Extending multimedia research: How do prerequisite knowledge and reading comprehension affect learning from text and pictures

The present study aimed at extending research on multimedia design principles by investigating their validity as a function of learners’ reading comprehension and scientific literacy. Students (N = 125; age: M = 15.11 years) learned about cell reproduction during their regular Biology lessons in one of six conditions resulting from cross-varying multimedia (text only vs. text plus animations) and text modality (spoken vs. written vs. spoken and written). Recall and transfer were assessed immediately after learning and again 1 week later. Overall, adding animations to text as well as using spoken rather than written text improved only immediate recall; in addition, a multimedia effect for delayed recall was observed for learners with higher levels of scientific literacy. A redundant presentation of text proved harmful especially for delayed performance measures. Reading comprehension did not moderate multimedia design effects. Students with more suitable cognitive prerequisites were better able to maintain performance from the immediate to the delayed tests. Future multimedia research should further investigate the boundary conditions that moderate multimedia effectiveness.     

Does cognitive load moderate the seductive details effect? A multimedia study

Several studies have shown that adding seductive details to instructional materials has a detrimental effect on learning. However, other studies have shown non-significant findings. The present study uses cognitive load theory as a theoretical framework to explain these controversial results in seductive details research. Using a 2 × 2 experimental design we asked a group of high-school students (N = 100) to learn about biology with a multimedia environment that manipulated the presence of seductive details (with vs. without) and the modality of the verbal information (high load, on-screen text vs. low load, narration). The findings showed that students’ learning performance was significantly higher when seductive details were presented under the low load condition (narration) as compared to all other conditions. The theoretical implications for understanding the effects of non-redundant and interesting, but irrelevant learning material are discussed and future research directions are presented.     

Can synchronicity and visual modality enhance social presence in mobile messaging?

As companies move increasingly toward text-based computer-mediated communications (CMC) for providing customer service, they tend to lose out on the social presence of a live agent interacting in person or via the telephone. Given the importance of social presence for maintaining healthy customer relations, how can companies counter the relative lack of social presence in CMC? Increasing the synchronicity of communications is one solution, but it is not always possible to provide instant responses to customers. In such cases, can a richer modality (e.g., picture of the customer-service agent) make up for diminished synchronicity and thereby enhance social presence? We addressed these questions with a 3 [synchronicity: high (no delay in response time) vs. medium (1-h delay) vs. low (6-h delay)] × 3 [modality: text-only vs. text+picture vs. text+emoticon] ful factorial, between-subjects experiment in which participants (N = 108) interacted with a customer service agent in a mobile e-commerce context. Data reveal that participants in high synchronicity and text+emoticon conditions felt higher social presence and perceived the customer service agent more positively than those in other conditions. Social presence and task impression mediated the relationship between each independent variable and their evaluations of the customer service agent.     

Should I trust him? The effects of reviewer profile characteristics on eWOM credibility

For online consumer reviews to serve as decision-making aids, users have to first trust the reviewer. However, unlike face-to-face communication, where trust develops overtime, consumers have to rely on personal profile information to establish confidence in the reviewer in online shopping context. These personal profile characteristics may serve as cues of source credibility. This study adopts a 2 (number of trusted members: small, large) × 2 (profile picture: without, with) × 2 (review valence: negative, positive) between-participants experiment to explore how two personal profile characteristics, reputation cue and profile picture, influence cognitive trust and affective trust towards the reviewer and perceived review credibility respectively and in a combinatory manner. The findings of the study showed that reputation cue and profile picture cue contributed differently to users’ affective trust and cognitive trust towards the reviewer. Reputation cue, generated by the system, was found to influence both affective and cognitive dimensions of trust, whereas the self-generated cue of profile picture affected only affective trust. Reputation cue had a direct influence on perceived review credibility, whereas the influence of profile picture on perceived review credibility was dependent upon review valence. The implications of these findings are discussed in the paper.     

