From Flow to Fuse

2021 ◽  
Vol 5 (CHI PLAY) ◽  
pp. 1-30
Author(s):  
Kyros Jalife ◽  
Casper Harteveld ◽  
Christoffer Holmgård
Keyword(s):  
Video Games ◽  
Cognitive Science ◽  
Cognitive Processes ◽  
Theoretical Framework ◽  
Cognitive Perspective ◽  
Sensory Stimuli ◽  
Design Heuristics ◽  
Science Theory ◽  
Preliminary Model ◽  
Conceptual Clarity

The concept of flow is used extensively in HCI, video games, and many other fields, but its prevalent definition is conceptually vague and alternative interpretations have contributed to ambiguity in the literature. To address this, we use cognitive science theory to expose inconsistencies in flow's prevalent definition, and introduce fuse, a concept related to flow but consistent with cognitive science, and defined as the "fusion of activity-related sensory stimuli and awareness''. Based on this definition, we develop a preliminary model that hypothesizes fuse's underlying cognitive processes. To illustrate the model's practical value, we derive a set of design heuristics that we exemplify in the context of video games. Together, the fuse definition, model and design heuristics form our theoretical framework, and are a product of rethinking flow from a cognitive perspective with the purpose of improving conceptual clarity and theoretical robustness in the literature.

Focused Tasks, Mental Actions and Second Language Learning. Cognitive and Connectionist Accounts of Task Effectiveness

2006 ◽  
Vol 152 ◽  
pp. 35-53 ◽  
Author(s):  
Machteld Moonen ◽  
Rick de Graaff ◽  
Gerard Westhoff
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Cognitive Processes ◽  
Second Language Learning ◽  
Theoretical Framework ◽  
Future Research ◽  
Depth Of Processing ◽  
Mental Actions ◽  
Involvement Load Hypothesis

Abstract This paper presents a theoretical framework to estimate the effectiveness of second language tasks in which the focus is on the acquisition of new linguistic items, such as vocabulary or grammar, the so-called focused tasks (R. Ellis, 2003). What accounts for the learning impact offocused tasks? We shall argue that the task-based approach (e.g. Skehan, 1998, Robinson, 2001) does not provide an in-depth account of how cognitive processes, elicited by a task, foster the acquisition of new linguistic elements. We shall then review the typologies of cognitive processes derived from research on learning strategies (Chamot & O'Malley, 1994), from the involvement load hypothesis (Laufer & Hulstijn, 2001), from the depth of processing hypothesis (Craik & Lockhart, 1972) and from connectionism (e.g Broeder & Plunkett, 1997; N. Ellis, 2003). The combined insights of these typologies form the basis of the multi-feature hypothesis, which predicts that retention and ease of activation of new linguistic items are improved by mental actions which involve a wide variety of different features, simultaneously and frequently. A number of implications for future research shall be discussed.

Film Music from the Perspective of Cognitive Science

2013 ◽  
pp. 95-130 ◽  
Author(s):  
Annabel J. Cohen
Keyword(s):  
Cognitive Science ◽  
Film Music ◽  
Background Music ◽  
Cognitive Perspective

This chapterexamines how the effects of film music on meaning, memory, and the construction of a reality within a film can be addressed or understood from a cognitive scientific perspective. It reviews studies that aim to explain why music is important to film as well as how music functions in film, and it discusses the principles of cognitive science and cognitive perspective. It also considers the Congruence-Associationist Model for understanding filmmusic, which was developed to account for the fact that the attitudes toward three geometric film characters were affected differently by background music.

Toward a Theoretical Framework of Corporate Social Irresponsibility: Clarifying the Gray Zones Between Responsibility and Irresponsibility

2021 ◽  
pp. 000765032110159
Author(s):  
Cynthia E. Clark ◽  
Marta Riera ◽  
María Iborra
Keyword(s):  
Corporate Social Responsibility ◽  
Social Responsibility ◽  
Theoretical Framework ◽  
Conceptual Clarity ◽  
Corporate Social Irresponsibility ◽  
Corporate Social

In this conceptual article, we argue that defining corporate social responsibility (CSR) and corporate social irresponsibility (CSI) as opposite constructs produces a lack of clarity between responsible and irresponsible acts. Furthermore, we contend that the treatment of the CSR and CSI concepts as opposites de-emphasizes the value of CSI as a stand-alone construct. Thus, we reorient the CSI discussion to include multiple aspects that current conceptualizations have not adequately accommodated. We provide an in-depth exploration of how researchers define CSI and both identify and analyze three important gray zones between CSR and CSI: (a) the role of harm and benefit, (b) the role of the actor and intentionality, and (c) the role of rectification. We offer these gray zones as factors contributing to the present lack of conceptual clarity of the term CSI, as a concept in its own right, leading to difficulties that researchers and managers experience in categorizing CSI acts as distinct from CSR.

