Refine
Has Fulltext
- yes (78)
Is part of the Bibliography
- yes (78)
Year of publication
Document Type
- Journal article (50)
- Doctoral Thesis (23)
- Conference Proceeding (4)
- Working Paper (1)
Keywords
- virtual reality (8)
- Mensch-Maschine-Kommunikation (5)
- Psychologie (4)
- Lernen (3)
- Medien (3)
- Virtuelle Realität (3)
- human-computer interaction (3)
- measurement (3)
- presence (3)
- transportation (3)
- Benutzeroberfläche (2)
- Evolutionspsychologie (2)
- Gefühl (2)
- Human-Computer Interaction (2)
- Medienkonsum (2)
- Medienpsychologie (2)
- Mensch-Maschine Interaktion (2)
- Metakognition (2)
- Muster (2)
- Neue Medien (2)
- Selbstgesteuertes Lernen (2)
- Textverstehen (2)
- Visuelle Aufmerksamkeit (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)
- Access Structure (1)
- Accessibility (1)
- Affekt (1)
- Aggression (1)
- Aggressive Driving (1)
- Allgemeinanästhesie (1)
- Anästhesie (1)
- Augenbewegungen (1)
- Augenfolgebewegung (1)
- Avatar <Informatik> (1)
- Background <Musik> (1)
- Background Music (1)
- Behavior Change (1)
- Benutzererlebnis (1)
- Benutzerforschung (1)
- Bewegung (1)
- Biopsychosocial (1)
- BlessU2 (1)
- CHI Conference (1)
- COVID‐19 (1)
- Christentum (1)
- Construction-Integration-Model (1)
- Dark Factor of Personality (1)
- Deutsche Gesellschaft für Psychologie / Fachgruppe Medienpsychologie (1)
- Drama (1)
- Driving Behavior (1)
- Eeriness (1)
- Einsatz und Wirkung (1)
- Emotion inference (1)
- Emotionserkennung (1)
- Emotionsinterpretation (1)
- Empathy (1)
- Empirical Research (1)
- Erzählung (1)
- Evaluation (1)
- Evaluation Method (1)
- Evaluationsmethode (1)
- Experimental Studies (1)
- Eye-Tracking (1)
- Fahrerassistenzsystem (1)
- Fahrerverhalten (1)
- Farbenpsychologie (1)
- Filmmusik (1)
- Game mechanic (1)
- Gamification (1)
- Gedächtnis (1)
- Geschlecht (1)
- Gestaltungsrichtlinien (1)
- Gestik (1)
- Head-mounted Display (1)
- Hennighausen (1)
- HeuristicsMiner algorithm (1)
- Hintergrundmusik (1)
- Human Computer Interaction (1)
- Human-Centered Design (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)
- Hypertext (1)
- In-Car Interface (1)
- Innovation (1)
- Instructional Support (1)
- Interaction Design (1)
- InteractionSuitcase (1)
- Interaktion (1)
- Interdisziplinäre Forschung (1)
- Interkulturelles Lernen (1)
- International Comparative Research (1)
- Intuitive Benutzung (1)
- Intuitive Use (1)
- Knowledge encoding (1)
- Konsumentenpsychologie (1)
- Kulturvergleich (1)
- Körpergewicht (1)
- Künstliche Intelligenz (1)
- Laufbandtraining (1)
- Lautes Denken (1)
- Lehrerbildung (1)
- Leistungsmotivation (1)
- Lernerfolg (1)
- Lidschlag (1)
- MASI (1)
- Makropropositionen (1)
- Makrostruktur (1)
- Marginalien (1)
- Massenmedien (1)
- Massenmedien + Wirkung (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)
- Messung (1)
- Meta-analysis (1)
- Metaanalyse (1)
- Metacognitive Prompting (1)
- Metaverse (1)
- Methode (1)
- Methodology (1)
- Motivation (1)
- Multiple Sklerose (1)
- Musical Fit (1)
- Musik (1)
- Musikalische Kongruenz (1)
- Narkoseeinleitung (1)
- Narrativ (1)
- Narrative (1)
- Neurorehabilitation (1)
- Nonverbal (1)
- Norbert Groeben (1)
- Perceived Usefulness (1)
- Persuasive Technology (1)
- Populäre Musik (1)
- Pornografie (1)
- Process Mining (1)
- Prosoziales Verhalten (1)
- Prospektives Gedächtnis (1)
- Prozessanalyse (1)
- Präsenz (1)
- Psychometrie (1)
- RCT (1)
- Randbemerkung (1)
- Religious Practice (1)
- Rezeption (1)
- Rezeptionsforschung (1)
- Robotics (1)
- Schlaganfall (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)
- Theme (1)
- Transportation (1)
- Treadmill training (1)
- Uncanny Valley of Mind (1)
- Untersuchungsinstrument (1)
- Verarbeitungsflüssigkeit (1)
- Verbraucher (1)
- Verhaltensanalyse (1)
- Verhaltensmuster (1)
- Voice Assistants (1)
- Werbung (1)
- Wirkung (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)
- prosoziale Inhalte (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 (78) (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)
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.
