TY - JOUR A1 - Palmisano, Chiara A1 - Kullmann, Peter A1 - Hanafi, Ibrahem A1 - Verrecchia, Marta A1 - Latoschik, Marc Erich A1 - Canessa, Andrea A1 - Fischbach, Martin A1 - Isaias, Ioannis Ugo T1 - A fully-immersive virtual reality setup to study gait modulation JF - Frontiers in Human Neuroscience N2 - Objective: Gait adaptation to environmental challenges is fundamental for independent and safe community ambulation. The possibility of precisely studying gait modulation using standardized protocols of gait analysis closely resembling everyday life scenarios is still an unmet need. Methods: We have developed a fully-immersive virtual reality (VR) environment where subjects have to adjust their walking pattern to avoid collision with a virtual agent (VA) crossing their gait trajectory. We collected kinematic data of 12 healthy young subjects walking in real world (RW) and in the VR environment, both with (VR/A+) and without (VR/A-) the VA perturbation. The VR environment closely resembled the RW scenario of the gait laboratory. To ensure standardization of the obstacle presentation the starting time speed and trajectory of the VA were defined using the kinematics of the participant as detected online during each walking trial. Results: We did not observe kinematic differences between walking in RW and VR/A-, suggesting that our VR environment per se might not induce significant changes in the locomotor pattern. When facing the VA all subjects consistently reduced stride length and velocity while increasing stride duration. Trunk inclination and mediolateral trajectory deviation also facilitated avoidance of the obstacle. Conclusions: This proof-of-concept study shows that our VR/A+ paradigm effectively induced a timely gait modulation in a standardized immersive and realistic scenario. This protocol could be a powerful research tool to study gait modulation and its derangements in relation to aging and clinical conditions. KW - gait modulation KW - virtual reality KW - obstacle avoidance KW - gait analysis KW - kinematics Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-267099 SN - 1662-5161 VL - 16 ER - TY - JOUR A1 - Brill, Michael A1 - Schwab, Frank T1 - A mixed-methods approach using self-report, observational time series data, and content analysis for process analysis of a media reception phenomenon JF - Frontiers in Psychology N2 - Due to the complexityof research objects, theoretical concepts, and stimuli in media research, researchers in psychology and communications presumably need sophisticated measures beyond self-report scales to answer research questions on media use processes. The present study evaluates stimulus-dependent structure in spontaneous eye-blink behavior as an objective, corroborative measure for the media use phenomenon of spatial presence. To this end, a mixed methods approach is used in an experimental setting to collect, combine, analyze, and interpret data from standardized participant self-report, observation of participant behavior, and content analysis of the media stimulus. T-pattern detection is used to analyze stimulus-dependent blinking behavior, and this structural data is then contrasted with self-report data. The combined results show that behavioral indicators yield the predicted results, while self-report data shows unpredicted results that are not predicted by the underlying theory. The use of a mixed methods approach offered insights that support further theory development and theory testing beyond a traditional, mono-method experimental approach. KW - presence KW - measurement KW - blinking KW - structure KW - mixed methods Y1 - 2019 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-201380 VL - 10 ER - TY - JOUR A1 - Hein, Rebecca M. A1 - Wienrich, Carolin A1 - Latoschik, Marc E. T1 - A systematic review of foreign language learning with immersive technologies (2001-2020) JF - AIMS Electronics and Electrical Engineering N2 - This study provides a systematic literature review of research (2001–2020) in the field of teaching and learning a foreign language and intercultural learning using immersive technologies. Based on 2507 sources, 54 articles were selected according to a predefined selection criteria. The review is aimed at providing information about which immersive interventions are being used for foreign language learning and teaching and where potential research gaps exist. The papers were analyzed and coded according to the following categories: (1) investigation form and education level, (2) degree of immersion, and technology used, (3) predictors, and (4) criterions. The review identified key research findings relating the use of immersive technologies for learning and teaching a foreign language and intercultural learning at cognitive, affective, and conative levels. The findings revealed research gaps in the area of teachers as a target group, and virtual reality (VR) as a fully immersive intervention form. Furthermore, the studies reviewed rarely examined behavior, and implicit measurements related to inter- and trans-cultural learning and teaching. Inter- and transcultural learning and teaching especially is an underrepresented investigation subject. Finally, concrete suggestions for future research are given. The systematic review contributes to the challenge of interdisciplinary cooperation between pedagogy, foreign language didactics, and Human-Computer Interaction to achieve innovative teaching-learning formats and a successful digital transformation. KW - foreign language learning and teaching KW - intercultural learning and teaching KW - immersive technologies KW - education KW - human-computer interaction KW - systematic literature review Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-268811 VL - 5 IS - 2 ER - TY - JOUR A1 - Knoll, Johannes A1 - Schramm, Holger T1 - Advertising in social network sites – Investigating the social influence of user-generated content on online advertising effects JF - Communications N2 - In today’s social online world there is a variety of interaction and participatory possibilities which enable web users to actively produce content themselves. This user-generated content is omnipresent in the web and there is growing evidence that it is used to select or evaluate professionally created online information. The present study investigated how this surrounding content affects online advertising by drawing from social influence theory. Specifically, it was assumed that web users sharing an interpersonal relationship (interpersonal influence) and/or a group membership (collective influence) with authors of user-generated content which appears next to advertising on the web page are more strongly influenced in their response to the advertising than unrelated users. These assumptions were tested in a 2 × 2 between-subject experiment with 118 students who were exposed to four different Facebook profiles that differed in terms of interpersonal connection to the source (existent/non-existent) and collective connection to the source (existent/non-existent). The results show a significant impact in the case of collective influence, but not in the case of interpersonal influence. The underlying mechanisms of this effect and implications of the results for online advertising are discussed. KW - online advertising KW - social network sites KW - social influence KW - user-generated content KW - advertising effects Y1 - 2015 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-194192 SN - 1613-4087 SN - 0341-2059 N1 - This publication is with permission of the rights owner freely accessible due to an Alliance licence and a national licence (funded by the DFG, German Research Foundation) respectively. VL - 40 IS - 3 ER - TY - THES A1 - Sonnenberg, Christoph T1 - Analyzing Technology-Enhanced Learning Processes: What Can Process Mining Techniques Contribute to the Evaluation of Instructional Support? T1 - Eine Analyse technologieunterstützter Lernprozesse: Welchen Beitrag kann Process Mining für die Bewertung instruktionaler Hilfe leisten? N2 - The current dissertation addresses the analysis of technology-enhanced learning processes by using Process Mining techniques. For this purpose, students’ coded think-aloud data served as the measurement of the learning process, in order to assess the potential of this analysis method for evaluating the impact of instructional support. The increasing use of digital media in higher education and further educational sectors enables new potentials. However, it also poses new challenges to students, especially regarding the self-regulation of their learning process. To help students with optimally making progress towards their learning goals, instructional support is provided during learning. Besides the use of questionnaires and tests for the assessment of learning, researchers make use increasingly of process data to evaluate the