for team-work and social activities Lowy, (2020; Neeley, 2021), and managers are very likely to engage precisely in activities that rely on team-work and social interactions (Deming, 2017). Since coordination is such a central activity of what managers do and what organizations require, it is important to understand the extent to which a transition to WFH arrangements during the COVID-19 pandemic has affected this occupation. One method to characterize how managerial work has changed in a context of a sudden transition to WFH is to examine changes in where managers allocate their most valuable and scarce resource: their time (Mintzberg, 1990).
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Pub Date : 2021-11-24DOI: 10.1080/07370024.2021.1982390
Melissa Bica, L. Palen, Jennifer D. Henderson, Jennifer Spinney, Joy Weinberg, E. Nielsen
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{"title":"“Can’t think of anything more to do”: Public displays of power, privilege, and surrender in social media disaster monologues","authors":"Melissa Bica, L. Palen, Jennifer D. Henderson, Jennifer Spinney, Joy Weinberg, E. Nielsen","doi":"10.1080/07370024.2021.1982390","DOIUrl":"https://doi.org/10.1080/07370024.2021.1982390","url":null,"abstract":"she","PeriodicalId":56306,"journal":{"name":"Human-Computer Interaction","volume":"464 1","pages":"300 - 321"},"PeriodicalIF":5.3,"publicationDate":"2021-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73961696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-24DOI: 10.1080/07370024.2021.1987238
Lauren C. Howe, Jochen I. Menges
Over the past decades, developments in information and communication technologies have enabled more and more employees to work from locations other than the office (Stiles & Smart, 2021; ter Hoeven & van Zoonen, 2015) in what has come to be interchangeably called remote work, telecommuting, or distributed work (Allen et al., 2015). This trend has attracted much scholarly attention, in particular the question of how remote work can be implemented in optimal ways for employees and organizations (Golden, 2009; Messenger & Gschwind, 2016; Shin et al., 2000). A new urgency was brought to the study of remote work when the COVID-19 pandemic prompted organizations across the world to shift their workforce unexpectedly and rapidly to home office (Hickman & Saad, 2020). In light of the crisis, many organizations have planned to increase the amount of remote work available to employees, including “tech giants” such as Twitter that announced employees can work remotely forever if they desire (British Broadcasting Corporation, 2020; Dwoskin, 2020). Accordingly, scholars and practitioners alike predict that in the aftermath of the global crisis, remote work will be part of the “new normal” (EY Belgium, 2020; DeArmas, 2020; Leonardi, Leonardi, 2021; Lueck, 2020), prompting a call for more research on factors that increase employee well-being and productivity when working in remote environments and using technology to work remotely (Dwivedi et al., 2020). An increase in remote work would strongly impact the careers of knowledge workers, given that knowledge-intensive jobs tend to be especially well-suited to remote work (Desilver, 2020). For example, computer and mathematical occupations have a high share of tasks that can be done from home, as do jobs in the information and communication industry (e.g., software developers and publishers can both complete an estimated 89% of their tasks at home) (Adams-Prassl et al., 2020). Many knowledge workers expect that remote work will increase in their industry in the future (Slack, 2020). Indeed, the shift toward remote work during the COVID-19 crisis was particularly pronounced among knowledge workers, with over one quarter of all knowledge workers in the U.S. (amounting to over 16 million people) estimated to have shifted to remote work in the first weeks after the pandemic was officially declared (Slack, 2020). Helping knowledge workers to transition effectively to remote work is thus an important goal in a future that involves increased remote work. In particular, how transitions to remote work affect productivity has long been a practical interest for organizations contemplating increased remote work (Karnowski & White, 2002). Productivity during remote work has also been a key theoretical interest for a variety of academic fields, including human-computer interaction (Olson & Olson, 2000), computer science and engineering (Ruth & Chaudhry, 2008; Turetken et al., 2011), information systems (Neufeld & Fang, 2005), m
