Identifying Features of Bodily Expression As Indicators of Emotional Experience during Multimedia Learning

To switch or not? Effects of spokes-character urgency during the social app loading process and app type on user switching intention

Users of mobile phone applications (apps) often have to wait for the pages of apps to load, a process that substantially affects user experience. Based on the Attentional Gate Model and Emotional Contagion Theory, this paper explores the effects of the urgency expressed by a spokes-character's movement in the loading page of a social app the app type on users' switching intention through two studies. In Study 1 (N = 173), the results demonstrated that for a hedonic-orientated app, a high-urgency (vs. low-urgency) spokes-character resulted in a lower switching intention, whereas the opposite occurred for a utilitarian-orientated app. We adopted a similar methodology in Study 2 (N = 182) and the results showed that perceived waiting time mediated the interaction effect demonstrated in Study 1. Specifically, for the hedonic-orientated (vs. utilitarian-orientated) social app, the high-urgency (vs. low-urgency) spokes-character made participants estimate a shorter perceived waiting time, which induces a lower user switching intention. This paper contributes to the literature on emotion, spokes-characters, and human-computer interaction, which extends an enhanced understanding of users' perception during loading process and informs the design of spokes-characters for the loading pages of apps.

Measuring posture change to detect emotional conditions for workers: A scoping review

BACKGROUND: The emotional management of workers can not only increase the efficiency of work, but also contribute to the improvement of the productivity of a company. OBJECTIVE: This scoping review surveyed the literature to identify the relationship between postural expression and emotion during sedentary tasks. METHODS: We searched relevant literature published up to December 1, 2019 using seven electronic databases (PubMed, CINAHL, Embase, Web of science, PsycINFO, IEEE Xplore, and Medline complete). RESULTS: A total of 14 publications were included in this scoping review. It was found that the application of pressure sensor and camera-based measurement equipment was effective. Additionally, it was proposed to predict the emotional state of the worker by using forward and backward movements as the main variable as opposed to left and right movements. The information-based analysis technique was able to further increase the accuracy of workers’ emotion prediction. CONCLUSIONS: The emotion prediction of workers based on sitting posture could be confirmed for certain movements, and the information-based technical method could further increase the accuracy of prediction. Expansion of information-based technical research will further increase the possibility of predicting the emotions of workers based on posture, and this will in turn promote safer and more efficient work performance.

Mental Model Development in Multimedia Learning: Interrelated Effects of Emotions and Self-Monitoring

Learners' emotions and metacognitive self-monitoring play a crucial role in mental model development, particularly in the context of multimedia learning. However, learning-centered emotions and self-monitoring have been investigated largely without accounting for their dynamic interrelations. In this study, the effects of both learner-state variables on mental model development were investigated, by modeling their interrelations over time during a multimedia learning episode. For this, 108 undergraduate students (M _age = 22.79, SD _age = 3.42) were engaged in a multimedia learning environment to learn practical money skills. Learning-centered emotions of enjoyment, boredom, and frustration were repeatedly collected using self-reports. Learners' self-monitoring was assessed using behavioral data in terms of time spent on accessing specific information in the multimedia environment. Mental model development was operationalized by assessing learners' mental model accuracy (MMA) in pre- and post-tests, by using assessments of structural knowledge. Regarding the dynamic interrelations, panel models with the repeated measures revealed positive direct and indirect paths from earlier stages of self-monitoring to later stages of enjoyment. Conversely, negative direct and indirect paths emerged from earlier stages of boredom and frustration to later stages of self-monitoring. Regarding the effects of all variables on mental model development, a path model analysis with aggregated values revealed that enjoyment was unrelated to post-test MMA, whereas boredom negatively predicted post-test MMA. Additionally, frustration negatively predicted self-monitoring, which positively predicted post-test MMA. Finally, pre-test MMA was a negative predictor of boredom and positively predicted post-test MMA. The results demonstrate that the dynamic interrelations between different learning-centered emotions and self-monitoring can diverge in multimedia learning. In addition, this study provides insights into the joint effects and the relative importance of emotions and self-monitoring for mental model development in multimedia learning.