effects of provided support. The analysis of observed behavioral traces while learning (e.g., log files, eye movements, verbal reports) allows detailed insights into the student’s activities as well as the impact of interventions on the learning process. However, new analytical challenges emerge, especially when going beyond the analysis of pure frequencies of observed events. For example, the question how to deal with temporal dynamics and sequences of learning activities arises. Against this background, the current dissertation concentrates on the application of Process Mining techniques for the detailed analysis of learning processes. In particular, the focus is on the additional value of this approach in comparison to a frequency-based analysis, and therefore on the potential of Process Mining for the evaluation of instructional support. An extensive laboratory study with 70 university students, which was conducted to investigate the impact of a support measure, served as the basis for pursuing the research agenda of this dissertation. Metacognitive prompts supported students in the experimental group (n = 35) during a 40-minute hypermedia learning session; whereas the control group (n = 35) received no support. Approximately three weeks later, all students participated in another learning session; however, this time all students learned without any help. The participants were instructed to verbalize their learning activities concurrently while learning. In the three analyses of this dissertation, the coded think aloud data were examined in detail by using frequency-based methods as well as Process Mining techniques. The first analysis addressed the comparison of the learning activities between the experimental and control groups during the first learning session. This study concentrated on the research questions whether metacognitive prompting increases the number of metacognitive learning activities, whether a higher number of these learning activities corresponds with learning outcome (mediation), and which differences regarding the sequential structure of learning activities can be revealed. The second analysis investigated the impact of the individual prompts as well as the conditions of their effectiveness on the micro level. In addition to Process Mining, we used a data mining approach to compare the findings of both analysis methods. More specifically, we classified the prompts by their effectiveness, and we examined the learning activities preceding and following the presentation of instructional support. Finally, the third analysis considered the long-term effects of metacognitive prompting on the learning process during another learning session without support. It was the key objective of this study to examine which fostered learning activities and process patterns remained stable during the second learning session. Overall, all three analyses indicated the additional value of Process Mining in comparison to a frequency-based analysis. Especially when conceptualizing the learning process as a dynamic sequence of multiple activities, Process Mining allows identifying regulatory loops and crucial routing points of the process. These findings might contribute to optimizing intervention strategies. However, before drawing conclusions for the design of instructional support based on the revealed process patterns, additional analyses need to investigate the generalizability of results. Moreover, the application of Process Mining remains challenging because guidelines for analytical decisions and parameter settings in technology-enhanced learning context are currently missing. Therefore, future studies need to examine further the potential of Process Mining as well as related analysis methods to provide researchers with concrete recommendations for use. Nevertheless, the application of Process Mining techniques can already contribute to advance the understanding of the impact of instructional support through the use of fine-grained process data. N2 - Die vorliegende Dissertation beschäftigt sich mit der Analyse technologieunterstützter Lernprozesse unter Verwendung von Process Mining Methoden. Dabei werden kodierte Protokolle des lauten Denkens als Prozessmaß genutzt, um eine Bewertung des Potentials dieses Analyseansatzes für die Evaluation der Effekte instruktionaler Hilfe vornehmen zu können. Die zunehmende Verbreitung digitaler Medien in der Hochschulbildung und weiteren Ausbildungssektoren schafft neue Potentiale, allerdings auch neue Anforderungen an den Lerner, insbesondere an die Regulation seines Lernprozesses. Um ihn dabei zu unterstützen seinen Lernfortschritt optimal zu gestalten, wird ihm während des Lernens instruktionale Hilfe angeboten. Neben der Evaluation mittels Fragebögen und Testverfahren wird die Wirksamkeit der angebotenen Unterstützung zunehmend durch Prozessdaten bewertet. Die Analyse von beobachteten Verhaltensspuren während des Lernens (z.B. Logfiles, Blickbewegungen, Verbalprotokolle) ermöglicht einen detaillierten Einblick in die Lernhandlungen und die Folgen von Unterstützungsmaßnahmen. Allerdings stellen sich auch eine Reihe von neuen analytischen Herausforderungen, wie der Umgang mit zeitlichen Dynamiken und Sequenzen von Lernhandlungen, insbesondere wenn man über Häufigkeitsanalysen der beobachteten Ereignisse hinausgehen möchte. Vor diesem Hintergrund beschäftigt sich die vorliegende Arbeit mit der Anwendung von Process Mining Methoden zur detaillierten Betrachtung von Lernprozessen. Insbesondere der Mehrwert dieses Ansatzes gegenüber einer reinen Häufigkeitsanalyse und somit die Potentiale von Process Mining für die Evaluation von Fördermaßen sollen herausgestellt werden. Als Grundlage für die Bearbeitung der Fragestellung diente eine umfangreiche Laborstudie mit 70 Universitätsstudierenden, die durchgeführt wurde um die Effekte einer instruktionalen Fördermaßnahme zu prüfen. Die Probanden der Experimentalgruppe (n = 35) erhielten in einer 40-minütigen Hypermedia-Lernsitzung eine Förderung durch metakognitive Prompts, während die Kontrollgruppe (n = 35) ohne Hilfe lernte. In einer weiteren Lernsitzung drei Wochen später bearbeiteten alle Teilnehmer eine weitere Lerneinheit, diesmal ohne Unterstützung für alle Probanden. Während des Lernens wurden alle Teilnehmer instruiert, ihre Lernhandlungen kontinuierlich zu verbalisieren. Die kodierten Verbalprotokolle wurden in den drei Analysen dieser Dissertation detailliert mit Häufigkeits- und Process Mining Analysen untersucht. Die erste Analyse konzentrierte sich auf den Vergleich der Lernhandlungen der Experimental- und Kontrollgruppe während der ersten Sitzung. Es wurde den Fragen nachgegangen, ob metakognitive Prompts die Lerner dazu anregen mehr metakognitive Lernhandlungen auszuführen, ob eine höhere Anzahl dieser Lernhandlungen mit dem Lernerfolg zusammenhängt (Mediation) und welche Unterschiede sich in den Abfolgen der Lernhandlungen finden lassen. In der zweiten Analyse wurden die Effekte der einzelnen Prompts sowie die Bedingungen für ihre Wirksamkeit auf einer sehr detaillierten Ebene betrachtet. Zusätzlich zu Process Mining wurde auch eine Data Mining Methode eingesetzt, um deren Befunde zu vergleichen. Im Detail fanden eine Klassifikation der Prompts anhand ihrer Effektivität und eine Untersuchung der kodierten Lernaktivitäten vor und nach der Präsentation instruktionaler Hilfe statt. Schließlich untersuchte die dritte Analyse die langfristigen Effekte metakognitiver Prompts auf den Lernprozess in einer weiteren Lernsitzung ohne Unterstützung. Hier stand die Frage im Mittelpunkt, welche geförderten Lernaktivitäten und Prozessmuster während der zweiten Lernsitzung stabil blieben. Insgesamt belegen die Ergebnisse aller drei durchgeführten Analysen den Mehrwert von Process Mining im Vergleich zu reinen häufigkeitsbasierten Analysemethoden. Insbesondere unter Betrachtung des Lernprozesses als dynamische Abfolge von mehreren Lernhandlungen, ermöglicht Process Mining die Identifikation von Regulationsschleifen und zentralen Verzweigungen des Prozesses. Diese Befunde könnten zur Optimierung von Interventionen verwendet werden. Bevor aus den aufgedeckten Prozessmustern Schlussfolgerungen für die Gestaltung instruktionaler Hilfe gezogen werden können, müssen allerdings weitere Analysen erst noch die Generalisierbarkeit der Befunde belegen. Darüber hinaus bleibt die Anwendung von Process Mining herausfordernd, da derzeit keine Richtlinien für analytische Entscheidungen und Parametereinstellungen für technologieunterstützte Lernkontexte vorhanden sind. Darum müssen in Zukunft weitere Studien das Potential von Process Mining und verwandten Analysemethoden betrachten, um Forschern konkrete Anwendungsempfehlungen zur Verfügung stellen zu können. Generell kann Process Mining aber bereits jetzt dazu beitragen, das Verständnis der Auswirkungen instruktionaler Hilfe auf der Prozessebene