Refine
Has Fulltext
- yes (72)
Is part of the Bibliography
- yes (72)
Year of publication
Document Type
- Journal article (50)
- Doctoral Thesis (17)
- Conference Proceeding (4)
- Working Paper (1)
Language
- English (72) (remove)
Keywords
- virtual reality (8)
- Mensch-Maschine-Kommunikation (4)
- Psychologie (4)
- Medien (3)
- human-computer interaction (3)
- measurement (3)
- presence (3)
- transportation (3)
- Benutzeroberfläche (2)
- Evolutionspsychologie (2)
- Gefühl (2)
- Lernen (2)
- Medienkonsum (2)
- Medienpsychologie (2)
- Metakognition (2)
- Muster (2)
- Neue Medien (2)
- Selbstgesteuertes Lernen (2)
- Virtuelle Realität (2)
- XR (2)
- augmented reality (2)
- autobiographical memory (2)
- body weight modification (2)
- body weight perception (2)
- conspicuous consumption (2)
- conversational agents (2)
- disfluency (2)
- education (2)
- embodiment (2)
- eudaimonia (2)
- immersive technologies (2)
- learning (2)
- media equation (2)
- metacognitive prompting (2)
- metacomprehension (2)
- methodological pluralism (2)
- new media (2)
- perception (2)
- process mining (2)
- psychology (2)
- replication crisis (2)
- smart speaker (2)
- social interaction (2)
- spatial presence (2)
- theory (2)
- user experience (2)
- AIME (1)
- Accessibility (1)
- Affekt (1)
- Aggression (1)
- Aggressive Driving (1)
- Avatar <Informatik> (1)
- Behavior Change (1)
- Benutzererlebnis (1)
- Benutzerforschung (1)
- Bewegung (1)
- Biopsychosocial (1)
- BlessU2 (1)
- CHI Conference (1)
- COVID‐19 (1)
- Christentum (1)
- Dark Factor of Personality (1)
- Deutsche Gesellschaft für Psychologie / Fachgruppe Medienpsychologie (1)
- Drama (1)
- Driving Behavior (1)
- Eeriness (1)
- Emotion inference (1)
- Emotionserkennung (1)
- Emotionsinterpretation (1)
- Empathy (1)
- Empirical Research (1)
- Erzählung (1)
- Experimental Studies (1)
- Fahrerassistenzsystem (1)
- Fahrerverhalten (1)
- Farbenpsychologie (1)
- Game mechanic (1)
- Gamification (1)
- Gedächtnis (1)
- Geschlecht (1)
- Gestaltungsrichtlinien (1)
- Gestik (1)
- Hennighausen (1)
- HeuristicsMiner algorithm (1)
- Human Computer Interaction (1)
- Human-Centered Design (1)
- Human-Computer Interaction (1)
- Human-Computer-Interaction (1)
- Human-centered computing / Access (1)
- Human-centered computing / Human computer interaction (HCI) / Interaction paradigms / Mixed / augmented reality (1)
- Human-centered computing / Human computer interaction (HCI) / Interaction paradigms / Virtual reality (1)
- Human-centered computing / Human computer interaction (HCI) / Interactiondevices (1)
- Human-centered computing / Human computerinteraction (HCI) / Interaction techniques (1)
- Humanoider Roboter (1)
- In-Car Interface (1)
- Innovation (1)
- Instructional Support (1)
- Interaction Design (1)
- InteractionSuitcase (1)
- Interaktion (1)
- Interkulturelles Lernen (1)
- International Comparative Research (1)
- Knowledge encoding (1)
- Konsumentenpsychologie (1)
- Kulturvergleich (1)
- Körpergewicht (1)
- Künstliche Intelligenz (1)
- Lautes Denken (1)
- Lehrerbildung (1)
- Leistungsmotivation (1)
- Lernerfolg (1)
- Lidschlag (1)
- MASI (1)
- Massenmedien + Wirkung (1)
- Media Equation (1)
- Media Psychology (1)
- Media Psychology Division (1)
- Media Research (1)
- Medien + Psychologie (1)
- Medienkompetenz (1)
- Medienwirkungsforschung (1)
- Mensch-Maschine Interaktion (1)
- Mensch-Maschine-Interaktion (1)
- Messung (1)
- Meta-analysis (1)
- Metaanalyse (1)
- Metacognitive Prompting (1)
- Metaverse (1)
- Methode (1)
- Methodology (1)
- Narrativ (1)
- Narrative (1)
- Nonverbal (1)
- Norbert Groeben (1)
- Perceived Usefulness (1)
- Persuasive Technology (1)
- Pornografie (1)
- Process Mining (1)