在过去的几十年里，信息和通信技术的发展使越来越多的员工能够在办公室以外的地方工作(Stiles & Smart, 2021;ter Hoeven & van Zoonen, 2015)，现在可以互换称为远程工作、远程办公或分布式工作(Allen et al.， 2015)。这一趋势引起了学术界的广泛关注，特别是关于如何以最佳方式为员工和组织实施远程工作的问题(Golden, 2009;Messenger & Gschwind, 2016;Shin et al.， 2000)。当COVID-19大流行促使世界各地的组织意外而迅速地将员工转移到家庭办公室时，远程工作的研究带来了新的紧迫性(Hickman & Saad, 2020)。鉴于这场危机，许多组织都计划增加员工可远程工作的数量，包括Twitter等“科技巨头”宣布，如果员工愿意，他们可以永远远程工作(英国广播公司，2020;Dwoskin, 2020)。因此，学者和从业者都预测，在全球危机之后，远程工作将成为“新常态”的一部分(EY Belgium, 2020;DeArmas, 2020;列奥纳迪，列奥纳迪，2021;Lueck, 2020)，这促使人们呼吁更多地研究在远程环境中工作和使用技术远程工作时提高员工幸福感和生产力的因素(Dwivedi等人，2020)。远程工作的增加将对知识工作者的职业生涯产生强烈影响，因为知识密集型工作往往特别适合远程工作(Desilver, 2020)。例如，计算机和数学职业有很高的任务份额可以在家里完成，信息和通信行业的工作也是如此(例如，软件开发人员和出版商都可以在家里完成大约89%的任务)(Adams-Prassl等人，2020)。许多知识工作者预计，未来远程工作将在他们的行业中增加(Slack, 2020)。事实上，在COVID-19危机期间，向远程工作的转变在知识工作者中尤为明显，据估计，在正式宣布大流行后的头几周，美国超过四分之一的知识工作者(总计超过1600万人)已经转向远程工作(Slack, 2020)。因此，帮助知识工作者有效地过渡到远程工作是未来远程工作增加的一个重要目标。特别是，对于考虑增加远程工作的组织来说，过渡到远程工作如何影响生产力一直是一个实际的兴趣(Karnowski & White, 2002)。远程工作期间的生产力也一直是各种学术领域的关键理论兴趣，包括人机交互(Olson & Olson, 2000)，计算机科学与工程(Ruth & Chaudhry, 2008;Turetken et al.， 2011)，信息系统(Neufeld & Fang, 2005)，管理(Choudhury et al.， 2021;Staples et al.， 1999)，心理学(Allen et al.， 2015)，经济学(Bloom et al.，
{"title":"Remote work mindsets predict emotions and productivity in home office: A longitudinal study of knowledge workers during the Covid-19 pandemic","authors":"Lauren C. Howe, Jochen I. Menges","doi":"10.1080/07370024.2021.1987238","DOIUrl":"https://doi.org/10.1080/07370024.2021.1987238","url":null,"abstract":"Over the past decades, developments in information and communication technologies have enabled more and more employees to work from locations other than the office (Stiles & Smart, 2021; ter Hoeven & van Zoonen, 2015) in what has come to be interchangeably called remote work, telecommuting, or distributed work (Allen et al., 2015). This trend has attracted much scholarly attention, in particular the question of how remote work can be implemented in optimal ways for employees and organizations (Golden, 2009; Messenger & Gschwind, 2016; Shin et al., 2000). A new urgency was brought to the study of remote work when the COVID-19 pandemic prompted organizations across the world to shift their workforce unexpectedly and rapidly to home office (Hickman & Saad, 2020). In light of the crisis, many organizations have planned to increase the amount of remote work available to employees, including “tech giants” such as Twitter that announced employees can work remotely forever if they desire (British Broadcasting Corporation, 2020; Dwoskin, 2020). Accordingly, scholars and practitioners alike predict that in the aftermath of the global crisis, remote work will be part of the “new normal” (EY Belgium, 2020; DeArmas, 2020; Leonardi, Leonardi, 2021; Lueck, 2020), prompting a call for more research on factors that increase employee well-being and productivity when working in remote environments and using technology to work remotely (Dwivedi et al., 2020). An increase in remote work would strongly impact the careers of knowledge workers, given that knowledge-intensive jobs tend to be especially well-suited to remote work (Desilver, 2020). For example, computer and mathematical occupations have a high share of tasks that can be done from home, as do jobs in the information and communication industry (e.g., software developers and publishers can both complete an estimated 89% of their tasks at home) (Adams-Prassl et al., 2020). Many knowledge workers expect that remote work will increase in their industry in the future (Slack, 2020). Indeed, the shift toward remote work during the COVID-19 crisis was particularly pronounced among knowledge workers, with over one quarter of all knowledge workers in the U.S. (amounting to over 16 million people) estimated to have shifted to remote work in the first weeks after the pandemic was officially declared (Slack, 2020). Helping knowledge workers to transition effectively to remote work is thus an important goal in a future that involves increased remote work. In particular, how transitions to remote work affect productivity has long been a practical interest for organizations contemplating increased remote work (Karnowski & White, 2002). Productivity during remote work has also been a key theoretical interest for a variety of academic fields, including human-computer interaction (Olson & Olson, 2000), computer science and engineering (Ruth & Chaudhry, 2008; Turetken et al., 2011), information systems (Neufeld & Fang, 2005), m","PeriodicalId":56306,"journal":{"name":"Human-Computer Interaction","volume":"46 1","pages":"481 - 507"},"PeriodicalIF":5.3,"publicationDate":"2021-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87555687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-24DOI: 10.1080/07370024.2021.1977130
S. Bringsjord
Without bringing to bear the precision that only formal logic can provide, seeking to avoid adverse behavior on the part of any type of artificial agent, however otherwise commendable, is simply proto-scientific wishful thinking. In particular, absent a formal definition specifically of “autonomous artificial computational agent,” the category of creature Hancock tries to place centrally before us, mere intuitive discussion in natural language, accompanied by intuitive diagrams (such as Hancock’s impressionistic Figure 2), however otherwise elegant, is, at least as I see matters, thoroughly otiose.
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