voran zu treiben. KW - Selbstgesteuertes Lernen KW - Prozessanalyse KW - Process Mining KW - Metacognitive Prompting KW - Instructional Support KW - Technology-Enhanced Learning KW - Self-Regulated Learning KW - Metakognition KW - Lautes Denken Y1 - 2017 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-152354 ER - TY - JOUR A1 - Hutmacher, Fabian A1 - Schläger, Linus A1 - Meerson, Rinat T1 - Autobiographical memory in the digital age: Insights based on the subjective reports of users of smart journaling apps JF - Applied Cognitive Psychology N2 - Humans have long used external memory aids to support remembering. However, modern digital technologies could facilitate recording and remembering personal information in an unprecedented manner. The present research sought to understand the potential impact of these technologies on autobiographical memory based on interviews with users of smart journaling apps. In Study 1 (N = 12), participants who had no prior experience with smart journaling apps tested the app Day One for 2 weeks and were interviewed about their subjective perceptions afterwards. In order to cross-validate the obtained findings, Study 2 (N = 4) was based on in-depth interviews with long-time users of different smart journaling apps. Taken together, the two studies provide insights into the way autobiographical remembering may change in the digital age – but also into the opportunities and risks potentially associated with the use of technologies that allow creating a detailed and multimedia-based record of one's life. KW - autobiographical memory KW - total recall KW - smart journaling KW - digital age KW - new media Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-318620 SN - 0888-4080 VL - 37 IS - 4 SP - 686 EP - 698 ER - TY - JOUR A1 - Wienrich, Carolin A1 - Döllinger, Nina A1 - Hein, Rebecca T1 - Behavioral Framework of Immersive Technologies (BehaveFIT): How and why virtual reality can support behavioral change processes JF - Frontiers in Virtual Reality N2 - The design and evaluation of assisting technologies to support behavior change processes have become an essential topic within the field of human-computer interaction research in general and the field of immersive intervention technologies in particular. The mechanisms and success of behavior change techniques and interventions are broadly investigated in the field of psychology. However, it is not always easy to adapt these psychological findings to the context of immersive technologies. The lack of theoretical foundation also leads to a lack of explanation as to why and how immersive interventions support behavior change processes. The Behavioral Framework for immersive Technologies (BehaveFIT) addresses this lack by 1) presenting an intelligible categorization and condensation of psychological barriers and immersive features, by 2) suggesting a mapping that shows why and how immersive technologies can help to overcome barriers and finally by 3) proposing a generic prediction path that enables a structured, theory-based approach to the development and evaluation of immersive interventions. These three steps explain how BehaveFIT can be used, and include guiding questions for each step. Further, two use cases illustrate the usage of BehaveFIT. Thus, the present paper contributes to guidance for immersive intervention design and evaluation, showing that immersive interventions support behavior change processes and explain and predict 'why' and 'how' immersive interventions can bridge the intention-behavior-gap. KW - immersive technologies KW - behavior change KW - intervention design KW - intervention evaluation KW - framework KW - virtual reality KW - intention-behavior-gap KW - human-computer interaction Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-258796 VL - 2 ER - TY - JOUR A1 - Rudloff, Jan Philipp A1 - Hutmacher, Fabian A1 - Appel, Markus T1 - Beliefs about the nature of knowledge shape responses to the pandemic: Epistemic beliefs, the Dark Factor of Personality, and COVID‐19–related conspiracy ideation and behavior JF - Journal of Personality N2 - Objective Global challenges such as climate change or the COVID‐19 pandemic have drawn public attention to conspiracy theories and citizens' non‐compliance to science‐based behavioral guidelines. We focus on individuals' worldviews about how one can and should construct reality (epistemic beliefs) to explain the endorsement of conspiracy theories and behavior during the COVID‐19 pandemic and propose the Dark Factor of Personality (D) as an antecedent of post‐truth epistemic beliefs. Method and Results This model is tested in four pre‐registered studies. In Study 1 (N = 321), we found first evidence for a positive association between D and post‐truth epistemic beliefs (Faith in Intuition for Facts, Need for Evidence, Truth is Political). In Study 2 (N = 453), we tested the model proper by further showing that post‐truth epistemic beliefs predict the endorsement of COVID‐19 conspiracies and disregarding COVID‐19 behavioral guidelines. Study 3 (N = 923) largely replicated these results at a later stage of the pandemic. Finally, in Study 4 (N = 513), we replicated the results in a German sample, corroborating their cross‐cultural validity. Interactions with political orientation were observed. Conclusion Our research highlights that epistemic beliefs need to be taken into account when addressing major challenges to humankind. KW - conspiracy theories KW - COVID‐19 KW - Dark Factor of Personality KW - epistemic beliefs KW - post‐truth Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-293793 VL - 90 IS - 6 SP - 937 EP - 955 ER - TY - THES A1 - Oberdörfer, Sebastian T1 - Better Learning with Gaming: Knowledge Encoding and Knowledge Learning Using Gamification T1 - Besser Lernen durch Spielen: Wissensencodierung und Lernen von Wissen mit Gamification N2 - Computer games are highly immersive, engaging, and motivating learning environments. By providing a tutorial at the start of a new game, players learn the basics of the game's underlying principles as well as practice how to successfully play the game. During the actual gameplay, players repetitively apply this knowledge, thus improving it due to repetition. Computer games also challenge players with a constant stream of new challenges which increase in difficulty over time. As a result, computer games even require players to transfer their knowledge to master these new challenges. A computer game consists of several game mechanics. Game mechanics are the rules of a computer game and encode the game's underlying principles. They create the virtual environments, generate a game's challenges and allow players to interact with the game. Game mechanics also can encode real world knowledge. This knowledge may be acquired by players via gameplay. However, the actual process of knowledge encoding and knowledge learning using game mechanics has not been thoroughly defined, yet. This thesis therefore proposes a theoretical model to define the knowledge learning using game mechanics: the Gamified Knowledge Encoding. The model is applied to design a serious game for affine transformations, i.e., GEtiT, and to predict the learning outcome of playing a computer game that encodes orbital mechanics in its game mechanics, i.e., Kerbal Space Program. To assess the effects of different visualization technologies on the overall learning outcome, GEtiT visualizes the gameplay in desktop-3D and immersive virtual reality. The model's applicability for effective game design as well as GEtiT's overall design are evaluated in a usability study. The learning outcome of playing GEtiT and Kerbal Space Program is assessed in four additional user studies. The studies' results validate the use of the Gamified Knowledge Encoding for the purpose of developing effective serious games and to predict the learning outcome of existing serious games. GEtiT and Kerbal Space Program yield a similar training effect but a higher motivation to tackle the assignments in comparison to a traditional learning method. In conclusion, this thesis expands the understanding of using game mechanics for an effective learning of knowledge. The presented results are of high importance for researches, educators, and developers as they also provide guidelines for the development of effective serious games. N2 - Computerspiele stellen attraktive, spannende und motivierende Lernumgebungen dar. Spieler erlernen zu Spielbeginn die grundlegenden Spielregeln und wenden dieses Wissen während des Spielablaufs an. Dadurch wird das dem Spiel zu Grunde liegende Wissen durch Wiederholung geübt und verinnerlicht. Durch einen konstanten Fluss an neuen Herausforderungen, die in ihrer Schwierigkeit ansteigen, müssen Spieler das Wissen auf neue Szenarien übertragen. Innerhalb eines Computerspiels sind Spielmechaniken für eine Anwendung als auch