A Cognitive-Affective Model of Perceived User Satisfaction (CAMPUS): The complementary effects and interdependence of usability and aesthetics in IS design

Affective dimensions of human–computer interaction design have the potential to elicit emotions and behaviours. However, there is little research into which affective treatments are systematically tested, let alone assessed in light of additional cognitive dimensions. In this study, we formulate and empirically test a Cognitive-Affective Model of Perceived User Satisfaction (CAMPUS) that displays high explanatory power (R² = .69). CAMPUS offers a comprehensive framework for assessing both direct effects of perceptions of cognitive and affective dimensions on satisfaction and the complex interplay between these two in terms of system design and use. Implications for theory and practice are discussed.     

The impact of disfluency,pacing, and students’ need for cognition on learning with multimedia

In the current study, it was examined how learning with multimedia is affected by disfluency, pacing, and students’ need for cognition. Contrasting hypotheses were derived regarding how reducing the audio quality of spoken text by integrating hissing (disfluent) would affect learning outcomes. According to cognitive load theory, a disfluent audio quality should hamper learning, while according to disfluency theory, a disfluent audio quality should foster learning, especially when learning is self-paced. Moreover, self-paced learning should be particularly beneficial for learners with a high need for cognition (NFC). The hypotheses were tested in a 2 × 2-design, with quality of spoken text (regular vs. disfluent) and pacing (system-paced vs. self-paced) as independent variables and NFC as continuous variable. Supporting cognitive load theory, disfluent text decreased performance in a transfer and pictorial test. There was no significant interaction between spoken text quality and pacing. However, in line with previous research, self-pacing led to longer learning times and increased performance in a retention and in a transfer test. Moreover, results revealed that self-pacing had beneficial effects on understanding particularly for learners with a high NFC. This suggests that whether self-pacing of a multimedia instruction fosters understanding depends on learners’ specific cognitive prerequisites.     

Effects of captions and time-compressed video on learner performance and satisfaction

Digital video is becoming increasingly popular in higher education with faculty digitally recording and broadcasting lectures for students to learn-on-demand, such as iTunes University or YouTube. Students have discovered accelerated playback features in popular computer software and use it to reduce the amount of time watching video-enhanced instruction. In the current study, 147 undergraduate students were randomly assigned to one of six video treatments based on a 3 Video Speed (1.0 = Normal vs. 1.25 = Fast vs. 1.50 = Very Fast) × 2 Captions (Captions Present vs. Captions Absent) × 2 Trial (Trial 1 vs. Trial 2) design. Results show no significant difference on learner performance across treatments based on Video Speed. Captions were found to have a significant negative effect on learner performance. A significant difference was found on learner satisfaction in favor of a normal Video Speed. The findings suggest that learners might be able to accelerate Video Speeds up to 1.5 times the normal speed, but are generally less satisfied with the learning experience.     

The role of visual complexity and prototypicality regarding first impression of websites: Working towards understanding aesthetic judgments

This paper experimentally investigates the role of visual complexity (VC) and prototypicality (PT) as design factors of websites, shaping users' first impressions by means of two studies. In the first study, 119 screenshots of real websites varying in VC (low vs. medium vs. high) and PT (low vs. high) were rated on perceived aesthetics. Screenshot presentation time was varied as a between-subject factor (50 ms vs. 500 ms vs. 1000 ms). Results reveal that VC and PT affect participants' aesthetics ratings within the first 50 ms of exposure. In the second study presentation times were shortened to 17, 33 and 50 ms. Results suggest that VC and PT affect aesthetic perception even within 17 ms, though the effect of PT is less pronounced than the one of VC. With increasing presentation time the effect of PT becomes as influential as the VC effect. This supports the reasoning of the information-processing stage model of aesthetic processing (Leder et al., 2004), where VC is processed at an earlier stage than PT. Overall, websites with low VC and high PT were perceived as highly appealing.     

The role of feedback and self-efficacy on web-based learning: The social cognitive perspective

The social cognitive perspective of self-regulated learning suggests that effective learning is determined by the interactions among personal, behavioral, and environmental influences; particularly, high self-regulated learners hold higher motivation (personal), apply better learning strategies (behavioral) and respond to environmental demand more appropriately (environmental). The study thus uses the social cognitive perspective to explore the role of self-efficacy (personal), student feedback behavior, use of learning strategies (behavioral), performance and receiving feedback (environmental) in Web-based learning. There were 76 university students participated in this study. Both quantitative and qualitative methods were applied for data analysis. The results supported that self-efficacy predicted student use of learning strategies and related to elaborated feedback behavior (personal → behavioral). High self-efficacy students applied more high-level learning strategies, such as elaborative strategy and critical thinking. Students who provided elaborated feedback also had higher self-efficacy than those who did not. Moreover, receiving elaborative feedback significantly promoted student self-efficacy (environmental → personal), while receiving knowledge of correct response improved student performance. However, the results indicated that feedback behaviors did not predict academic performance, which may be interfered by modeling effects.     