- Prospektives Gedächtnis (1)
- Prozessanalyse (1)
- Präsenz (1)
- Psychometrie (1)
- RCT (1)
- Religious Practice (1)
- Rezeptionsforschung (1)
- Robotics (1)
- Schnittstellengestaltung (1)
- Schulleistung (1)
- Selbst (1)
- Self-Regulated Learning (1)
- Serious game (1)
- Sex/Gender (1)
- Smartphone (1)
- Social Media (1)
- Softwareergonomie (1)
- Soziale Robotik (1)
- Spielmechanik (1)
- Status Threat (1)
- T-Pattern (1)
- TETCs (1)
- Technology-Enhanced Learning (1)
- Textverstehen (1)
- Theme (1)
- Transportation (1)
- Uncanny Valley of Mind (1)
- Untersuchungsinstrument (1)
- Verarbeitungsflüssigkeit (1)
- Verbraucher (1)
- Verhaltensanalyse (1)
- Verhaltensmuster (1)
- Visuelle Aufmerksamkeit (1)
- Voice Assistants (1)
- Wissenschaftliche Beobachtung (1)
- Wissensencodierung (1)
- Wohlbefinden (1)
- XR-artificial intelligence combination (1)
- XR-artificial intelligence continuum (1)
- academic achievement (1)
- acceptance of gay men (1)
- achievement motivation (1)
- advertising (1)
- advertising effectiveness (1)
- advertising effects (1)
- affective appraisal (1)
- agency (1)
- akademische Leistung (1)
- amount of invested mental effort (1)
- anamnesis tool (1)
- anime (1)
- anthropomorphism (1)
- artificial intelligence education (1)
- artificial intelligence literacy (1)
- attentional boost effect (1)
- avatar embodiment (1)
- behavior change (1)
- big five (1)
- biohybrid systems (1)
- biological development (1)
- blended learning (1)
- blinking (1)
- body awareness (1)
- body esteem (1)
- body image distortion (1)
- body image disturbance (1)
- body language (1)
- body weight (1)
- cardiac arrest documentation (1)
- cardiopulmonary resuscitation (1)
- clinical skills (1)
- cognitive impairment (1)
- coherence (1)
- color psychology (1)
- colour (1)
- commission error (1)
- computer-mediated communication (1)
- computers as social actors (1)
- conceptual metaphor theory (1)
- congruence (1)
- conspiracy theories (1)
- consumer psychology (1)
- content cluster (1)
- content-analysis (1)
- control (1)
- conversational agent (1)
- costly (1)
- costly signaling (1)
- cross-cultural comparison (1)
- cross-cultural study (1)
- cybersickness (1)
- definitions of psychology (1)
- dementia (1)
- desirable difficulties (1)
- detection (1)
- digital age (1)
- digital game (1)
- digital health (1)
- diseases (1)
- distance compression (1)
- dual function (1)
- e-Learning (1)
- earliest autobiographical memories (1)
- early memory (1)
- eating and body weight disorders (1)
- emotion measurement (1)
- emotional design (1)
- emotional shifts (1)
- empathy (1)
- epistemic beliefs (1)
- evolutionary consumer psychology (1)
- evolutionary psychology (1)
- experience (1)
- experience taking (1)
- expertise framing (Min5-Max 8) (1)
- explainable AI (1)
- explanation complexity (1)
- extended reality (1)
- fan culture (1)
- fluency (1)
- force dynamics (1)
- foreign language learning and teaching (1)
- framework (1)
- gait analysis (1)
- gait modulation (1)
- game layers (1)
- gender differences (1)
- generative systems (1)
- genre (1)
- healthcare (1)
- hedonia (1)
- historical psychology (1)
- history of psychology (1)
- human behaviour (1)
- human learning (1)
- human-artificial intelligence interaction (1)
- human-artificial intelligence interface (1)
- human-centered AI (1)
- human-centered, human-robot (1)
- human-machine interaction (1)
- humanoid (1)
- humantechnology interaction (1)
- human–computer interaction (1)
- hyperpersonal communication (1)
- identification (1)
- image schemas (1)
- immersive advertising (1)
- implicit association test (1)
- incidental encoding (1)
- individual differences (1)
