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This paper presents a survey of research into interactive robotic systems for the purpose of identifying the state of the art capabilities as well as the extant gaps in this emerging field. Communication is multimodal. Multimodality is a representation of many modes chosen from rhetorical aspects for its communication potentials. The author seeks to define the available automation capabilities in communication using multimodalities that will support a proposed Interactive Robot System (IRS) as an AI mounted robotic platform to advance the speed and quality of military operational and tactical decision making.

This review will begin by presenting key developments in the robotic interaction field with the objective of identifying essential technological developments that set conditions for robotic platforms to function autonomously. After surveying the key aspects in Human Robot Interaction (HRI), Unmanned Autonomous System (UAS), visualization, Virtual Environment (VE) and prediction, the paper then proceeds to describe the gaps in the application areas that will require extension and integration to enable the prototyping of the IRS. A brief examination of other work in HRI-related fields concludes with a recapitulation of the IRS challenge that will set conditions for future success.

Using insights from a balanced cross section of sources from the government, academic, and commercial entities that contribute to HRI a multimodal IRS in military communication is introduced. Multimodal IRS (MIRS) in military communication has yet to be deployed.

Multimodal robotic interface for the MIRS is an interdisciplinary endeavour. This is not realistic that one can comprehend all expert and related knowledge and skills to design and develop such multimodal interactive robotic interface. In this brief preliminary survey, the author has discussed extant AI, robotics, NLP, CV, VDM, and VE applications that is directly related to multimodal interaction. Each mode of this multimodal communication is an active research area. Multimodal human/military robot communication is the ultimate goal of this research.

A multimodal autonomous robot in military communication using speech, images, gestures, VST and VE has yet to be deployed. Autonomous multimodal communication is expected to open wider possibilities for all armed forces. Given the density of the land domain, the army is in a position to exploit the opportunities for human–machine teaming (HMT) exposure. Naval and air forces will adopt platform specific suites for specially selected operators to integrate with and leverage this emerging technology. The possession of a flexible communications means that readily adapts to virtual training will enhance planning and mission rehearsals tremendously.

Interaction, perception, cognition and visualization based multimodal communication system is yet missing. Options to communicate, express and convey information in HMT setting with multiple options, suggestions and recommendations will certainly enhance military communication, strength, engagement, security, cognition, perception as well as the ability to act confidently for a successful mission.

The objective is to develop a multimodal autonomous interactive robot for military communications. This survey reports the state of the art, what exists and what is missing, what can be done and possibilities of extension that support the military in maintaining effective communication using multimodalities. There are some separate ongoing progresses, such as in machine-enabled speech, image recognition, tracking, visualizations for situational awareness, and virtual environments. At this time, there is no integrated approach for multimodal human robot interaction that proposes a flexible and agile communication. The report briefly introduces the research proposal about multimodal interactive robot in military communication.

The aim of this paper is to describe and detail a new workforce initiative developed by a third sector organisation: the Multi-Modality Practitioner (MMP) approach, in the provision of support for individuals and families presenting in the community with multiple and varied needs.

This paper presents a case study on a third sector organisation’s pioneering workforce initiative – the MMP approach.

The MMP approach has been developed as an alternative to existing approaches designed to address “single issues”, providing those working in the fields of health and social care and beyond, with a range of technically eclectic interventions from different modalities and approaches, to enable them to appropriately meet the needs of individuals and families presenting with multiple needs.

This case study is limited to providing a rationale for the development of the MMP approach and a description. It does not include any formal analysis as a future evaluative paper will report on an independent theory-based examination of the MMP approach via Theory of Change and Contribution Analysis methodologies.

This case study describes the innovative role that the MMP approach as a workforce innovation plays in meeting multiple needs in the community when deployed as either a stand-alone approach, or one that can be integrated with existing community-based services including, but not limited to, mental health, employability, addiction, housing, homelessness, public health and child and family services.

The MMP approach constitutes a disruptive, pionneering, client-centred, workplace innovation that is trauma-informed, relational, strengths-based and continuity of care focused, capable of supporting individuals and families with multiple needs, negating onward referral and with potential to reduce demand on public services. It also provides those working in a range of health and social care roles with the opportunity to expand their therapeutic repertoire through high-quality, multi-skilled training in evidence-based and societally important, technically eclectic interventions drawn from a range of modalities.

Pluralistic practice and multimodal theories have been in existence for over two decades, the MMP approach however, whilst sharing some of these concepts and philosophies, differs in that it provides those trained in the approach with a ‘toolkit’ of interventions that are technically eclectic, drawn from a range of modalities and approaches and aimed at meeting multiple needs in a pragmatic and accessible manner. Furthermore, the Diploma in Multi-Modality Practice is the first training course of its kind available at postgraduate level.

The aim of this study is to investigate subject independent emotion recognition capabilities of EEG and peripheral physiological signals namely: electroocoulogram (EOG), electromyography (EMG), electrodermal activity (EDA), temperature, plethysmograph and respiration. The experiments are conducted on both modalities independently and in combination. This study arranges the physiological signals in order based on the prediction accuracy obtained on test data using time and frequency domain features.