An Examination of the Nature of Trust in Buyer–Seller Relationships

1997 ◽  
Vol 61 (2) ◽  
pp. 35-51 ◽  
Author(s):  
Patricia M. Doney ◽  
Joseph P. Cannon
Keyword(s):  
Theoretical Model ◽  
Cognitive Processes ◽  
Supplier Selection ◽  
Theoretical Framework ◽  
Purchase Intentions ◽  
Supplier Performance ◽  
Several Variables ◽  
Integrate Theory ◽  
Selection Decision ◽  
The Impact

The authors integrate theory developed in several disciplines to determine five cognitive processes through which industrial buyers can develop trust of a supplier firm and its salesperson. These processes provide a theoretical framework used to identify antecedents of trust. The authors also examine the impact of supplier firm and salesperson trust on a buying firm's current supplier choice and future purchase intentions. The theoretical model is tested on data collected from more than 200 purchasing managers. The authors find that several variables influence the development of supplier firm and salesperson trust. Trust of the supplier firm and trust of the salesperson (operating indirectly through supplier firm trust) influence a buyer's anticipated future interaction with the supplier. However, after controlling for previous experience and supplier performance, neither trust of the selling firm nor its salesperson influence the current supplier selection decision.

scholarly journals Understanding immersion in 2D platform-based online collaborative learning environments

2020 ◽  
pp. 57-67
Author(s):  
Gibran Garcia ◽  
Insung Jung
Keyword(s):  
Video Games ◽  
Collaborative Learning ◽  
Virtual Worlds ◽  
Learning Experience ◽  
Three Dimensional ◽  
Physical World ◽  
Emotional Engagement ◽  
Sensory Stimuli ◽  
Online Collaborative Learning ◽  
Video Gamers

Previous studies have revealed that when video gamers, or users of three-dimensional (3D) virtual worlds, display intense concentration coupled with an emotional engagement in their undertaking, they are affected by multisensory stimuli. This can lead to developing a feeling of detachment from the physical world, which, in turn, can lead to high levels of participation and engagement. Notwithstanding these results, it remains unclear as to whether students can experience the same kind of immersion in two-dimensional (2D) platform-based online collaborative learning spaces as has been achieved in video games and 3D worlds and, if they actually can, which features would lead to similar levels of increased engagement. This study is one of the first attempts to investigate the immersion experiences of students engaged in two 2D online collaborative learning platforms, one text-based and the other video-based. Data from eight students revealed that key features of immersion observed in video games and 3D worlds also appeared during the online collaborative activities but that the way such immersion was perceived by the students was greatly affected by the characteristics of the individual platform. When emotional engagement was considered, empathy was found to play an important role in the participants’ immersion experiences. Implications for practice or policy: Text-based platforms could be effective in motivating students to focus more on the postings, while video-based platforms may be more effective in generating empathy with others through observation of body language. When selecting a communication platform for online collaboration, sensory stimuli of the platform should be carefully examined. Empathy could be developed prior to an online collaborative activity so that students reflect on their thoughts and consider others’ feelings for a more immersive learning experience.

Let's Play! Learning Music through Video Games and Virtual Worlds

2012 ◽  
pp. 530-548
Author(s):  
Evan Tobias
Keyword(s):  
Video Games ◽  
Music Education ◽  
Virtual Worlds ◽  
New Literacies ◽  
Theoretical Framework

This article examines the ways video games promote musical learning and engagement. It begins by outlining the background and current scope of music-focused video games. It then situates video games in terms of new literacies. Next, it provides a theoretical framework that supports the use of video games in music education. Along with music-focused video games, it discusses the roles that music plays in video games. It argues for a re-examination of the principles and approaches for musical learning through gameplay.

