Designing Together: Exploring Collaborative Dynamics of Multi-Objective Design Problems in Virtual Environments
Why this work is in the frame
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Bibliographic record
Abstract
Abstract The pace of technological advancements has been rapidly increasing in recent years, with the advent of artificial intelligence, virtual/augmented reality, and other emerging technologies fundamentally changing the way human beings work. The adoption and integration of these advanced technologies necessitate teams with diverse disciplinary expertise, to help teams remain agile in an ever-evolving technological landscape. Significant disciplinary diversity amongst teams, however, can be detrimental to team communication and performance. Additionally, accelerated by the COVID-19 pandemic, the adoption and use of technologies that enable design teams to collaborate across significant geographical distances have become the norm in today's work environments, further complicating communication and performance issues. Little is known about the way in which technology-mediated communication affects the collaborative processes of design. As a first step toward filling this gap, the current work explores the fundamental ways experts from distinct disciplinary backgrounds collaborate in virtual design environments. Specifically, we explore the conversational dynamics between experts from two complementary yet distinct fields: non-destructive evaluation (NDE) and design for additive manufacturing (DFAM). Using Markov modeling, the study identified distinct communicative patterns that emerged during collaborative design efforts. Our findings suggest that traditional assumptions regarding communication patterns and design dynamics may not be applicable to expert design teams working in virtual environments.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it