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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.
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.
In this article, we present approaches to interactive simulations of biohybrid systems. These simulations are comprised of two major computational components: (1) agent-based developmental models that retrace organismal growth and unfolding of technical scaffoldings and (2) interfaces to explore these models interactively. Simulations of biohybrid systems allow us to fast forward and experience their evolution over time based on our design decisions involving the choice, configuration and initial states of the deployed biological and robotic actors as well as their interplay with the environment. We briefly introduce the concept of swarm grammars, an agent-based extension of L-systems for retracing growth processes and structural artifacts. Next, we review an early augmented reality prototype for designing and projecting biohybrid system simulations into real space. In addition to models that retrace plant behaviors, we specify swarm grammar agents to braid structures in a self-organizing manner. Based on this model, both robotic and plant-driven braiding processes can be experienced and explored in virtual worlds. We present an according user interface for use in virtual reality. As we present interactive models concerning rather diverse description levels, we only ensured their principal capacity for interaction but did not consider efficiency analyzes beyond prototypic operation. We conclude this article with an outlook on future works on melding reality and virtuality to drive the design and deployment of biohybrid systems.
The aim of the present study was to examine whether fostering positive activating affect during multimedia learning enhances learning outcome. University students were randomly assigned to either a multimedia learning environment designed to induce positive activating affect through the use of “warm” colours and rounded shapes () or an affectively neutral environment that used achromatic colours and sharp edges (). Participants learned about the topic of functional neuroanatomy for 20 minutes and had to answer several questions for comprehension and transfer afterwards. Affective states as well as achievement goal orientations were investigated before and after the learning phase using questionnaires. The results show that participants in the affectively positive environment were superior in comprehension as well as transfer when initial affect was strong. Preexperimental positive affect was therefore a predictor of comprehension and a moderator for transfer. Goal orientations did not influence these effects. The findings support the idea that positive affect, induced through the design of the particular multimedia learning environment, can facilitate performance if initial affective states are taken into account.
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.
Errors in Prospective Memory
(2019)
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.
The field of human-computer interaction (HCI) strives for innovative user interfaces. Innovative and novel user interfaces are a challenge for a growing population of older users and endanger older adults to be excluded from an increasingly digital world. This is because older adults often have lower cognitive abilities and little prior experiences with technology.
This thesis aims at resolving the tension between innovation and age-inclusiveness by developing user interfaces that can be used regardless of cognitive abilities and technology-dependent prior knowledge.
The method of image-schematic metaphors holds promises for innovative and age-inclusive interaction design. Image-schematic metaphors represent a form of technology-independent prior knowledge. They reveal basic mental models and can be gathered in language (e.g. bank account is container from "I put money into my bank account").
Based on a discussion of previous applications of image-schematic metaphors in HCI, the present work derives three empirical research questions regarding image-schematic metaphors for innovative and age-inclusive interaction design.
The first research question addresses the yet untested assumption that younger and older adults overlap in their technology-independent prior knowledge and, therefore, their usage of image-schematic metaphors. In study 1, a total of 41 participants described abstract concepts from the domains of online banking and everyday life. In study 2, ten contextual interviews were conducted. In both studies, younger and older adults showed a substantial overlap of 70% to 75%, indicating that also their mental models overlap substantially.
The second research question addresses the applicability and potential of image-schematic metaphors for innovative design from the perspective of designers. In study 3, 18 student design teams completed an ideation process with either an affinity diagram as the industry standard, image-schematic metaphors or both methods in combination and created paper prototypes. The image-schematic metaphor method alone, but not the combination of both methods, was readily adopted and applied just as a well as the more familiar standard method.
In study 4, professional interaction designers created prototypes either with or without image-schematic metaphors. In both studies, the method of image-schematic metaphors was perceived as applicable and creativity stimulating.
The third research question addresses whether designs that explicitly follow image-schematic metaphors are more innovative and age-inclusive regarding differences in cognitive abilities and prior technological knowledge. In two experimental studies (study 5 and 6) involving a total of 54 younger and 53 older adults, prototypes that were designed with image-schematic metaphors were perceived as more innovative compared to those who were designed without image-schematic metaphors. Moreover, the impact of prior technological knowledge on interaction was reduced for prototypes that had been designed with image-schematic metaphors. However, participants' cognitive abilities and age still influenced the interaction significantly.
The present work provides empirical as well as methodological findings that can help to promote the method of image-schematic metaphors in interaction design. As a result of these studies it can be concluded that the image-schematic metaphors are an applicable and effective method for innovative user interfaces that can be used regardless of prior technological knowledge.