Demonstration des Spielwissens verantwortlich. Die Spielmechaniken regeln den Spielablauf, in dem sie die Spieleraktionen definieren, die virtuelle Umgebung generieren und die Herausforderungen des Spiels festlegen. Das in den Spielmechaniken kodierte Wissen kann jedoch auch der realen Welt entstammen. In diesem Fall entwickeln Spieler Kompetenzen, die später auch in der Realität Anwendung finden können. Das Kodieren von Wissen in Spielmechaniken und der damit einhergehende Lernprozess wurde allerdings noch nicht genau theoretisch erfasst. Diese Dissertation versucht diese Forschungslücke zu schließen, indem ein theoretisches Model der Wissenskodierung in Spielmechaniken entworfen wird: das Gamified Knowledge Encoding. Dieses Model wird sowohl für das Design einer Lernanwendung für das Wissen der Affinen Transformationen, GEtiT, als auch zur Vorhersage von Lerneffekten eines Computerspiels, Kerbal Space Program, herangezogen. In einer Usability-Studie wird sowohl die Anwendbarkeit des Modells für ein effektives Spieldesign als auch das Gesamtdesign von GEtiT bewertet. Das Lernergebnis, das beim Spielen von GEtiT und Kerbal Space Program erzielt wird, wird in vier weiteren Nutzerstudien überprüft. Die Studien validieren den Einsatz des Gamified Knowledge Encoding Models zur Entwicklung von computerspielbasierten Lernumgebungen und die Vorhersage von Lerneffekten. GEtiT und Kerbal Space Program erzielen ein ähnliches Lernergebnis bei einer höheren Motivation im Vergleich zu einer traditionellen Lernmethode. Als Endergebnis erweitert das präsentierte Forschungsprojekt das generelle Verständnis über die Verwendung von Spielmechaniken für ein effektives Lernen. Die präsentierten Ergebnisse sind von großer Bedeutung für Forscher, Pädagogen und Entwickler, da sie auch Richtlinien für die Entwicklung effektiver Serious Games hervorbringen. KW - Serious game KW - Gamification KW - Lernen KW - Game mechanic KW - Spielmechanik KW - Knowledge encoding KW - Wissensencodierung KW - Virtuelle Realität Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-219707 ER - TY - JOUR A1 - Döllinger, Nina A1 - Wienrich, Carolin A1 - Latoschik, Marc Erich T1 - Challenges and opportunities of immersive technologies for mindfulness meditation: a systematic review JF - Frontiers in Virtual Reality N2 - Mindfulness is considered an important factor of an individual's subjective well-being. Consequently, Human-Computer Interaction (HCI) has investigated approaches that strengthen mindfulness, i.e., by inventing multimedia technologies to support mindfulness meditation. These approaches often use smartphones, tablets, or consumer-grade desktop systems to allow everyday usage in users' private lives or in the scope of organized therapies. Virtual, Augmented, and Mixed Reality (VR, AR, MR; in short: XR) significantly extend the design space for such approaches. XR covers a wide range of potential sensory stimulation, perceptive and cognitive manipulations, content presentation, interaction, and agency. These facilities are linked to typical XR-specific perceptions that are conceptually closely related to mindfulness research, such as (virtual) presence and (virtual) embodiment. However, a successful exploitation of XR that strengthens mindfulness requires a systematic analysis of the potential interrelation and influencing mechanisms between XR technology, its properties, factors, and phenomena and existing models and theories of the construct of mindfulness. This article reports such a systematic analysis of XR-related research from HCI and life sciences to determine the extent to which existing research frameworks on HCI and mindfulness can be applied to XR technologies, the potential of XR technologies to support mindfulness, and open research gaps. Fifty papers of ACM Digital Library and National Institutes of Health's National Library of Medicine (PubMed) with and without empirical efficacy evaluation were included in our analysis. The results reveal that at the current time, empirical research on XR-based mindfulness support mainly focuses on therapy and therapeutic outcomes. Furthermore, most of the currently investigated XR-supported mindfulness interactions are limited to vocally guided meditations within nature-inspired virtual environments. While an analysis of empirical research on those systems did not reveal differences in mindfulness compared to non-mediated mindfulness practices, various design proposals illustrate that XR has the potential to provide interactive and body-based innovations for mindfulness practice. We propose a structured approach for future work to specify and further explore the potential of XR as mindfulness-support. The resulting framework provides design guidelines for XR-based mindfulness support based on the elements and psychological mechanisms of XR interactions. KW - virtual reality KW - augmented reality KW - mindfulness KW - XR KW - meditation Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-259047 VL - 2 ER - TY - THES A1 - Löffler, Diana T1 - Color, Metaphor and Culture - Empirical Foundations for User Interface Design T1 - Farbe, Metapher und Kultur - Empirische Grundlagen für die Gestaltung von Benutzeroberflächen N2 - Using color in user interface design is both art and science. Often, designers focus on aesthetic properties of color, but neglect that it also carries meaning and entails profound psychological consequences. Color psychology, filling this gap, is in its infancy, and lacks a theoretical approach that predicts and explains color-meaning associations shared by a large group of people in a large variety of contexts. To amend this situation, this work develops Conceptual Metaphor Theory of Color (CMToC), which predicts and explains cross-cultural and experience-based semantic color associations. The theory is based on the idea from cognitive linguistics that the study of metaphorical language provides valuable insights into our mental models involving color. A discussion of three types of metaphors that cover associations with physical and abstract concepts in light of existing empirical evidence provides the basis for deriving empirical research questions. The first research question addresses the use of color for conveying physical information like weight in user interfaces. The results of four online surveys involving a total of 295 German and Japanese participants show the relative impact of hue, saturation and brightness for associations with 16 physical properties. Two thirds of these color associations were correctly predicted by CMToC. Participants frequently matched physical properties to colors based on sensorimotor correspondences and participants of both cultures did not considerably vary in their performance. The second research question addresses the use of color for conveying abstract information like importance in user interfaces. In one experimental study, a total of 75 German and Japanese participants validated color-to-abstract mappings in form of color population stereotypes like important is dark. The majority of these color associations (86%) were correctly predicted by CMToC. Again, participants of both cultures did not considerably vary in their performance. The third research question addresses whether predicted color associations with physical and abstract information are processed automatically as a precondition for intuitive use. The results of three studies involving a total of 85 German and Japanese participants show on the example of temperature that color automatically influences the identification speed of related physical properties, but not vice versa. Color and abstract information were not automatically associated. As a result of these studies it can be concluded that predictions of CMToC are cross-culturally valid for user interface design. Derived implicit associations with physical properties and explicit associations with abstract concepts can inform design decisions in both hard- and software user interface design. N2 - Der Einsatz von Farbe im User Interface Design ist sowohl Kunst als auch Wissenschaft. Designer legen häufig ästhetische Aspekte der Farbgestaltung in den Fokus, aber vernachlässigen dabei, dass Farbe ein wichtiger Bedeutungsträger ist, der tiefgreifende psychologische Konsequenzen mit sich bringt. Die Farbpsychologie versucht diese Lücke zu füllen, steckt jedoch noch in den Kinderschuhen. Vor allem mangelt es an einem theoretischen Ansatz, der semantische Farbassoziationen vorhersagt und erklärt, die von einer Vielzahl von Menschen in einer Vielzahl von Kontexten geteilt werden. Vor diesem Hintergrund wird in dieser Arbeit die Conceptual Metaphor Theory of Color (CMToC) entwickelt, welche Vorhersagen über kulturübergreifende und erfahrungsbasierte semantische Farbassoziationen trifft und diese unter Berücksichtigung von empirischen Daten erklärt. Die Theorie beruht auf der