Modeling perspective projections in 3-dimensions by rotations in 4-dimensions

We show how to represent perspective projections in 3-dimensions using rotations in 4-dimensions. This representation permits us to replace classical singular 4 × 4 matrices for perspective projection with nonsingular 4 × 4 orthogonal matrices. This approach also allows us to compute perspective projections by sandwiching vectors between two copies of a unit quaternion. In addition to deriving explicit formulas for these 4 × 4 rotation matrices for perspective projection, we also explain the geometric intuition underlying the observation that perspective projections in 3-dimensions can be represented by rotations in 4-dimensions. We show too that every rotation in 4-dimensions models either a rotation, a reflection, a perspective projection, or one of their composites in 3-dimensions.     

Performance comparison of artificial neural network and logistic regression model for differentiating lung nodules on CT scans

PurposeTo compare the diagnostic performances of artificial neural networks (ANNs) and multivariable logistic regression (LR) analyses for differentiating between malignant and benign lung nodules on computed tomography (CT) scans.MethodsThis study evaluated 135 malignant nodules and 65 benign nodules. For each nodule, morphologic features (size, margins, contour, internal characteristics) on CT images and the patient’s age, sex and history of bloody sputum were recorded. Based on 200 bootstrap samples generated from the initial dataset, 200 pairs of ANN and LR models were built and tested. The area under the receiver operating characteristic (ROC) curve, Hosmer–Lemeshow statistic and overall accuracy rate were used for the performance comparison.ResultsANNs had a higher discriminative performance than LR models (area under the ROC curve: 0.955 ± 0.015 (mean ± standard error) and 0.929 ± 0.017, respectively, p < 0.05). The overall accuracy rate for ANNs (90.0 ± 2.0%) was greater than that for LR models (86.9 ± 1.6%, p < 0.05). The Hosmer–Lemeshow statistic for the ANNs was 8.76 ± 6.59 vs. 6.62 ± 4.03 (p > 0.05) for the LR models.ConclusionsWhen used to differentiate between malignant and benign lung nodules on CT scans based on both objective and subjective features, ANNs outperformed LR models in both discrimination and clinical usefulness, but did not outperform for the calibration.     

Comparison of multilabel classification models to forecast project dispute resolutions

Early forecasting of project dispute resolutions (PDRs) provides decision-support information for resolving potential procurement problems before a dispute occurs. This study compares the performances of classification and ensemble models for predicting dispute handling methods in public–private partnership (PPP) projects. Model analyses use machine learners (i.e., Support Vector Machines (SVMs), Artificial Neural Networks (ANNs), and Tree-augmented Naïve (TAN) Bayesian), classification and regression-based techniques (i.e., Classification and Regression Tree (CART), Quick, Unbiased and Efficient Statistical Tree (QUEST), Exhaustive Chi-squared Automatic Interaction Detection (Exhaustive CHAID), and C5.0), and combinations of these techniques that performed best for a set of PPP data. Analytical results exhibit that the combined technique of QUEST + CHAID + C5.0 has the best classification accuracy at 84.65% in predicting dispute resolution outcomes (i.e., mediation, arbitration, litigation, negotiation, administrative appeals or no dispute occurred). Moreover, as the dispute category and phase in which the dispute occurs are known during project execution, the best classification model is the CART model, with an accuracy of 69.05%. This study demonstrates effective classification application for early PDR prediction related to public infrastructure projects.     

