100% satisfaction guarantee Immediately available after payment Both online and in PDF No strings attached
logo-home
Summary Human Media Interaction Theory (Spring) (880014-M-6) $6.96   Add to cart

Summary

Summary Human Media Interaction Theory (Spring) (880014-M-6)

 14 views  0 purchase
  • Course
  • Institution

This summary contains all relevant material for the exam, including lectures, and the mandatory literature of the Master course Human Media Interaction Theory (Spring 2022)

Preview 6 out of 69  pages

  • April 11, 2022
  • 69
  • 2021/2022
  • Summary
avatar-seller
Summary Human Media Interaction
Theory (spring)
Tilburg University 2022
880014-M-6




This document contains all relevant material for the exam, including the lectures, and the mandatory
literature of the Master course Human Media Interaction Theory (Spring)




Celeste Graumans

,Inhoud
Lecture 1; User engagement ..................................................................................................4
Lecture 1 – User engagement .............................................................................................4
Lecture 1 – Literature ..........................................................................................................9
Oh et al., 2018 – Clicking, assessing, immersing, and sharing: An empirical model of
user engagement with interactive media .........................................................................9
Important elements 1 – user engagement .........................................................................10
Lecture 2; Perception & attention..........................................................................................11
Lecture 2 – Perception & Attention....................................................................................11
Lecture 2 – Literature ........................................................................................................17
Liebherr et al., 2020 – Smartphones and attention, curse or blessing? – A review on the
effects of smartphone usage on attention, inhibition, and working memory ...................17
Important elements 2 – perception & attention ..................................................................18
Lecture 3; Attention & Cognitive load ....................................................................................18
Lecture 3 – Attention & Cognitive load ..............................................................................18
Lecture 3 – Literature ........................................................................................................24
Korbach, Brünken & Park (2017) – Measurement of cognitive load in multimedia
learning: a comparison of different objective measures .................................................24
Important elements 3 – attention & cognitive load .............................................................25
Lecture 4; Memory in the digital age .....................................................................................26
Lecture 4 – Memory ..........................................................................................................26
Lecture 4 – Literature ........................................................................................................31
Whittaker et al., 2012 – Socio-technical lifelogging: deriving design principles for a future
proof digital past ............................................................................................................31
Sparrow et al., 2011 – Google effects on memory: cognitive consequences of having
information at our fingertips ...........................................................................................32
Important elements 4 – Memory........................................................................................34
Lecture 5; Learning ..............................................................................................................35
Lecture 5 - Learning ..........................................................................................................35
Lecture 5 – Literature ........................................................................................................41
Kiili, 2005 – Digital game-based learning: Towards an experiential gaming model ........41
Important elements 5 – Learning.......................................................................................42
Lecture 6; Motivation & Emotion ...........................................................................................44
Lecture 6 – Motivation & Emotion .....................................................................................44
Lecture 6 – Literature ........................................................................................................50
Plass & Kaplan, 2016 – Emotional design in digital media for learning ..........................50
Sundar & Limperos, 2013 – Users and grats 2.0: New gratifications for new media ......52
Important elements 6 – Motivation & Emotion ...................................................................53
Lecture 7; Media multitasking ...............................................................................................55
Lecture 7 – Media multitasking .........................................................................................55
Lecture 7 – Literature ........................................................................................................60

, Uncapher & Wagner, 2018 – Minds and brains of media multitaskers: Current findings
and future directions ......................................................................................................60
Parry & le Roux, 2019 – Media multitasking and cognitive control: A systematic review of
interventions ..................................................................................................................61
Important elements 7 – Media multitasking .......................................................................61
Lecture 8; Social cognition and embodied cognition in VR....................................................63
Lecture 8 – Social cognition and embodied cognition in VR ..............................................63
Lecture 8 – Literature ........................................................................................................67
Ahn & Bailenson, 2013 – The effect of embodied experiences on self-other merging,
attitude, and helping behavior........................................................................................67
Important elements 8 – Social cognition............................................................................68

, Lecture 1; User engagement
Lecture 1 – User engagement
Engagement
- Metrics perspective: how much interaction does the user have with the product, and
for how long? (e.g., website engagement is measured by clicks/likes/comments,
sharing behavior, returning users, and time spent on the website.)
- Cognitive-psychological perspective: describing and understanding the experience
of engagement

User engagement is highly linked to user experience. There is no direct definition of the state
of mind of engagement. Some different terms and concepts refer to this state of mind. User
engagement is hard to define:

How do we call this state of mind?




All of these concepts refer to the same experience: ‘A State of mind in which all our
cognitive, affective, and perceptual-motor systems are all dedicated to the same task and the
same goal and we kind of lose track of time and surroundings while being engaged.

Why do we care about engagement?
There are quite some beneficial consequences of high user engagement




From usability to UX
- Usability: assess whether the user interface is easy to use and meets requirements
(effectiveness, efficiency, and satisfaction)
- User experience (UX): understand the deeper, personal experience of the user
(affect/emotion, fun, exciting, motivation, attitudes, attention, engagement)
Engagement is more about User Experience than usability. It is more about the experience of
users – when we talk about experiences = flow theory.