Idee aus der kognitiven Linguistik, dass die metaphorische Sprache wertvolle Einblicke in unsere mentalen Modelle in Bezug auf Farbe liefert. Aus der Diskussion dreier Arten von konzeptuellen Metaphern, die Farbassoziationen mit physischen und abstrakten Konzepten abdecken, werden schließlich empirische Forschungsfragen abgeleitet. Die erste Forschungsfrage befasst sich mit der Verwendung von Farbe zur Vermittlung von physischen Informationen wie Gewicht im User Interface. Die Ergebnisse von vier Online-Befragungen mit insgesamt 295 deutschen und japanischen Teilnehmern ermitteln den Einfluss von Farbton, Sättigung und Helligkeit auf Assoziationen mit 16 physischen Eigenschaften. Zwei Drittel dieser Farbassoziationen werden von der CMToC korrekt vorhergesagt. Die Teilnehmer aus beiden Kulturen unterschieden sich dabei nicht wesentlich in ihrer Zuordnung von Farben zu physischen Eigenschaften. Die zweite Forschungsfrage befasst sich mit der Verwendung von Farbe zur Vermittlung von abstrakten Informationen wie Wichtigkeit im User Interface. Eine experimentelle Studie mit insgesamt 75 deutschen und japanischen Teilnehmern validiert hierzu Assoziationen zwischen Farben und abstrakten Konzepten in Form von Farb-Populationsstereotypen wie wichtig ist dunkel. Die Mehrheit dieser Farbassoziationen (86%) wird von der CMToC korrekt vorhergesagt. Auch hier unterscheiden sich die Teilnehmer aus beiden Kulturen nicht wesentlich in ihrer Zuordnung von Farben zu abstrakten Konzepten. Die dritte Forschungsfrage befasst sich mit der Automatizität der vorhergesagten Farbassoziationen mit physischen und abstrakten Informationen als eine Voraussetzung für intuitive Benutzung. Die Ergebnisse von drei Studien mit insgesamt 85 deutschen und japanischen Teilnehmern zeigen am Beispiel Temperatur, dass Farbe automatisch die Identifikationsgeschwindigkeit verwandter physischer Eigenschaften beeinflusst, aber nicht umgekehrt. Farbe und abstrakte Informationen werden nicht automatisch assoziiert. Als Ergebnis dieser Studien lässt sich feststellen, dass die Vorhersagen von CMToC kulturübergreifend gültig sind. Abgeleitete implizite Farbassoziationen mit physischen Eigenschaften und explizite Farbassoziationen mit abstrakten Konzepten erlauben es, empirisch fundierte Designentscheidungen zu treffen, die bei der Gestaltung von Hard- und Software nutzbringend eingesetzt werden können. KW - Softwareergonomie KW - Benutzeroberfläche KW - Farbenpsychologie KW - user interface design KW - color psychology KW - human-machine interaction KW - conceptual metaphor theory KW - cross-cultural study KW - Mensch-Maschine Interaktion KW - Schnittstellengestaltung KW - Gestaltungsrichtlinien KW - Kulturvergleich Y1 - 2017 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-153782 ER - TY - JOUR A1 - Latoschik, Marc Erich A1 - Wienrich, Carolin T1 - Congruence and plausibility, not presence: pivotal conditions for XR experiences and effects, a novel approach JF - Frontiers in Virtual Reality N2 - Presence is often considered the most important quale describing the subjective feeling of being in a computer-generated and/or computer-mediated virtual environment. The identification and separation of orthogonal presence components, i.e., the place illusion and the plausibility illusion, has been an accepted theoretical model describing Virtual Reality (VR) experiences for some time. This perspective article challenges this presence-oriented VR theory. First, we argue that a place illusion cannot be the major construct to describe the much wider scope of virtual, augmented, and mixed reality (VR, AR, MR: or XR for short). Second, we argue that there is no plausibility illusion but merely plausibility, and we derive the place illusion caused by the congruent and plausible generation of spatial cues and similarly for all the current model’s so-defined illusions. Finally, we propose congruence and plausibility to become the central essential conditions in a novel theoretical model describing XR experiences and effects. KW - XR KW - experience KW - presence KW - congruence KW - plausibility KW - coherence KW - theory KW - prediction Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-284787 SN - 2673-4192 VL - 3 ER - TY - THES A1 - Hennighausen, Anna Christine T1 - Costly signaling with mobile devices: An evolutionary psychological perspective on smartphones T1 - Mobilgeräte als kostspielige Signale: Smartphones aus einer evolutionspsychologischen Perspektive N2 - In the last decade, mobile device ownership has largely increased. In particular, smartphone ownership is constantly rising (A. Smith, 2015; Statista, 2016a), and there is a real hype for luxury brand smartphones (Griffin, 2015). These observations raise the question of which functions smartphones serve in addition to their original purposes of making and receiving calls, searching for information, and organizing. Beyond these obvious functions, studies suggest that smartphones express fashion, lifestyle, and one’s economic status (e.g., Bødker et al., 2009; Statista, 2016b; Vanden Abeele, Antheunis, & Schouten, 2014). Specifically, individuals seem to purchase and use conspicuous luxury brand smartphones to display and enhance status (D. Kim et al., 2014; Müller-Lietzkow et al., 2014; Suki, 2013). But how does owning a conspicuous, high-status smartphone contribute to status, and which benefits may these status boosts provide to their owners? From an evolutionary perspective, status carries a lot of advantages, particularly for males; high status grants them priority access to resources and correlates with their mating success (van Vugt & Tybur, 2016). In this sense, research suggests that men conspicuously display their cell phones to attract mates and to distinguish themselves from rivals (Lycett & Dunbar, 2000). In a similar vein, evolutionarily informed studies on conspicuous consumption indicate that the purchase and display of conspicuous luxuries (including mobile phones and smartphones) relate to a man’s interest in uncommitted sexual relationships and enhance his desirability as a short-term mate (Hennighausen & Schwab, 2014; Saad, 2013; Sundie et al., 2011). Drawing on these findings, this doctoral dissertation investigated how a man is perceived given that he is an owner of a high-status (vs. nonconspicuous, low-status) smartphone as a romantic partner and male rival. This was done in three experiments. In addition, it was examined how male conspicuous consumption of smartphones interacted with further traits that signal a man’s mate quality, namely facial attractiveness (Studies 1 and 2) and social dominance (Study 3). Study 1 revealed that men and women perceived a male owner of a conspicuous smartphone as a less desirable long-term mate and as more inclined toward short-term mating. Study 2 replicated these results and showed that men and women assigned traits that are associated with short-term mating (e.g., low loyalty, interest in flirts, availability of tangible resources) to a male owner of a conspicuous smartphone and perceived him as a stronger male rival and mate poacher, and less as a friend. The results of Study 2 further suggested that specifically more attractive men might benefit from owning a conspicuous smartphone in a short-term mating context and might be hence considered as stronger male rivals. Study 3 partially replicated the findings of Studies 1 and 2 pertaining to the effects of owning a conspicuous smartphone. Study 3 did not show different effects of conspicuous consumption of smartphones on perceptions of a man dependent on the level of his social dominance. To conclude, the findings of this doctoral dissertation suggest that owning a conspicuous, high-status smartphone might not only serve proximate functions (e.g., making and receiving calls, organization) but also ultimate functions, which relate to mating and reproduction. The results indicate that owning a conspicuous smartphone might yield benefits for men in a short-term rather than in a long-term mating context. Furthermore, more attractive men appear to benefit more from owning a conspicuous smartphone than less attractive men. These findings provide further insights into the motivations that underlie men’s purchases and displays of conspicuous, high-status smartphones from luxury brands that reach beyond the proximate causes frequently described in media and consumer psychological research. By applying an evolutionary perspective, this doctoral dissertation demonstrates the power and utility of this research paradigm for media psychological research and shows how combining a proximate and ultimate perspective adds to a more profound understanding of smartphone phenomena. N2 - In den letzten 10 Jahren ist die Zahl der Personen, die ein Mobilgerät besitzen, stark angestiegen. Insbesondere nimmt die Anzahl der Smartphone-Besitzer stetig zu (A. Smith, 