Risk factors associated with online game addiction: A hierarchical model

Online gaming addiction has been increasingly recognized as a mental disorder. However, the predictive factors that lead to online gaming addiction are not well established. The aim of this study was to identify factors that may influence the development of online gaming addiction. A total of 263 patients with problematic online gaming addiction (255 males (97%) and 8 females (3%), age: mean = 20.4 ± 5.8 years) and153 healthy comparison subjects (118 males (77%) and 35 females (23%), age: 21.2 ± 5.5 years, range) were recruited for participation in the current study. Hierarchical logistic regression analyses among each set of variables were conducted. Individual factors (sex and age), cognitive factors (IQ and perseverative errors), psychopathological conditions (ADHD, depression, anxiety, and impulsivity), and social interaction factors (family environment, social anxiety, and self-esteem) were evaluated in a stepwise fashion. All four factors were associated with online gaming addiction, with psychopathological conditions being the strongest risk factors for the addiction. Individual factors, psychological factors, and social interactions were associated with the development of pure online gaming addiction. As before, psychological factors (attention, mood, anxiety and impulsivity) were the strongest risk factors for online gaming addiction in patients with pure online gaming addiction. Psychopathologies, including ADHD and depression, were the strongest factors associated with the development of online gaming addiction in individuals.     

Posting,commenting, and tagging: Effects of sharing news stories on Facebook

Social networking sites such as Facebook provide new ways of sharing news stories that allow users to act as opinion leaders in their networks, encourage discussion, and potentially increase their involvement in current events. This study identifies the particular features of Facebook that facilitate the discussion of news and tests their effects on involvement and feelings of influence. Participants (N = 265) in a 3 (Broadcast level: news feed vs. wall post vs. direct message) × 3 (Elaboration: opinion vs. question vs. no comment) × 2 (Involving-friends: tag vs. no tag) between-subjects factorial experiment were randomly assigned to share a story from a news website on Facebook. Results show that user involvement in the news content depends on the social affordances of the site, particularly those that allow for audience customization and those that drive network feedback. Asking the network’s opinions and targeting specific friends led to greater involvement in the news content. Discussion through comments led to a greater sense of influence and greater involvement for those sharing the news story. These findings highlight the importance of encouraging individuals to act as sources of information in their networks to drive engagement in current events in the changing news landscape.     

Emotional design in multimedia learning: Differentiation on relevant design features and their effects on emotions and learning

Previous research into multimedia learning has mainly focused on cognitive factors to investigate different instructional conditions and design principles. Emotional factors have so far been widely neglected. However, recent studies showed that the emotional design of multimedia learning material can evoke positive emotions in learners that in turn facilitate the learning process. Following this lead, our study aims to further explore the potential of an emotional design. We seek to differentiate the current findings by systematically deducing emotionally relevant design features and also taking into account negative emotional states. In order to deduce relevant design features, we adopt concepts from web design. German college students (N = 334) were assigned to one of nine conditions, created by two design factors (classical vs. expressive aesthetics), each with two levels (high vs. low) and a usability factor (high vs. low usability) as well as a control group (no color/gray scale). Unexpectedly, objective differences in aesthetics or usability did not affect learners’ emotional states. However, the perceived aesthetics and usability positively affected the emotional states of the learners. Learners’ emotional states had a minor impact on learning outcomes but a larger impact on learners’ intrinsic motivation, including the motivation to continue working with the material.     

Coping with information in social media: The effects of network structure and knowledge on perception of information value

The explosive growth of social media has intrigued many scholars to inquire into why people willingly share information with others. However, relatively little attention has been devoted to how people determine which information they share in the networked environment. In this study, a 2 (network density – dense vs. sparse) × 2 (knowledge – expert vs. novice) × 3 (information valence – negative vs. neutral vs. positive) online experiment was performed to examine how the three factors interact and cross over in shaping individuals’ perceptions of the value of information for themselves and for others in the network. Results show that individuals’ perceptions of information value are influenced not just by their level of knowledge, but also by how the network environment is structured. Implications for the findings are discussed.     