Die Rehabilitation von Gangstörungen bei Patienten mit MS und Schlaganfall erfolgt häufig mithilfe eines konventionellen Laufbandtrainings. Einige Studien haben bereits gezeigt, dass durch eine Erweiterung dieses Trainings um eine virtuelle Realität die Motivation der Patienten gesteigert und die Therapieergebnisse verbessert werden können.
In der vorliegenden Studie wurde eine immersive VR-Anwendung (unter Verwendung eines HMD) für die Gangrehabilitation von Patienten evaluiert. Hierbei wurden ihre Anwendbarkeit und Akzeptanz geprüft sowie ihre Kurzzeiteffekte mit einer semi-immersiven Präsentation (unter Verwendung eines Monitors) und mit einem konventionellen Laufbandtraining ohne VR verglichen. Der Fokus lag insbesondere auf der Untersuchung der Anwendbarkeit beider Systeme und der Auswirkungen auf die Laufgeschwindigkeit und Motivation der Benutzer.
Im Rahmen einer Studie mit Innersubjekt-Design nahmen zunächst 36 gesunde Teilnehmer und anschließend 14 Patienten mit MS oder Schlaganfall an drei experimentellen Bedingungen (VR über HMD, VR über Monitor, Laufbandtraining ohne VR) teil.
Sowohl in der Studie mit gesunden Teilnehmern als auch in der Patientenstudie zeigte sich in der HMD-Bedingung eine höhere Laufgeschwindigkeit als beim Laufbandtraining ohne VR und in der Monitor-Bedingung. Die gesunden Studienteilnehmer berichteten über eine höhere Motivation nach der HMD-Bedingung als nach den anderen Bedingungen. Es traten in beiden Gruppen keine Nebenwirkungen im Sinne einer Simulator Sickness auf und es wurden auch keine Erhöhungen der Herzfrequenzen nach den VR-Bedingungen detektiert. Die Bewertungen des Präsenzerlebens waren in beiden Gruppen in der HMD-Bedingung höher als in der Monitor-Bedingung. Beide VR-Bedingungen erhielten hohe Bewertungen für die Benutzerfreundlichkeit. Die meisten der gesunden Teilnehmer (89 %) und Patienten (71 %) präferierten das HMD-basierte Laufbandtraining unter den drei Trainingsformen und die meisten Patienten könnten sich vorstellen, es häufiger zu nutzen.
Mit der vorliegenden Studie wurde eine strukturierte Evaluation der Anwendbarkeit eines immersiven VR-Systems für die Gangrehabilitation geprüft und dieses erstmals in den direkten Vergleich zu einem semi-immersiven System und einem konventionellen Training ohne VR gesetzt. Die Studie bestätigte die Praktikabilität der Kombination eines Laufbandtrainings mit immersiver VR. Aufgrund ihrer hohen Benutzerfreundlichkeit und der geringen Nebenwirkungen scheint diese Trainingsform besonders für Patienten geeignet zu sein, um deren Trainingsmotivation und Trainingserfolge, wie z. B. die Laufgeschwindigkeit, zu steigern. Da immersive VR-Systeme allerdings nach wie vor spezifische technische Installationsprozeduren erfordern, sollte für die spezifische klinische Anwendung eine Kosten-Nutzen-Bewertung erfolgen.