2015; Statista, 2016a). Es ist nahezu ein regelrechter „Smartphone-Hype“ zu beobachten, der sich vor allem um bestimmte Geräte von Luxus-Marken dreht (Griffin, 2015). Diese Beobachtungen lassen die Frage aufkommen, welche Funktionen Smartphones haben, die über ihre eigentlichen Funktionen, wie z.B. Anrufe empfangen und tätigen, Informationssuche und Organisation hinausgehen. Studien zeigen, dass Smartphones zusätzlich zu diesen naheliegenden Funktionen auch Ausdruck von Mode, Lifestyle und Status sein können (z.B. Bødker et al., 2009; Statista, 2016b; Vanden Abeele et al., 2014). Dies scheint besonders auf auffällige Smartphones von Luxus-Marken zu zutreffen: Personen kaufen und nutzen diese Geräte, um ihren sozialen Status zu zeigen und zu steigern (D. Kim et al., 2014; Müller-Lietzkow et al., 2014; Suki, 2013). Wie jedoch kann der Besitz eines auffälligen, statusträchtigen Smartphones den eigenen Status erhöhen und welche Vorteile bringt dies mit sich? Aus einer evolutionären Perspektive hat Status viele Vorteile, vor allem für Männer. Ein hoher Status gewährt exklusiven Zugang zu Ressourcen und korreliert mit männlichem Paarungserfolg (van Vugt & Tybur, 2016). So zeigen Studien, dass Männer ihre Mobiltelefone auffallend häufig zeigen, um damit ihren finanziellen und sozialen Status zu demonstrieren, mit dem Ziel potenzielle Partnerinnen auf sich aufmerksam zu machen und sich von Konkurrenten abzuheben (Lycett & Dunbar, 2000). Ähnliches legen auch Studien aus dem Bereich der evolutionären Konsumenten-psychologie nahe: Der Kauf und die Zurschaustellung von auffälligen Luxus-Produkten (inkl. Handys und Smartphones) scheint mit dem Interesse eines Mannes an einer kurzfristigen sexuellen Beziehung in Zusammenhang zu stehen und seinen Partnerwert insbesondere in diesem Kontext zu steigern (Hennighausen & Schwab, 2014; Saad, 2013; Sundie et al., 2011). Aufbauend auf diesen Befunden untersuchte die vorliegende Dissertation in drei experimentellen Studien, wie Männer und Frauen einen Mann, der als Besitzer eines ein auffälligen, statusträchtigen (vs. unauffälligen, wenig mit Status assoziierten) Smartphones präsentiert wurde, als potenziellen Partner und gleichgeschlechtlichen Konkurrenten wahrnahmen. Darüber hinaus wurde untersucht, wie männlicher Geltungskonsum von Smartphones mit zwei weiteren Faktoren, die den Partnerwert eines Mannes signalisieren, interagiert. Dazu wurden zusätzlich die Gesichtsattraktivität (Studie 1 und 2) sowie die soziale Dominanz (Studie 3) des Smartphone-Besitzers manipuliert. Studie 1 zeigte, dass Männer und Frauen den Besitzer eines auffälligen, statusträchtigen Smartphones als einen schlechteren Partner für eine feste Beziehung einschätzten und ihn als interessierter an unverbindlichen sexuellen Beziehungen wahrnahmen im Vergleich zu einem Mann, der als Besitzer eines unauffälligeren, nur wenig mit Status assoziierten Smartphones gezeigt wurde. Studie 2 replizierte diese Befunde und zeigte zudem, dass Männer und Frauen dem Besitzer eines auffälligen Smartphones eher Eigenschaften zuschrieben, die mit einer Kurzzeitpartnerschaft assoziiert sind (z.B. geringe Treue, erhöhte Flirtbereitschaft, schnelle Verfügbarkeit von Ressourcen). Darüber hinaus wurde der Besitzer eines auffälligen Smartphones als ein stärkerer Rivale, als eine größere Bedrohung für eine bestehende Beziehung sowie als ein schlechterer Freund wahrgenommen. Diese Effekte zeigten sich insbesondere dann, wenn der Besitzer des auffälligen Smartphones auch attraktiv war. In Studie 3 konnten die Effekte, die der Besitz eines auffälligen Smartphones auf die Einschätzung eines Mannes als romantischen Partner und gleichgeschlechtlichen Konkurrenten hat, zum Teil repliziert werden. In Studie 3 traten diese Effekte jedoch unabhängig von der sozialen Dominanz des Mannes auf. Insgesamt lassen die Ergebnisse dieser Dissertation vermuten, dass der Besitz eines auffälligen, statusträchtigen Smartphones einer Luxusmarke nicht nur proximate Funktionen (wie z.B. Anrufe empfangen und tätigen, Organisation), sondern auch ultimate Funktionen erfüllen könnte, die sich auf Paarung und Fortpflanzung erstreckt. Die Ergebnisse deuten an, dass Männer vom Besitz eines auffälligen, statusträchtigen Smartphones einer Luxusmarke eher im Kontext einer kurzen, unverbindlichen Beziehung als im Kontext einer festen Partnerschaft profitieren könnten. Darüber hinaus scheinen v.a. attraktivere Männer vom Besitz eines auffälligen Smartphones zu profitieren. Diese Befunde tragen zu einem besseren Verständnis bei, weshalb Männer auffällige, status-trächtige Smartphones von Luxusmarken kaufen und diese zur Schau stellen. Dabei gehen die in dieser Dissertation erlangten Befunde über bisherige Erkenntnisse der Medien- und Konsumentenpsychologie hinaus, welche vorranging proximate Ursachen für den Kauf und die Nutzung von Smartphones diskutiert haben. Durch die Anwendung einer evolutionären Perspektive veranschaulicht die vorliegende Arbeit die Leistung und den Nutzens dieses Forschungsparadigmas für medienpsychologische Forschung und zeigt auf, wie die Synthese einer proximaten und ultimaten Perspektive zu einem umfassenderen Verständnis des Phänomens Smartphone führt. KW - Verbraucher KW - Psychologie KW - Smartphone KW - Medien KW - conspicuous consumption KW - evolutionary psychology KW - media psychology KW - costly signaling KW - consumer psychology KW - mobile devices KW - Hennighausen KW - Evolutionspsychologie KW - Konsumentenpsychologie KW - Medienpsychologie Y1 - 2016 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-141049 ER - TY - JOUR A1 - Wienrich, Carolin A1 - Carolus, Astrid T1 - Development of an Instrument to Measure Conceptualizations and Competencies About Conversational Agents on the Example of Smart Speakers JF - Frontiers in Computer Science N2 - The concept of digital literacy has been introduced as a new cultural technique, which is regarded as essential for successful participation in a (future) digitized world. Regarding the increasing importance of AI, literacy concepts need to be extended to account for AI-related specifics. The easy handling of the systems results in increased usage, contrasting limited conceptualizations (e.g., imagination of future importance) and competencies (e.g., knowledge about functional principles). In reference to voice-based conversational agents as a concrete application of AI, the present paper aims for the development of a measurement to assess the conceptualizations and competencies about conversational agents. In a first step, a theoretical framework of “AI literacy” is transferred to the context of conversational agent literacy. Second, the “conversational agent literacy scale” (short CALS) is developed, constituting the first attempt to measure interindividual differences in the “(il) literate” usage of conversational agents. 29 items were derived, of which 170 participants answered. An explanatory factor analysis identified five factors leading to five subscales to assess CAL: storage and transfer of the smart speaker’s data input; smart speaker’s functional principles; smart speaker’s intelligent functions, learning abilities; smart speaker’s reach and potential; smart speaker’s technological (surrounding) infrastructure. Preliminary insights into construct validity and reliability of CALS showed satisfying results. Third, using the newly developed instrument, a student sample’s CAL was assessed, revealing intermediated values. Remarkably, owning a smart speaker did not lead to higher CAL scores, confirming our basic assumption that usage of systems does not guarantee enlightened conceptualizations and competencies. In sum, the paper contributes to the first insights into the operationalization and understanding of CAL as a specific subdomain of AI-related competencies. KW - artificial intelligence literacy KW - artificial intelligence education KW - voice-based artificial intelligence KW - conversational agents KW - measurement Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-260198 VL - 3 ER - TY - JOUR A1 - Sonnenberg, Christoph A1 - Bannert, Maria T1 - Discovering the Effects of Metacognitive Prompts on the Sequential Structure of SRL-Processes Using Process Mining Techniques JF - Journal of Learning Analystics N2 - According to research examining self‐regulated learning (SRL), we regard individual regulation as a specific sequence of regulatory activities. Ideally, students perform various learning activities, such as analyzing, monitoring, and evaluating cognitive and motivational aspects during learning. Metacognitive prompts can foster SRL by inducing regulatory activities, which, in turn, improve the learning outcome. However, the specific effects of metacognitive support on the dynamic characteristics of SRL are not understood. Therefore, the aim of our study was to analyze the effects of metacognitive prompts on learning processes and