Lab-like findings from online experiments

Studies of victim number effects in charitable giving consistently find that people care more and help more when presented with an appeal to help an individual compared with an appeal to help multiple people in need. Across three online experiments ( N = 1,348), Bayesian estimation revealed the opposite pattern when people responded to multiple appeals to help targets of different sizes (1, 2, 5, 7, and 12). In this joint evaluation context, participants donated more to larger groups, when appeals were presented in both ascending order (Study 1) and random order (Study 2). The pattern held whether or not participants saw an overview of all appeals at the start of the study and when a single individual was added to the array (Study 3). These results clarify how compassion fade findings typical of separate evaluations may not generalize to contexts in which people encounter multiple appeals within a short temporal window.

Download Full-text

Optimised Scheduling of Online Experiments

Proceedings of the 38th International ACM SIGIR Conference on Research and Development in Information Retrieval - SIGIR '15 ◽

10.1145/2766462.2767706 ◽

2015 ◽

Cited By ~ 7

Author(s):

Eugene Kharitonov ◽

Craig Macdonald ◽

Pavel Serdyukov ◽

Iadh Ounis

Keyword(s):

Online Experiments

Download Full-text

Research on General Programming Environment Technology Based on Web

MATEC Web of Conferences ◽

10.1051/matecconf/201823201040 ◽

2018 ◽

Vol 232 ◽

pp. 01040

Author(s):

Liu Yu

Keyword(s):

Programming Languages ◽

Hot Spot ◽

Local Environment ◽

Programming Environment ◽

Online Experiments ◽

C Language ◽

Java Language ◽

Online Platforms ◽

Education Industry ◽

Programming Solution

As the MOOC develops, many users have begun to gradually like and get used to programming learning on the MOOC platform, so virtual online experiments have become a hot spot in the online programming education industry, which is also known as online IDE or online programming environment. Compared with the traditional programming environment, the online programming environment does not require a complicated establishment of local environment, making it easy to be used. At the same time, the online programming environment can also be integrated into the MOOC for learning, and can also be combined with OJ for evaluation. However, the existing online programming environment usually only supports few programming languages, such as C language and Java language. Even some online platforms only have the online compiling function with one language. Based on the above phenomena, this paper will propose a general online programming solution. And based on the idea, a platform that supports multi-language online compiling function is built through simple code writing and the construction of server environment.

Download Full-text

Dark and Bright Patterns in Cookie Consent Requests

Journal of Digital Social Research ◽

10.33621/jdsr.v3i1.54 ◽

2021 ◽

Vol 3 (1) ◽

pp. 1-38

Author(s):

Paul Graßl ◽

Hanna Schraffenberger ◽

Frederik Zuiderveen Borgesius ◽

Moniek Buijzen

Keyword(s):

Perceived Control ◽

Interface Design ◽

Personal Data ◽

Online Experiments ◽

Privacy Law ◽

Perception Of Control ◽

Internet Users ◽

Low Levels ◽

The Eu

Dark patterns are (evil) design nudges that steer people’s behaviour through persuasive interface design. Increasingly found in cookie consent requests, they possibly undermine principles of EU privacy law. In two preregistered online experiments we investigated the effects of three common design nudges (default, aesthetic manipulation, obstruction) on users’ consent decisions and their perception of control over their personal data in these situations. In the first experiment (N = 228) we explored the effects of design nudges towards the privacy-unfriendly option (dark patterns). The experiment revealed that most participants agreed to all consent requests regardless of dark design nudges. Unexpectedly, despite generally low levels of perceived control, obstructing the privacy-friendly option led to more rather than less perceived control. In the second experiment (N = 255) we reversed the direction of the design nudges towards the privacy-friendly option, which we title “bright patterns”. This time the obstruction and default nudges swayed people effectively towards the privacy-friendly option, while the result regarding perceived control stayed the same compared to Experiment 1. Overall, our findings suggest that many current implementations of cookie consent requests do not enable meaningful choices by internet users, and are thus not in line with the intention of the EU policymakers. We also explore how policymakers could address the problem.

Download Full-text

Virtual and remote laboratories augment self learning and interactions: Development, deployment and assessments with direct and online feedback

10.7287/peerj.preprints.26715 ◽

2018 ◽

Author(s):

Dhanush Kumar ◽

Rakhi Radhamani ◽

Nijin Nizar ◽

Krishnashree Achuthan ◽

Bipin Nair ◽

...

Keyword(s):

University Students ◽

Human Resource Development ◽

Skill Training ◽

Online Experiments ◽

Self Organized ◽

Virtual Laboratories ◽

Information And Communication ◽

Laboratory Skill ◽

Online Feedback ◽

Self Learning

Background. Over the last few decades, in developing nations including India, there have been rapid developments in information and communication technologies with progress towards sustainable development goals facilitating universal access to education. With the aim of augmenting laboratory skill training, India’s Ministry of Human Resource Development (MHRD)’s National Mission on Education through Information and Communication Technology (NME-ICT), launched Virtual laboratories project, enabling professors and institutions to deliver interactive animations, mathematical simulators and remotely-controlled equipment for online experiments in biosciences and engineering courses. Towards that mission of improving teaching and learning quality and with a focus on improving access to users in geographically remote and economically constrained institutes in India, we developed and deployed over 30 web-based laboratories consisting of over 360 computer-based online experiments. This paper focuses on the design, development, deployment of virtual laboratories and assesses the role of online experiments in providing self-learning and novel pedagogical practices for user communities. Methods. As part of deployment, we evaluated the role virtual laboratories in facilitating self-organized learning and usage perception as a teaching tool in a blended education system. Direct feedback data was collected through organized workshops from 386 university-level students, 192 final year higher secondary school (pre-university) students and 234 college professors from various places across India. We also included online feedback from 2012-2018 to interpret usage analysis and adaptability of virtual and remote labs by online users. Results. More than 80% of students who used virtual laboratories scored higher in examinations compared to a control group. With 386 students, 80% suggested adapted to self-learning using virtual laboratories. 82% of university teachers who employ virtual laboratories indicated using them to complement teaching material and reduce teaching time. Increase in online usage and feedback suggests novel trends in incorporating online platforms as pedagogical tools. Discussion. Feedback indicated virtual laboratories altered and enhanced student’s autonomous learning abilities and improved interaction in blended classrooms. Pedagogical analysis suggests the use of ICT-enabled virtual laboratories as a self-organized distance education learning platform for university and pre-university students from economically challenged or time-restrained environments. Online usage statistics indicated steady increase of new users on this online repository suggesting global acceptance of virtual laboratories as a complementing laboratory skill-training online repository.

Download Full-text