Emotional shifts are often a fundamental part of the narrative experience and engrained into the schematic structures of stories. Recent theoretical work suggests that these shifts are key for narrative influence and are interconnected with transportation, a known mechanism of narrative effects. Empirical research examining this proposition is still scarce, inconclusive, and lacking measures that assess the experience of emotional shifts throughout a narrative to explain effects. This thesis aims to contribute to this research lacuna and investigates the link between emotional shifts, transportation, and story-consistent outcomes using different methods to measure emotional shifts in the moment they occur (Manuscript #1 and #2), and using various narrative stimuli (audiovisual, written, auditive).
Manuscript #1 uses real-time-response (RTR) measurement to examine the relationship of valence shifts experienced during film viewing with transportation and post-exposure self-reported emotional flow. Manuscript #2 reports a pilot study and two experiments in which a self-probed emotional retrospection task is used to measure the number and intensity of emotional shifts during reading. I investigate the effect of reviews on transportation, the link between transportation and emotional shifts, and their respective associations with story-consistent attitudes, social sharing intentions, and donation behavior. In Manuscript #3, narrative structures are manipulated. Two experiments examine the effects of audio stories with shifting (positive-negative-positive) vs. positive-only emotional trajectories on the experience of happiness- and sadness-shifts, transportation, and post-exposure emotional flow.
Transportation was positively linked to valence shifts (M#1), and the number and intensity of emotional shifts (M#2), and emotional flow (M#1, M#3). In M#3, transportation was predicted by shifts in happiness, but not sadness. Emotional flow was linked to shifts in happiness, sadness, and RTR valence (M#1, M#3). Emotional shifts and transportation were associated with social sharing intentions, but only transportation was linked to some story-consistent attitudes (affective attitudes in particular).
As an emerging market for voice assistants (VA), the healthcare sector imposes increasing requirements on the users’ trust in the technological system. To encourage patients to reveal sensitive data requires patients to trust in the technological counterpart. In an experimental laboratory study, participants were presented a VA, which was introduced as either a “specialist” or a “generalist” tool for sexual health. In both conditions, the VA asked the exact same health-related questions. Afterwards, participants assessed the trustworthiness of the tool and further source layers (provider, platform provider, automatic speech recognition in general, data receiver) and reported individual characteristics (disposition to trust and disclose sexual information). Results revealed that perceiving the VA as a specialist resulted in higher trustworthiness of the VA and of the provider, the platform provider and automatic speech recognition in general. Furthermore, the provider’s trustworthiness affected the perceived trustworthiness of the VA. Presenting both a theoretical line of reasoning and empirical data, the study points out the importance of the users’ perspective on the assistant. In sum, this paper argues for further analyses of trustworthiness in voice-based systems and its effects on the usage behavior as well as the impact on responsible design of future technology.
Artificial Intelligence (AI) covers a broad spectrum of computational problems and use cases. Many of those implicate profound and sometimes intricate questions of how humans interact or should interact with AIs. Moreover, many users or future users do have abstract ideas of what AI is, significantly depending on the specific embodiment of AI applications. Human-centered-design approaches would suggest evaluating the impact of different embodiments on human perception of and interaction with AI. An approach that is difficult to realize due to the sheer complexity of application fields and embodiments in reality. However, here XR opens new possibilities to research human-AI interactions. The article’s contribution is twofold: First, it provides a theoretical treatment and model of human-AI interaction based on an XR-AI continuum as a framework for and a perspective of different approaches of XR-AI combinations. It motivates XR-AI combinations as a method to learn about the effects of prospective human-AI interfaces and shows why the combination of XR and AI fruitfully contributes to a valid and systematic investigation of human-AI interactions and interfaces. Second, the article provides two exemplary experiments investigating the aforementioned approach for two distinct AI-systems. The first experiment reveals an interesting gender effect in human-robot interaction, while the second experiment reveals an Eliza effect of a recommender system. Here the article introduces two paradigmatic implementations of the proposed XR testbed for human-AI interactions and interfaces and shows how a valid and systematic investigation can be conducted. In sum, the article opens new perspectives on how XR benefits human-centered AI design and development.