outcomes during a computer‐based learning task. Participants of the experimental group (EG, n=35) were supported by metacognitive prompts, whereas participants of the control group (CG, n=35) received no support. Data regarding learning processes were obtained by concurrent think‐aloud protocols. The EG exhibited significantly more metacognitive learning events than did the CG. Furthermore, these regulatory activities correspond positively with learning outcomes. Process mining techniques were used to analyze sequential patterns. Our findings indicate differences in the process models of the EG and CG and demonstrate the added value of taking the order of learning activities into account by discovering regulatory patterns. KW - HeuristicsMiner algorithm KW - self‐regulated learning KW - metacognitive prompting KW - process analysis KW - process mining KW - think‐aloud data Y1 - 2015 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-152362 UR - http://learning-analytics.info/journals/index.php/JLA/article/view/4090 SN - 1929‐7750 N1 - Dieser Artikel ist auch Bestandteil der Dissertation: Sonnenberg, Christoph: Analyzing Technology-Enhanced Learning Processes: What Can Process Mining Techniques Contribute to the Evaluation of Instructional Support?. - Würzburg, Univ., Diss., 2017. - [online]. URN: urn:nbn:de:bvb:20-opus-152354 VL - 2 IS - 1 ER - TY - JOUR A1 - Pieger, Elisabeth A1 - Mengelkamp, Christoph A1 - Bannert, Maria T1 - Disfluency as a Desirable Difficulty — The Effects of Letter Deletion on Monitoring and Performance JF - Frontiers in Education N2 - Desirable difficulties initiate learning processes that foster performance. Such a desirable difficulty is generation, e.g., filling in deleted letters in a deleted letter text. Likewise, letter deletion is a manipulation of processing fluency: A deleted letter text is more difficult to process than an intact text. Disfluency theory also supposes that disfluency initiates analytic processes and thus, improves performance. However, performance is often not affected but, rather, monitoring is affected. The aim of this study is to propose a specification of the effects of disfluency as a desirable difficulty: We suppose that mentally filling in deleted letters activates analytic monitoring but not necessarily analytic cognitive processing and improved performance. Moreover, once activated, analytic monitoring should remain for succeeding fluent text. To test our assumptions, half of the students (n = 32) first learned with a disfluent (deleted letter) text and then with a fluent (intact) text. Results show no differences in monitoring between the disfluent and the fluent text. This supports our assumption that disfluency activates analytic monitoring that remains for succeeding fluent text. When the other half of the students (n = 33) first learned with a fluent and then with a disfluent text, differences in monitoring between the disfluent and the fluent text were found. Performance was significantly affected by fluency but in favor of the fluent texts, and hence, disfluency did not activate analytic cognitive processing. Thus, difficulties can foster analytic monitoring that remains for succeeding fluent text, but they do not necessarily improve performance. Further research is required to investigate how analytic monitoring can lead to improved cognitive processing and performance. KW - metacomprehension KW - disfluency KW - metacognitive monitoring KW - metacognitive control KW - metacognitive judgments KW - desirable difficulties Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-197179 SN - 2504-284X VL - 3 IS - 101 ER - TY - JOUR A1 - Wolf, Erik A1 - Döllinger, Nina A1 - Mal, David A1 - Wenninger, Stephan A1 - Bartl, Andrea A1 - Botsch, Mario A1 - Latoschik, Marc Erich A1 - Wienrich, Carolin T1 - Does distance matter? Embodiment and perception of personalized avatars in relation to the self-observation distance in virtual reality JF - Frontiers in Virtual Reality N2 - Virtual reality applications employing avatar embodiment typically use virtual mirrors to allow users to perceive their digital selves not only from a first-person but also from a holistic third-person perspective. However, due to distance-related biases such as the distance compression effect or a reduced relative rendering resolution, the self-observation distance (SOD) between the user and the virtual mirror might influence how users perceive their embodied avatar. Our article systematically investigates the effects of a short (1 m), middle (2.5 m), and far (4 m) SOD between users and mirror on the perception of their personalized and self-embodied avatars. The avatars were photorealistic reconstructed using state-of-the-art photogrammetric methods. Thirty participants repeatedly faced their real-time animated self-embodied avatars in each of the three SOD conditions, where they were repeatedly altered in their body weight, and participants rated the 1) sense of embodiment, 2) body weight perception, and 3) affective appraisal towards their avatar. We found that the different SODs are unlikely to influence any of our measures except for the perceived body weight estimation difficulty. Here, the participants perceived the difficulty significantly higher for the farthest SOD. We further found that the participants’ self-esteem significantly impacted their ability to modify their avatar’s body weight to their current body weight and that it positively correlated with the perceived attractiveness of the avatar. Additionally, the participants’ concerns about their body shape affected how eerie they perceived their avatars. The participants’ self-esteem and concerns about their body shape influenced the perceived body weight estimation difficulty. We conclude that the virtual mirror in embodiment scenarios can be freely placed and varied at a distance of one to four meters from the user without expecting major effects on the perception of the avatar. KW - virtual human KW - virtual body ownership KW - agency KW - body image distortion KW - body weight perception KW - body weight modification KW - affective appraisal KW - distance compression Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-299415 SN - 2673-4192 VL - 3 ER - TY - JOUR A1 - Hutmacher, Fabian A1 - Kuhbandner, Christof T1 - Does the Attentional Boost Effect Depend on the Intentionality of Encoding? Investigating the Mechanisms Underlying Memory for Visual Objects Presented at Behaviorally Relevant Moments in Time JF - Frontiers in Psychology N2 - Pictures in a rapid serial visual presentation (RSVP) stream are better remembered when they are simultaneously presented with targets of an unrelated detection task than when they are presented with distractors. However, it is unclear whether this so-called “attentional boost effect” depends on the intentionality of encoding. While there are studies suggesting that the attentional boost effect even occurs when encoding is incidental, there are several methodological issues with these studies, which may have undermined the incidental encoding instructions. The present study (N = 141) investigated the role of the intentionality of encoding with an improved experimental design. Specifically, to prevent a spill-over of intentional resources to the pictures in the RSVP stream, the speed of the stream was increased (to four pictures per second) and each picture was presented only once during the course of the experiment. An attentional boost effect was only found when encoding was intentional but not when encoding was incidental. Interestingly, memory performance for incidentally encoded pictures was nevertheless substantially above chance, independently of whether images were presented with search-relevant targets or distractors. These results suggest that the attentional boost effect is a memory advantage that occurs only under intentional encoding conditions, and that perceptual long-term memory representations are formed as a natural product of perception, independently of the presence of behaviorally relevant events. KW - attentional boost effect KW - visual long-term memory KW - incidental encoding KW - intentional encoding KW - perceptual long-term memory Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-215902 VL - 11 ER - TY - THES A1 - Herget, Ann-Kristin T1 - Emotionsquelle, Bedeutungsträger, Taktgeber? Zur Wirksamkeit von Hintergrundmusik in audiovisuellen Medienformaten T1 - Source of emotion, meaning, and structure? On the effectiveness of background music in audio-visual media formats N2 - Hintergrundmusik wird in verschiedenen audiovisuellen Medienformaten häufig und meist mit einer ganz bestimmten Intention eingesetzt. Ziel dieser Dissertation war es, durch eine umfangreiche Aufarbeitung bisheriger Forschung Faktoren zu ermitteln und empirisch zu testen, die beeinflussen, dass Hintergrundmusik in audiovisuellen