DEAP dataset is used in this experiment. Time and frequency domain features of EEG and physiological signals are extracted, followed by correlation-based feature selection. Classifiers namely – Naïve Bayes, logistic regression, linear discriminant analysis, quadratic discriminant analysis, logit boost and stacking are trained on the selected features. Based on the performance of the classifiers on the test set, the best modality for each dimension of emotion is identified.

 The experimental results with EEG as one modality and all physiological signals as another modality indicate that EEG signals are better at arousal prediction compared to physiological signals by 7.18%, while physiological signals are better at valence prediction compared to EEG signals by 3.51%. The valence prediction accuracy of EOG is superior to zygomaticus electromyography (zEMG) and EDA by 1.75% at the cost of higher number of electrodes. This paper concludes that valence can be measured from the eyes (EOG) while arousal can be measured from the changes in blood volume (plethysmograph). The sorted order of physiological signals based on arousal prediction accuracy is plethysmograph, EOG (hEOG + vEOG), vEOG, hEOG, zEMG, tEMG, temperature, EMG (tEMG + zEMG), respiration, EDA, while based on valence prediction accuracy the sorted order is EOG (hEOG + vEOG), EDA, zEMG, hEOG, respiration, tEMG, vEOG, EMG (tEMG + zEMG), temperature and plethysmograph.

Many of the emotion recognition studies in literature are subject dependent and the limited subject independent emotion recognition studies in the literature report an average of leave one subject out (LOSO) validation result as accuracy. The work reported in this paper sets the baseline for subject independent emotion recognition using DEAP dataset by clearly specifying the subjects used in training and test set. In addition, this work specifies the cut-off score used to classify the scale as low or high in arousal and valence dimensions. Generally, statistical features are used for emotion recognition using physiological signals as a modality, whereas in this work, time and frequency domain features of physiological signals and EEG are used. This paper concludes that valence can be identified from EOG while arousal can be predicted from plethysmograph.

Virtual assistants are increasingly used for persuasive purposes, employing the different modalities of voice and text (or a combination of the two). In this study, the authors compare the persuasiveness of voice-and text-based virtual assistants. The authors argue for perceived human-likeness and cognitive load as underlying mechanisms that can explain why voice- and text-based assistants differ in their persuasive potential by suppressing the activation of consumers' persuasion knowledge.

A pre-registered online-experiment (n = 450) implemented a text-based and two voice-based (with and without interaction history displayed in text) virtual assistants.

Findings show that, contrary to expectations, a text-based assistant is perceived as more human-like compared to a voice-based assistant (regardless of whether the interaction history is displayed), which in turn positively influences brand attitudes and purchase intention. The authors also find that voice as a communication modality can increase persuasion knowledge by being cognitively more demanding in comparison to text.

Simply using voice as a presumably human cue might not suffice to give virtual assistants a human-like appeal. For the development of virtual assistants, it might be beneficial to actively engage consumers to increase awareness of persuasion.

The current study adds to the emergent research stream considering virtual assistants in explicitly exploring modality differences between voice and text (and a combination of the two) and provides insights into the effects of persuasion coming from virtual assistants.

The purpose of this paper is to investigate motives and modalities of psychedelic substance use in the psychonaut community that is hosted on the Reddit platform (r/psychonaut). Psychonauts are sometimes described as responsible drug users. Elements of responsible use include sharing stories, advice and experiences, reagent testing substances, proper dosing and education on harm reduction and its practical implication. Investigating psychonauts’ substance use can highlight what responsible use means for them and could inform best practices for psychedelic use.

Qualitative content analysis of posts and comments on the r/psychonaut subreddit was completed. In total, 350 posts were investigated. A combination of deductive and inductive methods was used to both structure the research and to allow room for novel information. To investigate participant’s motives, this combination was used to both collect and analyse the data. To examine modalities, concepts and keywords were formed out of the collected data and then analysed.

Motives for use ranged from self-knowledge, self-investigation and self-medication to increasing artistic expression, curiosity and recreation. Concerning modalities, the respondents put a high emphasis on preparation, set and setting, integration, dosage and gathering and sharing information through research, articles and trip reports. These features are identified in the literature as elements of responsible drug use. This investigation can help by unearthing best practices already in use by the community to inform the bourgeoning movement of psychedelic substance use – both in a medical and self-reflexive setting.

This paper is framed in the context of paucity of the academic literature on people taking psychedelic substances in Western society in non-rave and non-medical settings, with findings that indicate important change happening in the psychonaut subculture.

While there is anecdotal evidence that internationally mobile workers often form isolated nation-based communities or “expatriate bubbles,” previous academic scholarship on the expatriate communities and their subjective boundaries is limited. The primary purpose of this article is to advance the theoretical or conceptual understanding of expatriate communities as bubbles.

As developed by Lamont and Molnár (2002), the theory of symbolic boundaries is applied and set to scrutinize the production and maintenance of insulated expatriate communities. Empirically, an ethnographic study of a community of Finnish expatriates in a Southeast Asian country is undertaken to describe how symbolic boundaries are constructed.