- instructional support (1)
- intelligent voice assistant (1)
- intention-behavior-gap (1)
- intentional encoding (1)
- inter-coder reliability (1)
- interaction (1)
- interactivity (1)
- intercultural learning and teaching (1)
- intervention design (1)
- intervention evaluation (1)
- intrasexual competition (1)
- judgments (1)
- kinematics (1)
- learning outcome (1)
- learning outcomes (1)
- life story (1)
- linguistic cues (1)
- literature review (1)
- loneliness (1)
- long-term analysis (1)
- luxury brands (1)
- manga (1)
- meal-concurrent media use (1)
- meaning (1)
- meaning-making (1)
- media psychology (1)
- medical device training (1)
- meditation (1)
- men (1)
- mental health (1)
- metacognition (1)
- metacognitive control (1)
- metacognitive judgments (1)
- metacognitive monitoring (1)
- methods in psychology (1)
- micro-level analysis (1)
- mindfulness (1)
- mixed methods (1)
- mixed reality (1)
- mobile devices (1)
- mobile health intervention (1)
- monitoring (1)
- multimedia learning (1)
- music (1)
- musical stereotypes (1)
- narrative effects (1)
- narrative persuasion (1)
- narratives (1)
- need satisfaction (1)
- nicknames (1)
- no-flow fraction (1)
- nonverbal behavior (1)
- nonverbal communication (1)
- obstacle avoidance (1)
- online advertising (1)
- online dating (1)
- operationalism (1)
- otakuism (1)
- overconfidence (1)
- pain (1)
- parasocial relationship (1)
- perceptual long-term memory (1)
- personality judgments (1)
- place-illusion (1)
- plausibility (1)
- plausibility-illusion (1)
- positive and negative affect (1)
- posture (1)
- post‐truth (1)
- prediction (1)
- principle of inversion (1)
- process analysis (1)
- prospective memory (1)
- psychometrics (1)
- qualitative methods (1)
- quantitative methods (1)
- realism (1)
- reasoning (1)
- recommender agent (1)
- recommender system (1)
- research methods (1)
- robot (1)
- self (1)
- self-concept (1)
- self-infliction (1)
- self-perception of psychology (1)
- self-regulated learning (1)
- self‐regulated learning (1)
- sex differences (1)
- sex robots (1)
- shape (1)
- shyness (1)
- signaling (1)
- simulation (1)
- smart journaling (1)
- smart speakers (1)
- smartphone app (1)
- social VR (1)
- social comparison (1)
- social influence (1)
- social media (1)
- social network sites (1)
- social psychology (1)
- social relationship (1)
- social role (1)
- statistical data (1)
- stereotype accuracy (1)
- stress (1)
- structure (1)
- systematic literature review (1)
- think-aloud data (1)
- thinking (1)
- think‐aloud data (1)
- total recall (1)
- trust (1)
- trustworthiness (1)
- uncanny valley (1)
- user interface design (1)
- user interfaces (1)
- user-generated content (1)
- video games (1)
- virtual agent (1)
- virtual audience (1)
- virtual body ownership (1)
- virtual human (1)
- virtual stimuli (1)
- virtual-reality-continuum (1)
- visual long-term memory (1)
- visualization of technology (1)
- voice assistant (1)
- voice-based artificial intelligence (1)
- well-being (1)
- work (1)
- Übergewicht (1)
Institute
- Institut Mensch - Computer - Medien (72) (remove)
Sonstige beteiligte Institutionen
- DATE Lab, KITE Research Insititute, University Health Network, Toronto, Canada (1)
- Institut für Evangelische Theologie und Religionspädagogik (1)
- Social and Technological Systems (SaTS) lab, School of Art, Media, Performance and Design, York University, Toronto, Canada (1)
- Technische Universität Dortmund, Fakultät für Informatik, Computer Graphics Group (1)
- University of Iceland (Human Behaviour Laboratory) (1)
- Zentrum für soziale Implikationen künstlicher Intelligenz (SOCAI) (1)
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.