Plenty of theories, models, measures, and investigations target the understanding of virtual presence, i.e., the sense of presence in immersive Virtual Reality (VR). Other varieties of the so-called eXtended Realities (XR), e.g., Augmented and Mixed Reality (AR and MR) incorporate immersive features to a lesser degree and continuously combine spatial cues from the real physical space and the simulated virtual space. This blurred separation questions the applicability of the accumulated knowledge about the similarities of virtual presence and presence occurring in other varieties of XR, and corresponding outcomes. The present work bridges this gap by analyzing the construct of presence in mixed realities (MR). To achieve this, the following presents (1) a short review of definitions, dimensions, and measurements of presence in VR, and (2) the state of the art views on MR. Additionally, we (3) derived a working definition of MR, extending the Milgram continuum. This definition is based on entities reaching from real to virtual manifestations at one time point. Entities possess different degrees of referential power, determining the selection of the frame of reference. Furthermore, we (4) identified three research desiderata, including research questions about the frame of reference, the corresponding dimension of transportation, and the dimension of realism in MR. Mainly the relationship between the main aspects of virtual presence of immersive VR, i.e., the place-illusion, and the plausibility-illusion, and of the referential power of MR entities are discussed regarding the concept, measures, and design of presence in MR. Finally, (5) we suggested an experimental setup to reveal the research heuristic behind experiments investigating presence in MR. The present work contributes to the theories and the meaning of and approaches to simulate and measure presence in MR. We hypothesize that research about essential underlying factors determining user experience (UX) in MR simulations and experiences is still in its infancy and hopes this article provides an encouraging starting point to tackle related questions.
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.
With the increasing adaptability and complexity of advisory artificial intelligence (AI)-based agents, the topics of explainable AI and human-centered AI are moving close together. Variations in the explanation itself have been widely studied, with some contradictory results. These could be due to users’ individual differences, which have rarely been systematically studied regarding their inhibiting or enabling effect on the fulfillment of explanation objectives (such as trust, understanding, or workload). This paper aims to shed light on the significance of human dimensions (gender, age, trust disposition, need for cognition, affinity for technology, self-efficacy, attitudes, and mind attribution) as well as their interplay with different explanation modes (no, simple, or complex explanation). Participants played the game Deal or No Deal while interacting with an AI-based agent. The agent gave advice to the participants on whether they should accept or reject the deals offered to them. As expected, giving an explanation had a positive influence on the explanation objectives. However, the users’ individual characteristics particularly reinforced the fulfillment of the objectives. The strongest predictor of objective fulfillment was the degree of attribution of human characteristics. The more human characteristics were attributed, the more trust was placed in the agent, advice was more likely to be accepted and understood, and important needs were satisfied during the interaction. Thus, the current work contributes to a better understanding of the design of explanations of an AI-based agent system that takes into account individual characteristics and meets the demand for both explainable and human-centered agent systems.
Social patterns and roles can develop when users talk to intelligent voice assistants (IVAs) daily. The current study investigates whether users assign different roles to devices and how this affects their usage behavior, user experience, and social perceptions. Since social roles take time to establish, we equipped 106 participants with Alexa or Google assistants and some smart home devices and observed their interactions for nine months. We analyzed diverse subjective (questionnaire) and objective data (interaction data). By combining social science and data science analyses, we identified two distinct clusters—users who assigned a friendship role to IVAs over time and users who did not. Interestingly, these clusters exhibited significant differences in their usage behavior, user experience, and social perceptions of the devices. For example, participants who assigned a role to IVAs attributed more friendship to them used them more frequently, reported more enjoyment during interactions, and perceived more empathy for IVAs. In addition, these users had distinct personal requirements, for example, they reported more loneliness. This study provides valuable insights into the role-specific effects and consequences of voice assistants. Recent developments in conversational language models such as ChatGPT suggest that the findings of this study could make an important contribution to the design of dialogic human–AI interactions.