The main theoretical implication of the paper is the recognition that expatriates themselves are involved in creating the “bubble.” The boundaries separating the national expatriate community are not externally imposed but can be viewed as consequences of the active boundary work of the expatriates. The empirical study demonstrates how the Finnish expatriates negotiated the symbolic boundaries of their community, drawing on cultural, moral and spatial modalities in different levels of boundary work.

There need to be more systematic attempts to develop a theoretically grounded understanding of insulated expatriate communities and their boundaries. This article contributes to the sociological conceptualization of expatriate bubbles by utilizing the symbolic boundary approach, which adds perspective to the embryonic theory of the subjective boundaries of expatriate communities. The multiplicity of different types of symbolic boundaries and their modalities suggests that an expatriate bubble is rarely a finished state or structure.

This study explores ongoing research into self-mapped learning pathways that students utilize to move through a course when given two modalities to choose from: one that is instructor-led and one that is student-directed.

Process mining analysis was utilized to examine and cluster clickstream data from an online college-level History course designed with dual modality choices. This paper examines some of the results from different approaches to clustering the available data.

By examining how often students interacted with others, whether they were more internal or external facing with their pathway choices, and whether or not they completed a learning pathway, this study identified five general tactics from the data: Individualistic Internal; Non-completing Internal; Completing, Interactive Internal; Completing, Interactive, and Reflective and Completing External. Further analysis of when students used each tactic led to the identification of four different strategies that learners utilized during class sessions.

The results of this analysis could potentially lead to the creation of customizable design models that can assist learners as they navigate modality choices in learner-centered or less-structured learning design methodologies.

Few courses are designed to give the learners the options to follow the instructor or create their own learning pathway. Knowing how to identify what choices a learner might take in these scenarios is even less explored. Preliminary data for this paper was originally presented as a poster session at the Learning Analytics and Knowledge conference in 2019.

In the wake of the pandemic (COVID-19) throughout the United States, many educators had to promptly switch to online modality to continue to provide education to students with safety through physical distancing requirements. This study mainly focuses on delivering an Information Systems module aligned with the information systems curriculum model during a pandemic.

The authors used data collection techniques from student assignments and course tasks. These data are used for the purpose of academic assessment for the Information Systems program. The student performance is assessed on a 5-point scale (1 being low and 5 being high) for the synchronous and the asynchronous tasks related to the course. The authors compared the student performance during the pandemic to the pre-pandemic semester.

This study revealed that the technical module of an information systems course can be successfully delivered during a pandemic in a remote session. However, the authors found that there is a decline in the student performance in synchronous tasks and asynchronous tasks. But the decline of the student performance in the synchronous tasks is greater than that of the asynchronous tasks. The result of this study helps the Information Systems program with their assessment and to improve their course delivery during a pandemic.

In this paper, the authors examine the delivery of a technical module in the field of information systems via online learning models. The authors particularly examine the synchronous and asynchronous online learning models in the delivery of the technical module. The lessons learned from transitioning to the online modality can help universities better prepare for the future during unprecedented times.

The study explores government primary school students' remote learning experience during school closures due to COVID-19.

A qualitative approach and semi-structured interviews were employed for data collection. The study used a snowball sampling procedure to select 24 participants.

This study shows that students experienced setbacks in learning due to not having access to resources. Besides, online classes were expensive as they were not able to buy devices, internet package and other resources to participate in the remote classes. Since many students were unable to access digital media and get parental and teacher support for education, students' engagement in learning was very low. Moreover, the paucity of learning due to school closures has lowered students' motivation for learning. The study also contributed to understanding children's emotional attachment with the schools and how the closure affected their well-being. The results indicate that the students, teachers and parents did not have a positive experience with remote teaching–learning and the modalities did not contribute to continuing with meaningful learning.

The remote learning experience shared in this study can be used to inform policymakers, educators and stakeholders exploring remote learning solutions in low-resource contexts. This study contributes to understanding the skills and competencies teachers require to support children's learning during any crisis.

Following the rapid shift to online learning due to COVID-19, this paper aims to compare the relative efficacy of face-to-face and online university teaching methods.

A scoping review was conducted to examine the learning outcomes within and between online and face-to-face (F2F) university teaching programmes.

Although previous research has supported a “no significant difference” position, the review of 91 comparative studies during 2000–2020 identified 37 (41%) which found online teaching was associated with better learning outcomes, 17 (18%) which favoured F2F and 37 (41%) reporting no significant difference. Purpose-developed online content which supports “student-led” enquiry and cognitive challenge were cited as factors supporting better learning outcomes.

This study adopts a pre-defined methodology in reviewing literature which ensures rigour in identifying relevant studies. The large sample of studies (n = 91) supported the comparison of discrete learning modes although high variability in key concepts and outcome variables made it difficult to directly compare some studies. A lack of methodological rigour was observed in some studies.

As a result of COVID-19, online university teaching has become the “new normal” but also re-focussed questions regarding its efficacy. The weight of evidence from this review is that online learning is at least as effective and often better than, F2F modalities in supporting learning outcomes, albeit these differences are often modest. The findings raise questions about the presumed benefits of F2F learning and complicate the case for a return to physical classrooms during the pandemic and beyond.