, Flow theory
It was popularized by Mihály Csikszentmihályi. He had interviews with chess players, rock
climbers, dancers and they all talked about ‘flow’ and ‘in the zone.

State of a holistic sensation that people feel when they act with total involvement, feel at their
best, perform at their best – or optimal experience of and activity engagement.

Typical flow activities
- (Extreme) sports
- Gaming
- Creative acts (composing, writing, painting, dancing)
All cognitive, affective, and physical/motor systems are all dedicated to the same task and
goal – through this you lose track of time. In a bubble – you are in a book, you can ignore
everything around you.

Challenge-Skill Balance




Both high: skills as a user and high challenge = flow

Typical flow features (9)
- Challenge-skill balance: apathy (you don’t care) – anxiety – boredom – flow
- Clear goals
- Unambiguous/immediate feedback
- Action-awareness merging (automaticity, effortlessness): you are aware of your
current action, not past actions
- Concentration (top-down attention): goal-directed attention
- Sense of control: agency
- Loss of self-consciousness (reflection): people cannot start reflecting on self-
performance, when you do you are out of the flow.
- Transformation of time: time seems to go must faster than out of the flow
experience.
- Autotelic experience (intrinsically rewarding): the task is intrinsically rewarding by
itself, no extrinsic rewards.


The ‘antecedent’ factor of an engaging experience
The ‘antecedent’ factor of an engaging experience: what
contributes to the likelihood of an optimal experience? Environment.
What are the factors that contribute?

Antecedent factors: PAT model
In computer-related activities, the likelihood of an optimal experience
depends on the interplay between person, artifact, and task.

, Person
- Trait: fixed feature of a person that doesn’t change too much over time.
- State: a more moment-to-moment feature that can change very rapidly over time.

Trait State
- Autotelic personaly (Csikszentmihalyi) - Mood
- One’s ability to experience intrinsic - Motivation
enjoyment - Arousal
- Some people are more moved by intrinsic - Focus
motivation than others
- Inherent exploratory behavior
- Personal innovativeness: willingness to try out
new technologies
- Cognitive spontaneity: individual’s playfulness
with a computer
- Trait of absorption
- (Media literacy and skills)

Artifact (new media product)
The media product itself. Artifact characteristics that contribute to the likelihood of
flow:
- Aesthetics
- Playfulness
- Vividness: breadth or number of senses (multimodality). How many
senses are being triggered?
- Speed of feedback/responsiveness: allows to main focused attention,
concentration. Critical in determining. E.g., think about the implications for
you as a user of a delay in the mouse cursor moving on the screen, or a delay in an
avatar moving after you instructed it to move. This will take you out of the flow
experience.

Task
Studying ‘task’ is challenging due to the difficulty of identifying task characteristics.
- Task characteristics: that may enhance the likelihood of flow:
o Goal-oriented (vs. exploratory) tasks: will facilitate
mostly the flow experience
o Autonomy: agency
o Variety: options to choose from
o The appropriate level of complexity: to relate to the
challenge-skill balance.
Hard to identify the task components that improve the flow experience.

PAT interactions
- Task-technology fit: task – artefact
- Clear task goals: person – task
- Sense of control over the task: person – task
- Sense of control over the artefact: person – artefact
- Perceived ease of use: person – artefact
o More important for complex tasks (person – artefact – task)
- Balance between skills and challenge: person – task
Always interact with a person or a task.

The benefits of buying summaries with Stuvia:

Guaranteed quality through customer reviews

Guaranteed quality through customer reviews

Stuvia customers have reviewed more than 700,000 summaries. This how you know that you are buying the best documents.

Quick and easy check-out

Quick and easy check-out

You can quickly pay through credit card or Stuvia-credit for the summaries. There is no membership needed.

Focus on what matters

Focus on what matters

Your fellow students write the study notes themselves, which is why the documents are always reliable and up-to-date. This ensures you quickly get to the core!

Frequently asked questions

What do I get when I buy this document?

You get a PDF, available immediately after your purchase. The purchased document is accessible anytime, anywhere and indefinitely through your profile.

Satisfaction guarantee: how does it work?

Our satisfaction guarantee ensures that you always find a study document that suits you well. You fill out a form, and our customer service team takes care of the rest.

Who am I buying these notes from?

Stuvia is a marketplace, so you are not buying this document from us, but from seller celestegraumans. Stuvia facilitates payment to the seller.

Will I be stuck with a subscription?

No, you only buy these notes for $6.96. You're not tied to anything after your purchase.

Can Stuvia be trusted?

4.6 stars on Google & Trustpilot (+1000 reviews)

67474 documents were sold in the last 30 days

Founded in 2010, the go-to place to buy study notes for 14 years now

Start selling
$6.96
  • (0)
  Add to cart