Mobile health interventions (i.e., “apps”) are used to address mental health and are an increasingly popular method available to both individuals and organizations to manage workplace stress. However, at present, there is a lack of research on the effectiveness of mobile health interventions in counteracting or improving stress-related health problems, particularly in naturalistic, non-clinical settings. This project aimed at validating a mobile health intervention (which is theoretically grounded in the Job Demands-Resources Model) in preventing and managing stress at work. Within the mobile health intervention, employees make an evidence-based, personalized, psycho-educational journey to build further resources, and thus, reduce stress. A large-scale longitudinal randomized control trial, conducted with six European companies over 6 weeks using four measurement points, examined indicators of mental health via measures of stress, wellbeing, resilience, and sleep. The data were analyzed by means of hierarchical multilevel models for repeated measures, including both self-report measures and user behavior metrics from the app. The results (n = 532) suggest that using the mobile health intervention (vs. waitlist control group) significantly improved stress and wellbeing over time. Higher engagement in the intervention increased the beneficial effects. Additionally, use of the sleep tracking function led to an improvement in sleeping troubles. The intervention had no effects on measures of physical health or social community at work. Theoretical and practical implications of these findings are discussed, focusing on benefits and challenges of using technological solutions for organizations to support individuals’ mental health in the workplace.
Social robots are becoming increasingly prevalent in everyday life and sex robots are a sub-category of especially high public interest and controversy. Starting from the concept of the otaku, a term from Japanese youth culture that describes secluded persons with a high affinity for fictional manga characters, we examine individual differences behind sex robot appeal (anime and manga fandom, interest in Japanese culture, preference for indoor activities, shyness). In an online-experiment, 261 participants read one out of three randomly assigned descriptions of future technologies (sex robot, nursing robot, genetically modified organism) and reported on their overall evaluation, eeriness, and contact/purchase intentions. Higher anime and manga fandom was associated with higher appeal for all three future technologies. For our male subsample, sex robots and GMOs stood out as shyness yielded a particularly strong relationship to contact/purchase intentions for these new technologies.
The name is the game: nicknames as predictors of personality and mating strategy in online dating
(2019)
Objective: We investigated the communicative function of online dating nicknames. Our aim was to assess if it is possible to correctly guess personality traits of a user simply by reading his/her nickname.
Method: We had 69 nickname users (average age: 33.59 years, 36 female) complete questionnaires assessing their personality (Big 5 + narcissism) and mating strategy (short- vs. long-term). We then checked (using a total of 638 participants, average age: 26.83 years, 355 female), whether personality and mating strategy of the nickname users could be assessed correctly based only on the nickname. We also captured the motivation to contact the user behind a nickname and looked at linguistic features of the nicknames.
Results: We found that personality and mating strategy could be inferred from a nickname. Furthermore, going by trends, women were better at intersexual personality judgments, whereas men were better in intrasexual judgements. We also found several correlates of the motivation to contact the person behind the nickname. Among other factors, long nicknames seemed to deter people from contacting the nickname user.
Conclusions: Findings display that humans are capable of making accurate personality judgements in computer-mediated communication by means of even small cues like nicknames.
Disfluency as a Desirable Difficulty — The Effects of Letter Deletion on Monitoring and Performance
(2018)
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.
We provide a literature overview of 30 years of research on the amount of invested mental effort (AIME, Salomon, 1984), illuminating relevant literature in this field. Since the introduction of AIME, this concept appears to have vanished. To obtain a clearer picture of where the theory of AIME has diffused, we conducted a literature search focusing on the period 1985–2015. We examined scientific articles (N = 244) that cite Salomon (1984) and content-analyzed their keywords. Based on these keywords, we identified seven content clusters: affect and motivation, application fields, cognition and learning, education and teaching, media technology, learning with media technology, and methods. We present selected works of each content cluster and describe in which research field the articles had been published. Results indicate that AIME was most commonly (but not exclusively) referred to in the area of educational psychology indicating its importance regarding learning and education, thereby investigating print and TV, as well as new media. From a methodological perspective, research applied various research methods (e.g., longitudinal studies, experimental designs, theoretical analysis) and samples (e.g., children, college students, low income families). From these findings, the importance of AIME for further research is discussed.
