@phdthesis{Akakpo2019, author = {Akakpo, Martin Gameli}, title = {The influence of learner characteristics on interactions to seek and share information in e-learning: A media psychology perspective}, doi = {10.25972/OPUS-18593}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-185934}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2019}, abstract = {Research on the deployment and use of technology to assist learning has seen a significant rise over the last decades (Aparicio et al., 2017). The focus on course quality, technology, learning outcome and learner satisfaction in e-learning has led to insufficient attention by researchers to individual characteristics of learners (Cidral et al., 2017 ; Hsu et al., 2013). The current work aims to bridge this gap by investigating characteristics identified by previous works and backed by theory as influential individual differences in e-learning. These learner characteristics have been suggested as motivational factors (Edmunds et al., 2012) in decisions by learners to interact and exchange information (Luo et al., 2017). In this work e-learning is defined as interaction dependent information seeking and sharing enabled by technology. This is primarily approached from a media psychology perspective. The role of learner characteristics namely, beliefs about the source of knowledge (Schommer, 1990), learning styles (Felder \& Silverman, 1988), need for affect (Maio \& Esses, 2001), need for cognition (Cacioppo \& Petty, 1982) and power distance (Hofstede, 1980) on interactions to seek and share information in e-learning are investigated. These investigations were shaped by theory and empirical lessons as briefly mentioned in the next paragraphs. Theoretical support for investigations is derived from the technology acceptance model(TAM) by psychologist Davis (1989) and the hyper-personal model by communication scientist Walther (1996). The TAM was used to describe the influence of learner characteristics on decisions to use e-learning systems (Stantchev et al., 2014). The hyper-personal model described why computer-mediated communication thrives in e-learning (Kaye et al., 2016) and how learners interpret messages exchanged online (Hansen et al., 2015). This theoretical framework was followed by empirical reviews which justified the use of interaction and information seeking-sharing as key components of e-learning as well as the selection of learner characteristics. The reviews provided suggestions for the measurement of variables (K{\"u}hl et al., 2014) and the investigation design (Dascalau et al., 2015). Investigations were designed and implemented through surveys and quasi experiments which were used for three preliminary studies and two main studies. Samples were selected from Germany and Ghana with same variables tested in both countries. Hypotheses were tested with interaction and information seeking-sharing as dependent variables while beliefs about the source of knowledge, learning styles, need for affect, need for cognition and power distance were independent variables. Firstly, using analyses of variance, the influence of beliefs about the source of knowledge on interaction choices of learners was supported. Secondly, the role of need for cognition on interaction choices of learners was supported by results from a logistic regression. Thirdly, results from multiple linear regressions backed the influence of need for cognition and power distance on information seeking-sharing behaviour of learners. Fourthly, the relationship between need for affect and need for cognition was supported. The findings may have implications for media psychology research, theories used in this work, research on e-learning, measurement of learner characteristics and the design of e-learning platforms. The findings suggest that, the beliefs learners have about the source of knowledge, their need for cognition and their power distance can influence decisions to interact and seek or share information. The outlook from reviews and findings in this work predicts more research on learner characteristics and a corresponding intensity in the use of e-learning by individuals. It is suggested that future studies investigate the relationship between learner autonomy and power distance. Studies on inter-cultural similarities amongst e-learners in different populations are also suggested.}, subject = {e-learning}, language = {en} } @phdthesis{Brill2019, author = {Brill, Michael}, title = {Spontaneous eye blinks as an alternative measure for spatial presence experiences}, edition = {1. Auflage}, publisher = {W{\"u}rzburg University Press}, address = {W{\"u}rzburg}, isbn = {978-3-95826-094-8}, doi = {10.25972/WUP-978-3-95826-095-5}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-167898}, school = {W{\"u}rzburg University Press}, pages = {xvi, 265}, year = {2019}, abstract = {Spatial presence, a state in which media users temporarily overlook the mediated nature of their media use experience, is frequently assessed by means of post-session self-report scales. However, such methods have methodical limitations, for example concerning measurement of dynamic fluctuations in presence during media use. Consequently, researchers have tested several approaches that try to infer subjective experiences of spatial presence from objectively measurable indicators. The present doctoral thesis examines aspects of temporal structure in spontaneous eye-blink behavior. Cognitive processes—and especially attention—are seen as essential antecedents of presence experiences. Because such cognitive processes influence timing of spontaneous eye-blinks, it is tested if the degree of stimulus-dependent structure in spontaneous eye-blink behavior is related to presence self-report scores. To address this research question, the thesis first establishes a theoretical framework, including theorizing and empirical findings on presence, on related media use phenomena, spontaneous eye-blink behavior, and subjective and objective approaches for presence assessment. Then, three experiments are presented that examine the relation between self-reported presence, and amount of stimulus-dependent structure in blinking behavior. Three different methods for quantification of stimulus-dependent structure are tested in different media environments, and are related to an established presence scale. Discussion of the experimental findings leads, on the one hand, to fundamental questions on the presence concept and on the understanding of stimulus-dependent structure in spontaneous eye-blink behavior. On the other hand, interpretation of the results emphasizes the necessity for methods with appropriate temporal resolution, that consider both media events and user behavior.}, subject = {Lidschlag}, language = {en} }