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.
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.
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.
Few topics have been the subject of more controversy than those encapsulated by the terms "sex" and "gender". Social-cultural and biological-evolutionary argumentation patterns frequently clash and especially the public debate appears to be stuck in a stalemate between the two competing parties.
From a psychological perspective both topics appear deeply intertwined and are not easy to be separated. This study pursues an integrative approach to better understand the roots of differences best subsumed under the term sex/gender. It will become apparent that both nature and nurture variables interact and form the complex system of human behavior and experience.
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.
Meal-concurrent media use has been linked to several problematic outcomes, including higher caloric intake and an increased risk for obesity. Nevertheless, the sociocultural and dispositional predictors of using media while eating are not yet well-understood, including potential cross-cultural differences. Inspired by the recent emergence of a new food-related media phenomenon called “mukbang”—digital eating broadcasts that have become immensely popular throughout East and Southeast Asia—we inquire 296 participants from two cultures (Germany and South Korea) about their meal-concurrent media use. Our results suggest that South Koreans tend to use media more frequently during meals than Germans, especially for social purposes. Meanwhile, younger age only predicts meal-concurrent media use in the German sample. Apart from that, however, many other examined predictors (e.g., gender, living situation, body-esteem, the Big Five) remain statistically insignificant, indicating notable universality for the behavior in question. In the second part of our study, we then put special focus on the emerging mukbang trend and conduct a theory-driven exploration of its gratifications. Doing so, we find that participants' parasocial and social experiences during eating broadcasts significantly predict their enjoyment of the genre.
When interacting with sophisticated digital technologies, people often fall back on the same interaction scripts they apply to the communication with other humans—especially if the technology in question provides strong anthropomorphic cues (e.g., a human-like embodiment). Accordingly, research indicates that observers tend to interpret the body language of social robots in the same way as they would with another human being. Backed by initial evidence, we assumed that a humanoid robot will be considered as more dominant and competent, but also as more eerie and threatening once it strikes a so-called power pose. Moreover, we pursued the research question whether these effects might be accentuated by the robot’s body size. To this end, the current study presented 204 participants with pictures of the robot NAO in different poses (expansive vs. constrictive), while also manipulating its height (child-sized vs. adult-sized). Our results show that NAO’s posture indeed exerted strong effects on perceptions of dominance and competence. Conversely, participants’ threat and eeriness ratings remained statistically independent of the robot’s depicted body language. Further, we found that the machine’s size did not affect any of the measured interpersonal perceptions in a notable way. The study findings are discussed considering limitations and future research directions.
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.
In computer-supported learning environments, the deployment of self-regulatory skills represents an essential prerequisite for successful learning. Metacognitive prompts are a promising type of instructional support to activate students’ strategic learning activities. However, despite positive effects in previous studies, there are still a large number of students who do not benefit from provided support. Therefore, it may be necessary to consider explicitly the conditions under which a prompt is beneficial for a student, i.e., so-called adaptive scaffolding. The current study aims to (i) classify the effectiveness of prompts on regulatory behavior, (ii) investigate the correspondence of the classification with learning outcome, and (iii) discover the conditions under which prompts induce regulatory activities (i.e., the proper temporal positioning of prompts). The think-aloud data of an experiment in which metacognitive prompts supported the experimental group (n = 35) was used to distinguish between effective and non-effective prompts. Students’ activities preceding the prompt presentation were analyzed using data mining and process mining techniques. The results indicate that approximately half of the presented prompts induced metacognitive learning activities as expected. Moreover, the number of induced monitoring activities correlates positively with transfer performance. Finally, the occurrence of orientation and monitoring activities, which are not well-embedded in the course of learning, increases the effectiveness of a presented prompt. In general, our findings demonstrate the benefits of investigating metacognitive support using process data, which can provide implications for the design of effective instructional support.
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.
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.