Stories are a powerful means to change recipients’ views on themselves by being transported into the story world and by identifying with story characters. Previous studies showed that recipients temporarily change in line with a story and its characters (assimilation). Conversely, assimilation might be less likely when recipients are less identified with story protagonists or less transported into a story by comparing themselves with a story character. This may lead to changes, which are opposite to a story and its characters (contrast). In two experiments, we manipulated transportation and experience taking via two written reviews (Experiment 1; N = 164) and by varying the perspective of the story’s narrator (Experiment 2; N = 79) of a short story about a negligent student. Recipients’ self-ratings in comparison to others, motives, and problem-solving behavior served as dependent variables. However, neither the review nor the perspective manipulation affected transportation or experience taking while reading the story. Against our expectations, highly transported recipients (in Study 1) and recipients with high experience taking (in Study 2) showed more persistency working on an anagram-solving task, even when controlling for trait conscientiousness. Our findings are critically discussed in light of previous research.
In this thesis, metacognition research is connected with fluency research. Thereby, the focus lies on how disfluency can be used to improve metacognitive monitoring (i.e., students` judgments during the learning process). Improving metacognitive monitoring is important in educational contexts in order to foster performance. Theories about metacognition and self-regulated learning suppose that monitoring affects control and performance. Accurate monitoring is necessary to initiate adequate control and better performance. However, previous research shows that students are often not able to accurately monitor their learning with meaningful text material. Inaccurate monitoring can result in inadequate control and low performance.
One reason for inaccurate monitoring is that students use cues for their judgments that are not valid predictors of their performance. Because fluency might be such a cue, the first aim of this thesis is to investigate under which conditions fluency is used as a cue for judgments during the learning process. A fluent text is easy to process and, hence, it should be judged as easy to learn and as easy to remember. Inversely, a disfluent text is difficult to process, for example because of a disfluent font type (e.g., Mistral) or because of deleted letters (e.g., l_tt_rs). Hence, a disfluent text should be judged as difficult to learn and as difficult to remember. This assumption is confirmed when students learn with both fluent and disfluent material. When fluency is manipulated between persons, fluency seems to be less obvious as a cue for judgments. However, there are only a few studies that investigated the effects of fluency on judgments when fluency is manipulated between persons. Results from Experiment 1 (using deleted letters for disfluent text) and from Experiment 4 (using Mistral for disfluent text) in this thesis support the assumption that fluency is used as a cue for judgments in between-person designs. Thereby, however, the interplay with the type of judgment and the learning stage seems to matter.
Another condition when fluency affects judgments was investigated in Experiment 2 and 3. The aim of these experiments was to investigate if disfluency leads to analytic monitoring and if analytic monitoring sustains for succeeding fluent material. If disfluency activates analytic monitoring that remains for succeeding fluent material, fluency should no longer be used as a cue for judgments. Results widely support this assumption for deleted letters (Experiment 2) as well as for the font type Mistral (Experiment 3). Thereby, again the interplay between the type of judgment and the learning stage matters.
Besides the investigation of conditions when fluency is used as a cue for different types of judgments during the learning process, another aim of this thesis is to investigate if disfluency leads to accurate monitoring. Results from Experiment 3 and 4 support the assumption that Mistral can reduce overconfidence. This is the case when fluency is manipulated between persons or when students first learn with a fluent and then with a disfluent text. Dependent from the type of judgment and the learning stage, disfluency can lead even to underconfidence or to improved relative monitoring accuracy (Experiment 4).
Improving monitoring accuracy is only useful when monitoring is implemented into better control and better performance. The effect of monitoring accuracy on control and performance was in the focus of Experiment 4. Results show that accurate monitoring does not result in improved control and performance. Thus, further research is required to develop interventions that do not only improve monitoring accuracy but that also help students to implement accurate monitoring into better control and performance.
Summing up, the aim of this thesis is to investigate under which conditions fluency is used as a cue for judgments during the learning process, how disfluency can be used to improve monitoring accuracy, and if improved monitoring accuracy leads to improved performance. By connecting metacognition research and fluency research, further theories about metacognition and theories about fluency are specified. Results show that not only the type of fluency and the design, but also the type of judgment, the type of monitoring accuracy, and the learning stage should be taken into account. Understanding conditions that affect the interplay between metacognitive processes and performance as well as understanding the underlying mechanisms is necessary to enable systematic research and to apply findings into educational settings.
T-pattern analysis supports studies of various aspects of human or animal behavior as well as interaction between human subjects and animal or artificial agents. The following proceedings give an overiew on the application of T-pattern analysis in different research fields like media, gaming, human behaviour, social and organisational interaction as well as sports and health.
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.