The possibility of using C20 fullerene and graphene as semiconductor segments for detection,and destruction of cyanogen-chloride chemical agent

Detection of hazardous chemical species by changing the electrical conductivity of a semiconductor matter is a proposed and applied way for decreasing their subsequent unpleasant effects. Recently, many examples of using inorganic or organic materials, polymeric, and also nano-sized species as sensors were reported in which, in some cases, those matters were strongly affective and suitable.In this project, we have made an assessment on whether the graphene segment or C₂₀ fullerene, able to sense the existence of cyanogen chloride NCCl? In order to gain trustable results, the possible reaction pathways along with the adsorption kinetics were investigated. Moreover, the electronic density of states DOS showed that C₂₀ fullerene senses the existence of cyanogen chloride agent with a clearer signal (ΔE_g = 0.0110 eV) compared to the graphene segment (ΔE_g = 0.0001 eV). Also the adsorption energy calculations showed that cyanogen chloride could be adsorbed by the fullerene in a multi-step process (E_ads1 = −0.852 kcal mol⁻¹; E_ads2 = −0.446 kcal mol⁻¹; E_ads3 = −2.330 kcal mol⁻¹).     

Qualitatively different cognitive processing during online reading primed by different study activities

This article uses eye-tracking technology to examine how study activities such as taking notes or filling in a graphic organizer affect cognitive processing during learning. College students read a computer-presented passage that compared the characteristics of eastern steamboats (top section) and western steamboats (bottom section), either by reading it twice (read-only group), typing notes into a textbox on the right side of the screen (note-taking group), or typing characteristics of the two types of steamboats into a compare-and-contrast graphic organizer on the right side of the screen (graphic organizer group). Compared to the note-taking group, the graphic organizer group displayed more eye movements between the top and bottom of the passage (i.e., integrative saccades, d = 1.03), more eye movements between the text and the type-in window on the right side (i.e., constructive saccades, d = 0.79), fewer constructive saccades during initial reading (d = −0.64), and less time looking to the right side during initial reading (d = −0.81); and scored higher on a comprehension test given afterwards (d = 1.17), although both study groups outscored the read-only group. Results suggest that students in the note-taking group (and read-only group) tended to use a linear learning strategy in which their eyes followed the text in the order presented whereas students in the graphic organizer group tended to use a generative learning strategy in which their eyes searched for connections between specific information across the passage required to make comparisons.     

Reliability and usability of an internet-based computerized cognitive testing battery in community-dwelling older people

Cognitive decline is an early feature of neurodegenerative conditions. CogState has developed a game-like computerized test battery with demonstrated acceptability, validity, reliability, stability, efficiency and sensitivity to detecting cognitive decline in older people under supervised conditions. This study aimed to evaluate an internet-based version of this test when used remotely and self-administered in a cohort of healthy, community-dwelling older adults aged 55 and above over a 12 month period at 1–3 monthly intervals. Test usability and reliability was examined in terms of acceptability, stability and reliability. Of 150 participants (age: 63.6 ± 5.6, range 55–83 years), 143 (95%) successfully completed a valid baseline test. Of these, 67% completed 3 month and 43% 12 months of testing. Technical difficulties were reported by 9% of participants. For those participants who completed 12 months tests, all tasks showed moderate to high stability and test–retest reliability.This brief computerized test battery was shown to have high acceptability for baseline self-administered testing and moderate to high stability for repeated assessments over 12 months. Attrition was high between baseline and 3 months. These data suggest that this tool may be useful for high frequency monitoring of cognitive function over 6–12 months, and deserves further evaluation.     

Does cyberbullying overlap with school bullying when taking modality of involvement into account?

Education professionals and researchers are concerned by school bullying and cyberbullying because of its repercussions on students’ health and the school climate. However, only a few studies investigating the impact of school versus cyberbullying have systematically explored whether student victims and perpetrators are involved in school bullying only, cyberbullying only, or both. The aim of the present study was thus to examine the possible overlap, as well as the similarities and/or differences, between these two forms of bullying when taking modality of involvement into account. Individual interviews were conducted with 1422 junior high- and high-school students (girls = 43%, boys = 57%, mean age = 14.3 ± 2.7 years). Results showed that cyberbullying and school bullying overlapped very little. The majority of students involved in cyberbullying were not simultaneously involved in school bullying. Moreover, results indicated that psychosocial problems (psychological distress, social disintegration, general aggression) varied according to the form of bullying. Victims of school bullying had greater internalizing problems than cybervictims, while school bullies were more aggressive than cyberbullies. Given the sizable proportion of adolescents involved in bullying (school and cyber) and its significant relationship with mental health, the issue warrants serious attention from school and public health authorities.