Understanding massively multiplayer online role‐playing game addiction: A hedonic management perspective

Massively multiplayer online role‐playing game (MMORPG) addiction presents a serious issue worldwide and has attracted increasing attention from academic and other public communities. This article addresses this critical issue and fills research gaps by proposing and testing a research model of MMORPG addiction. Building on the conceptual foundation of the hedonic management model of addiction and the technology affordance perspective, we develop a research model explaining how MMORPG affordances (ie, achievement, social and immersion affordances) are associated with the duality of hedonic effects (ie, perceived positive mood enhancement and perceived negative mood reduction) and the extent of MMORPG addiction. Using structural equation modelling, we empirically test our research model with 406 MMORPG players. The results show that both perceived positive mood enhancement and perceived negative mood reduction positively correlate with the extent of MMORPG addiction. Furthermore, achievement and immersion affordances are positively associated with the duality of hedonic effects, whereas social affordance is not. Our study contributes to the growing body of technology addiction literature by revealing the relationships between the two hedonic effects and the extent of MMORPG addiction, and by offering a contextualised explanation of the role of MMORPG affordances in these relationships. We offer an alternative perspective on the far‐reaching, unintended relationships between technological affordances and addictive technology use. Our study provides game developers and policymakers with insights into preventing MMORPG addiction to create an entertaining, healthy virtual playground.     

Strange Bedfellows: Human-Computer Interaction, Interface Design, and Composition Pedagogy

As digital interfaces increasingly mediate our access to information, the design of these interfaces becomes increasingly important. Designing digital interfaces requires writers to make rhetorical choices that are sometimes technical in nature and often correspond with principles taught in the computer science subfield of human-computer interaction. We propose that an HCI-informed writing pedagogy can complicate for both writing and computer science students the important role audience should play when designing traditional and digital interfaces. Although it is a subtle shift in many ways, this pedagogy seemed to complicate student understanding of the relationship between audience and the texts/interfaces they created: it was not just the “human” (beliefs, attitudes, values, demographics) or the “computer” (the software or hardware or other types of mediation) that mattered but rather the “interaction” between the two. First we explore some of the ways in which writing code and writing prose have merged and paved the way for an HCI-informed writing pedagogy. Next we examine some parallels between human-computer interaction principles and composition principles. Finally, we refer to assignments, student responses, and anecdotal evidence from our classes where an HCI-informed writing pedagogy drew—or could have drawn—student attention more acutely to various audience-related technical and rhetorical interface design choices.     

Technological determinism in educational technology research: some alternative ways of thinking about the relationship between learning and technology

This paper argues that research on the educational uses of technology frequently overemphasizes the influence of technology. Research in the field is considered a form of critical perspective, and assumptions about technology are questioned. Technological determinism is introduced, and different positions on this concept are identified. These are used to discuss the ways in which work within the field might be described as technologically deterministic. Four theoretical perspectives (activity theory, communities of practice, actor–network theory, and the social construction of technology) are then briefly characterized, demonstrating that alternative positions are viable, and positioning each in relation to the earlier discussion of technological determinism. The paper concludes by arguing that research, building on such alternative conceptions of technology, is important in developing our understanding of the relationship between technology and learning, as well as identifying potential methodological implications.     

Neuropsychological evidence for visual- and motor-based affordance: Effects of reference frame and object–hand congruence.

Two experiments are reported that use patients with visual extinction to examine how visual attention is influenced by action information in images. In Experiment 1 patients saw images of objects that were either correctly or incorrectly colocated for action, with the objects held by hands that were congruent or incongruent with those used premorbidly by the patients. The images were also shown from a 1st- and 3rd-person perspective. There was an overall reduction in extinction for objects colocated for action. In addition, there was an extra benefit when the objects were held in hands congruent with those used by the patients and when the objects were seen from a 1st-person perspective. This last result fits with an effect of motor simulation, over and above a purely visual effect based on positioning objects correctly for action. Experiment 2 showed that effects of hand congruence could emerge with images depicted from a 3rd-person perspective when patients saw themselves holding the objects. The data indicate 2 effects of action information on extinction: (a) an effect of colocating objects for action, which does not depend on a self-reference frame (a visual effect), and (b) an effect sensitive to object–hand congruence, which does depend on a self-reference frame (a motor-based effect). The self-reference frame is induced when stimuli are viewed from a 1st-person perspective and when an image of the self is seen from a 3rd-person perspective. Both visual and motor-based effects of action information facilitate the spread of attention across objects. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Epistemology and conceptual resources for the development of learning technologies

