The development of a single-item Food Choice Questionnaire

Based on the multi-item Food Choice Questionnaire (FCQ) originally developed by Steptoe and colleagues (1995), the current study developed a single-item FCQ that provides an acceptable balance between practical needs and psychometric concerns. Studies 1 (N = 1851) and 2 (2a (N = 3290), 2b (N = 4723), 2c (N = 270)) showed that the single-item FCQ scale has good convergent and discriminant validity. Generally, the results showed the highest correlations with the related multi-item dimensions (>0.40). Study 2 refined the scale. Only the items for convenience (Study 2a), sensory appeal (Study 2b) and mood (Study 2c) needed to be revised (as Study 1 showed a correlation between the multi-item and the single-item below the threshold of 0.60). The results also showed comparable predictive validity. Both methods revealed similar association patterns between food motives and consumption behaviours (Fisher’s z tests revealed agreements of 86.2% for Study 1, 92.9% for Study 2a and 100% for Studies 2b and 2c). Study 3 (N = 6062) showed an example of the added value of a context-specific application for the single-item FCQ. Different motives were shown to be relevant across contexts, and the context-specific motives had additional explained variance beyond the general multi-item FCQ. Studies 2b and 3 also showed the performance of the single-item FCQ in an international context. In sum, the results indicate that the single-item FCQ can be used as a flexible and short substitute for the multi-item FCQ. The study also discusses the conditions that should be considered when using the single-item scale.     

山寨新义及其理据、用法分析

随着社会的发展和新事物的产生,“山寨”一词被赋予了新的意义,同时涌现出了大量与“山寨”有关的新词新语。“山寨”全面包围城市,从网络到现实生活,其影响不容忽视。本文运用描写与解释相结合的方法,从语言学与术语学等相关背景出发,初步探讨了“山寨”新义产生的原因和途径,并分析了“山寨”及“山寨×”的句法形式和语义关系,旨在更好地了解“山寨”旧词新义的演变过程。透视语言和社会的关系。     

Gamification in theory and action: A survey

Gamification has drawn the attention of academics, practitioners and business professionals in domains as diverse as education, information studies, human–computer interaction, and health. As yet, the term remains mired in diverse meanings and contradictory uses, while the concept faces division on its academic worth, underdeveloped theoretical foundations, and a dearth of standardized guidelines for application. Despite widespread commentary on its merits and shortcomings, little empirical work has sought to validate gamification as a meaningful concept and provide evidence of its effectiveness as a tool for motivating and engaging users in non-entertainment contexts. Moreover, no work to date has surveyed gamification as a field of study from a human–computer studies perspective. In this paper, we present a systematic survey on the use of gamification in published theoretical reviews and research papers involving interactive systems and human participants. We outline current theoretical understandings of gamification and draw comparisons to related approaches, including alternate reality games (ARGs), games with a purpose (GWAPs), and gameful design. We present a multidisciplinary review of gamification in action, focusing on empirical findings related to purpose and context, design of systems, approaches and techniques, and user impact. Findings from the survey show that a standard conceptualization of gamification is emerging against a growing backdrop of empirical participants-based research. However, definitional subjectivity, diverse or unstated theoretical foundations, incongruities among empirical findings, and inadequate experimental design remain matters of concern. We discuss how gamification may to be more usefully presented as a subset of a larger effort to improve the user experience of interactive systems through gameful design. We end by suggesting points of departure for continued empirical investigations of gamified practice and its effects.     

Open source content contributors’ response to free-riding: The effect of personality and context

We address concerns about the sustainability of the open source content model by examining the effect of external appropriation, whereby the product of open source contributors’ efforts is monetized by a party that did not contribute to the project, on intended effort withdrawal (reduction in contribution level). We examine both the personality of contributors and their contextual motivations to contribute, using a scenario-based survey of Wikipedia contributors. The findings suggest that perceived justice of the open source license terms, and intrinsic motivations are both negatively related with effort withdrawal intentions. Moreover, we find that the effect of the fairness personality trait on effort withdrawal is stronger for individuals who are low in perceived justice and weaker for individuals high in justice. The findings of factors predicting effort withdrawal contribute to the open source literature, which tends to focus on contribution and motivations, but not on what impacts changes in individual contribution levels.     

The motivation of information technology consultants: The struggle with social dimensions and identity

Increasingly, customer companies hire external information technology (IT) consultants, often on a special project basis. These consultants are employees of professional service firms, although they receive their assignments from the hiring companies, report to them, and are supervised by them. Using semistructured interviews with 12 IT consultants in Sweden, we examine the factors that influence their work motivation, including the effect of this dual allegiance—to the service firm and to the customer company. The data indicate that the primary motivators are the variety in tasks and the opportunity to influence and/or manage an entire project. Neither monetary incentives nor the consultancy firm norms are strong motivators. A factor that affects work behavior and motivation is the subordinate identity that IT consultants must assume with their powerful clients. The article concludes with practical suggestions for managers who seek to understand what motivates employees who work at a distance, under external control. © 2011 Wiley Periodicals, Inc.     