Exposure to Video Games and Decision Making

2019 ◽  
pp. 117-131
Author(s):  
Giuseppe Curcio ◽  
Sara Peracchia
Keyword(s):  
Decision Making ◽  
Video Games ◽  
Cognitive Processes ◽  
Computer Games ◽  
Scientific Literature ◽  
Short Review ◽  
Research Field ◽  
Popular Press ◽  
Human Beings ◽  
The Brain

In the last years, it is ever more frequent to read popular press stories about the effects of video and/or computer games on the brain and on the behavior. In some cases, we can read something claiming that video games “damage the brain,” while in others these activities can “boost brain power,” and such conflicting proclamation create confusion about the real or potential effects of this activity on human beings. Thus, it is very interesting to deeply understand the effect that exposure to video games (VGs) can have on cognitive processes, with particular attention to decision making. Only a few studies have been carried out on this issue: the main aim of this contribution is to clarify these aspects, critically reviewing the existing scientific literature. Particular attention has been dedicated to normal and pathological players, different types of VGs, and moral aspects of decision making vulnerable to VGs. It has been concluded that research in this area is still in its early days, and this short review aims at discussing several issues and challenges that should be addressed to forward this research field.

Situated approaches to musical experience

2019 ◽  
pp. 11-33
Author(s):  
Christoph Seibert
Keyword(s):  
Cognitive Science ◽  
Research Tool ◽  
Musical Experience ◽  
Musical Practice ◽  
Conceptual Clarity ◽  
Musical Practices ◽  
The Mind ◽  
The Relationship ◽  
Theoretical Considerations ◽  
Systematic Framework

Informed by a review of recent attempts in cognitive science to overcome head-bound conceptions of the mind, this chapter investigates the contribution of ‘situated’ approaches to understanding music and consciousness, focusing on musical experience. It develops a systematic framework for discriminating between situated approaches, and based on this framework and an analysis of specific scenarios discusses the ways in which musical experience may be conceptualized as ‘situated’, elucidating the implications and explanatory potential of different approaches. Finally, there is a consideration of the framework’s value as a research tool for the analysis of situated aspects of musical practices. The aim is to advance an understanding of music and consciousness by contributing to conceptual clarity and by enriching the relationship between theoretical considerations and observation of musical practice.

scholarly journals Exploring Students’ Descriptions of Mutation from a Cognitive Perspective Suggests How to Modify Instructional Approaches

2019 ◽  
Vol 18 (3) ◽  
pp. ar45
Author(s):  
FangFang Zhao ◽  
Anita Schuchardt
Keyword(s):  
Cognitive Science ◽  
Conceptual Understanding ◽  
Bacterial Population ◽  
Instructional Approaches ◽  
Cognitive Perspective ◽  
Relevant Concept ◽  
Scientific Phenomena ◽  
Written Explanations

Prior studies have shown that students have difficulty understanding the role of mutation in evolution and genetics. However, little is known about unifying themes underlying students’ difficulty with mutation. In this study, we examined students’ written explanations about mutation from a cognitive science perspective. According to one cognitive perspective, scientific phenomena can be perceived as entities or processes, and the miscategorization of processes as entities can lead to noncanonical ideas about scientific phenomena that are difficult to change. Students’ incorrect categorization of processes as entities is well documented in physics but has not been studied in biology. Unlike other scientific phenomena that have been studied, the word “mutation” refers to both the process causing a change in the DNA and the entity, the altered DNA, making mutation a relevant concept for exploration and extension of this theory. In this study, we show that, even after instruction on mutation, the majority of students provided entity-focused descriptions of mutation in response to a question that prompted for a process-focused description in a lizard or a bacterial population. Students’ noncanonical ideas about mutation occurred in both entity- and process-focused descriptions. Implications for conceptual understanding and instruction are discussed.

Reflection

2021 ◽  
pp. 172-178
Author(s):  
Janet Metcalfe
Keyword(s):  
Recent Work ◽  
Cognitive Processes ◽  
Theoretical Framework ◽  
Second Order ◽  
The Self ◽  
Self In Relation ◽  
Object Level

Contemporary psychology has explored the concept of the self in relation to the second order characteristics of metacognition. On the dominant theoretical framework, cognitive processes are taken to be split into two specifically interrelated levels called the object level and the metalevel, with the latter monitoring and controlling the former. The metalevel is thought to be self referential. For example, retrieving an answer to a question, or making a response to a cue, at the object level, does not involve reflection and is not self-referential. By contrast, judgments about whether the response was or was not true, or about whether one would be able to remember the response later entails second-order or metalevel processing, and it thought to be self-referential and to involve consciousness. This Reflection presents some of recent work on self-referential thought in humans. It also reviews studies of the neurological basis of these judgments, and investigations which have sought to determine whether any animals other than humans have this capacity.

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