Abstract   The issues raised by the design and development of technologies to enhance learning has led to a demand for an appropriate language and form of conceptualization. However, we are insufficiently familiar with the way in which different types of mediated tool use occur, to develop the theoretical models needed for the development of this language and form of conceptualization. In its absence a somewhat eclectic variety of concepts and research, such as the concept of affordance, are recruited in accounts of learning with new technologies. In looking briefly at the relevant area in philosophy this paper will consider whether or not the use of concepts such as affordance give adequate weight to social practice, meaning and knowledge in the design of educational technology. A fruitful source for work in this field which has not been sufficiently exploited is philosophy, particularly recent work in epistemology.     

Green space context and vegetation complexity shape people’s preferences for urban public parks and residential gardens

Landscape preferences shape decision-making and drive the ecological outcomes of urban landscapes. We investigate how people’s landscape preferences are shaped by the green space context (public park vs private residential garden landscapes) and by physical features such as vegetation complexity. A postal questionnaire was sent to households near seven urban parks in Melbourne, Australia. Results showed that landscapes were grouped into four categories based on patterns of preference response. Landscapes with moderate vegetation complexity were placed in separate categories distinguished by green space context (parks vs gardens), while very simple and very complex landscapes were placed in different categories irrespective of green space context. Surprisingly, dense vegetation was highly preferred by respondents. As areas of dense vegetation also provide complex habitats for wildlife, this highlights the possibility of developing policies and designing landscapes that can benefit both people and nature.     

一种基于功用性图的目标推抓技能自监督学习方法

提出了一种基于功用性图的目标推抓技能自监督学习方法。首先,给出了杂乱环境下面向目标推抓任务的机器人技能自监督学习问题描述,将工作空间中机器人推抓操作的决策过程定义为一个全新的马尔可夫决策过程（MDP）,分别训练视觉机制模块与动作机制模块。其次,在视觉机制模块中融合自适应参数与分组拆分注意力模块设计了特征提取网络RGSA-Net,可由输入网络的原始状态图像生成功用性图,为目标推抓操作提供良好的前提。然后,在动作机制模块中搭建了基于演员－评论家（actor-critic）框架的深度强化学习自监督训练框架DQAC,机器人根据功用性图执行动作后利用该框架进行动作评判,更好地实现了推、抓之间的协同。最后,进行了实验对比与分析,验证了本文方法的有效性。     

基于可供性的文化意象交互式智能音箱设计研究

目的 探索将文化民俗有效融入现代产品中的技术思路,保留并延续中华传统文化的生命力,有助于提升用户体验。方法 分析可供性与文化意象之间的主客观互通性;挖掘交互式智能音箱中的可供性触点;构建形态、感官、认知及情境四类可供性的设计框架;以楚文化意象为例进行设计实践,对智能音箱的产品造型与交互操作方式进行设计,并进行设计评价。结果 在可供性理论指导下的楚文化意象交互式智能音箱产品外观及交互体验设计较好地满足了设计目标和用户需求。结论 可供性有助于文化意象的正确提取与转化,可将意象抽象为具有实际意义的设计要素,帮助用户在生理与认知两个层面理解产品的使用方法,同时进一步回味、体验文化内涵和文化精髓。     

智能手机APP界面设计的启示性研究

目的从可用性的视角出发,研究智能手机APP界面设计的启示性。方法以认知心理学为理论基础,基于移动端的使用特性,从认知准确、结果预知、行为契合3个方面对智能手机APP界面的启示性设计方法进行研究,并结合实践设计以验证。结论智能手机APP界面设计过程中,遵循个体的认知习惯、把握启示性的应用特性以有效降低用户认知压力,在提升产品易用性的同时不断满足个性化需求,为用户提供更好的情感化体验。