Medienformaten prognostizierbar die ihr zugesprochenen Funktionen erfüllt. Als interdisziplinärer Forschungsgegenstand bedarf Hintergrundmusik eines möglichst ausgewogenen Blickwinkels, der Musik- und Medienkontext-Spezifika (und deren potentielle Interaktionen) gleichermaßen berücksichtigt. Um Hintergrundmusik als komplexem audiovisuellen Stimulus in empirischer Forschung gerecht zu werden, spielen zudem auch praktische Implikationen eine große Rolle. Diese Herausforderungen berücksichtigend wurde die Wirksamkeit von Hintergrundmusik in fünf Studien im Kontext von drei verschiedenen Medienformaten untersucht. Da Werbung, Film und informationsvermittelnde Medienformate (wie Dokumentationen und TV-Magazine) die drei Kernfunktionen von Medien – Persuasion, Unterhaltung und Information – repräsentieren, sollte auf Grundlage dieses Dreiklangs die Bandbreite potenzieller Wirkungen von effektiv eingesetzter Musik und von Faktoren, die ihre Wirkung beeinflussen, möglichst umfassend (wenn auch sicher nicht vollständig) abgebildet werden. Über alle Medienformate hinweg kann als wichtiger, die Wirksamkeit von Hintergrundmusik verstärkender Einflussfaktor eine Kongruenz, d.h. eine intuitiv wahrgenommene Passung von Musik und Medienkontext ausgemacht werden, die durch eine sorgfältige Abstimmung der Spezifika von Musik und Medienformat auf emotionaler, auf assoziativer und auf struktureller Ebene erreicht werden kann. Findet diese Anwendung, kann Musik systematisch die Wirksamkeit von Werbespots steigern (Studie 1 und 2), gezielt Bedeutung vermitteln und dadurch die Wahrnehmung und Interpretation von (deutungsoffenen) Filmszenen prägen (Studie 3 und 4) oder unter bestimmten Bedingungen das persuasive Potenzial eines informationsvermittelnden Medienformats steigern und so die Meinungsbildung der Rezipierenden (zumindest kurzfristig) beeinflussen (Studie 5). Die Arbeit verdeutlicht, wie mittels interdisziplinärer Perspektivierung und der Beachtung praktischer Implikationen bereits etabliertes Wissen verstetigt und neue Erkenntnisse zur Verwendung und Wirkung von Hintergrundmusik für Wissenschaft und Medienpraxis abgeleitet werden können – inklusive eines Ausblicks auf daraus resultierende Potenziale für zukünftige Forschung. N2 - Although it is frequently used and is highly valued in practice, background music in different audio-visual media formats has shown a broad spectrum of ambiguous results in previous empirical research. This research project aimed to identify and empirically test factors that are relevant for predicting music’s effects in audio-visual media formats. Background music used in different media formats should be handled as an interdisciplinary and complex research object. Accordingly, specifics of music and media context (and their potential interactions) should be equally considered. Moreover, when dealing with a complex audio-visual stimulus in empirical research, external validity and practical implications are crucial. Considering these challenges, the effectiveness of background music was investigated in five studies in the context of three different media formats. Advertising, film, and non-fictional media formats (such as documentaries and TV magazines) represent the three core functions of media—persuasion, entertainment, and information. Therefore, a broad range of background music’s potential effects and factors influencing its impact should be displayed in these diverse media formats. The most important influencing factor enhancing background music’s effectiveness is the intuitively perceived congruence of music and media context. It can be achieved by carefully matching the specifics of music and media format on an emotional, semantic, and structural level. Music that can be considered congruent on these levels can systematically increase TV commercials’ effectiveness (Studies 1 and 2). It can convey specific meaning and shape the perception and interpretation of an ambiguous film scene (Studies 3 and 4). Under certain conditions, congruent background music also increases the persuasive potential of a non-fictional media format and can influence the recipients’ opinions (study 5). This research project illustrates how already established knowledge can be strengthened, and new insights into the use and effects of background music can be derived for science as well as media practice when background music—an interdisciplinary and complex research object—is handled competently. KW - Background KW - Filmmusik KW - Werbung KW - Massenmedien KW - Hintergrundmusik KW - Filmmusik KW - Einsatz und Wirkung KW - Musikalische Kongruenz KW - Interdisziplinäre Forschung KW - Background Music KW - Musical Fit KW - Massenmedien / Wirkung Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-232121 ER - TY - THES A1 - Schaper, Philipp T1 - Errors in Prospective Memory T1 - Fehler im Prospektiven Gedächtnis N2 - Prospektives Gedächtnis beschreibt die Fähigkeit Intentionen zu einem späteren Zeitpunkt als Reaktion auf einen Hinweisreiz auszuführen. Derartige Aufgaben finden sich zahlreich in Alltags- wie auch Arbeitskontexten, waren aber im Gegensatz zum retrospektiven Gedächtnis lange Zeit nicht im Fokus der Forschung. Erst die Arbeit von Harris (1984) und insbesondere der Artikel von Einstein and McDaniel (1990) wurden Ausgangspunkte eines sich stetig vergrößernden Forschungsfeldes. Aufbauend auf dieser Forschung werden im Rahmen dieser Dissertationsschrift fünf Journal-Artikel präsentiert und verknüpft, die das Verständnis zum prospektiven Gedächtnis durch die Betrachtung von möglichen Fehlern erweitern. Die erste Studie beschäftigt sich mit der Frage ob zusätzliche kognitiven Ressourcen benötigt werden um eine Intention zwischen dem Hinweisreiz und ihrer Ausführung aufrecht zu erhalten. Die Folgerungen von Einstein, McDaniel, Williford, Pagan, and Dismukes (2003), die eine derartige Aufrechterhaltung vorschlugen konnten nicht repliziert werden. In der zweiten Studie konnte gezeigt werden, dass Unterbrechungen zwischen Hinweisreiz und Ausführung der Intention insbesondere dann negative Folgen zeigen, wenn sie mit einem Kontextwechsel verbunden sind. In den Studien drei bis fünf stand das irrtümliche Ausführen von beendeten prospektiven Gedächtnisaufgaben im Zentrum der Untersuchung. Hier konnte nicht nur gezeigt werden, dass die bisherige Theorie zur Vorhersage derartiger Fehler, die vor allem auf Unterdrückung der Reaktion beruht (Bugg, Scullin, & Rauvola, 2016), mit den Ergebnissen speziell zu deren Prüfung entworfener Experimente nicht zu vereinbaren ist. Darüber hinaus wurde im Rahmen der Untersuchungen eine Modifikation der Theorie ausgearbeitet, die besser geeignet erscheint sowohl bisherige Ergebnisse als auch die hinzugekommenen Experimente vorherzusagen. Über alle fünf Artikel wird zusätzlich verdeutlicht, dass der Moment in dem der Hinweisreiz präsentiert wird eine noch größere Rolle zu spielen scheint, als durch bisherige Forschung deutlich geworden ist. N2 - Prospective memory is the ability to implement intentions at a later point in time in response to a specified cue. Such prospective memory tasks often occur in daily living and workplace situations. However, in contrast to retrospective memory there has been relatively little research on prospective memory. The studies by Harris (1984) and Einstein and MacDaniel (1990) served as a starting point for a now steadily growing area of research. Based on this emerging field of study this dissertation presents and connects and five journal articles, which further explore prospective memory by focusing on its potential errors. The first article addresses the question if additional cognitive resources are needed after a prospective memory cue occurs to keep the intention active until it is implemented. The theory by Einstein, McDaniel, Williford, Pagan and Dismukes (2003), which suggested this active maintenance, could not be replicated. The second article demonstrated that interruptions between cue and the window of opportunity to implement the intention reduce prospective memory performance, especially if the interruption is tied with a change of context. Article three to five were focused on the erroneous implementation of a no longer active prospective memory task, so called commission errors. The suggested mechanism for their occurrence, the dual-mechanism account (Bugg, Scullin, & Rauvola, 2016), was not suited to explain the present results. A modification for the dual-mechanism account was formulated, which can account for prior work, as well as for the present data. The results of all five articles also indicate that the moment of cue retrieval is even more relevant for prospective memory and its errors than previously accounted for. KW - Gedächtnis KW - Prospektives Gedächtnis KW - prospective memory KW - commission error Y1 - 2019 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-175217 ER -