Evaluating learners’ motivational and cognitive processing in an online game-based learning environment

This paper describes the process and results of an evaluation on an online game-based learning environment (GBLE) by focusing on learners’ motivational processing and cognitive processing. The goal is to explore how online GBLE might initiate and support learners’ goal-setting activities and impact learners’ cognitive loads. The study surveyed 144 undergraduate students after their autonomous participation in the online game available at the Nobel Prize Foundation website teaching the Heckscher-Ohlin Theory on international trade. Grounded in the integrative theory of motivation, volition, and performance (MVP), the evaluation indicated that participants felt significantly confident in learning the subject. The perceived satisfaction, however, was lower than the rest of motivational components possibly due to heavy cognitive processing. The finding of cognitive load reported that learners perceived a significantly higher level of intrinsic load than the germane load due to the novelty of the subject matter. Data analysis further indicated a significant canonical correlation between learners’ motivational and cognitive processing. This particular finding could inform future research to investigate specific motivational processing components’ effects on learners’ cognitive load levels in online GBLEs.     

The roles of user motivation to perform a task and decision support system (DSS) effectiveness and efficiency in DSS use

The purposes of this study are to: (1) obtain measures of actual decision support system (DSS) use that include the three elements of DSS use proposed by Burton-Jones and Straub (Burton-Jones, A., & Straub, D.W., Jr., (2006). Reconceptualizing system usage: An approach and empirical test. Information Systems Research, 17(3), 228–246), and (2) identify an important psychological construct – a user’s motivation to perform a task – and examine how it interacts with two DSS characteristics – effectiveness and efficiency – to affect actual DSS use. As predicted, the findings indicated that individuals who used a more effective DSS to work on a task that they were motivated in increased usage of the DSS, while DSS use did not differ between individuals who used either a more or less effective DSS to complete a task that they were less motivated in. The results also showed significant difference for two measures of DSS use (i.e., STEP and TIME) and no significant difference for one measure of DSS use (i.e., USE) between individuals who used either a more or less efficient DSS to perform a task that they were more motivated in. As expected, significant differences were found for individuals who used either a more or less efficient DSS to complete a task that they were less motivated in. Finally, the results showed that DSS use increased when perceived ease of use and perceived usefulness of the DSS were high; therefore, these results corroborate the findings of prior research in the context of actual DSS use.     

C语言程序设计课程教学改革的研究与实践

本文提出在教学过程中,采用分段、任务驱动的教学,培养学生对高级程序设计课程的兴趣及正确的思维模式,加强实践训练和项目设计,注重教学过程的设计,从而提高学生的综合素质。     

How do interactive tabletop systems influence collaboration?

This paper examines some aspects of the usefulness of interactive tabletop systems, if and how these impact collaboration. We chose creative problem solving such as brainstorming as an application framework to test several collaborative media: the use of pen-and-paper tools, the “around-the-table” form factor, the digital tabletop interface, the attractiveness of interaction styles. Eighty subjects in total (20 groups of four members) participated in the experiments. The evaluation criteria were task performance, collaboration patterns (especially equity of contributions), and users’ subjective experience. The “around-the-table” form factor, which is hypothesized to promote social comparison, increased performance and improved collaboration through an increase of equity. Moreover, the attractiveness of the tabletop device improved subjective experience and increased motivation to engage in the task. However, designing attractiveness seems a highly challenging issue, since overly attractive interfaces may distract users from the task.     

Recognizing and measuring self-regulated learning in a mobile learning environment

With the realization that more research is needed to explore external factors (e.g., pedagogy, parental involvement in the context of K-12 learning) and internal factors (e.g., prior knowledge, motivation) underlying student-centered mobile learning, the present study conceptually and empirically explores how the theories and methodologies of self-regulated learning (SRL) can help us analyze and understand the processes of mobile learning. The empirical data collected from two elementary science classes in Singapore indicates that the analytical SRL model of mobile learning proposed in this study can illuminate the relationships between three aspects of mobile learning: students’ self-reports of psychological processes, patterns of online learning behavior in the mobile learning environment (MLE), and learning achievement. Statistical analyses produce three main findings. First, student motivation in this case can account for whether and to what degree the students can actively engage in mobile learning activities metacognitively, motivationally, and behaviorally. Second, the effect of students’ self-reported motivation on their learning achievement is mediated by their behavioral engagement in a pre-designed activity in the MLE. Third, students’ perception of parental autonomy support is not only associated with their motivation in school learning, but also associated with their actual behaviors in self-regulating their learning.