The Effects of Screen Size and Text Display Methods on Attention and Redundancy Effects in Multimedia with an Animated Pedagogical Agent

2020 ◽  
Vol 38 (3) ◽  
pp. 57-80
Author(s):  
Suhyun Ki ◽  
Eunbyul Yang ◽  
Jeeheon Ryu
Keyword(s):  
Pedagogical Agent ◽  
Screen Size ◽  
Text Display

Consumers Complain More Fiercely Through Small-Screen Devices: The Role of Spatial Crowding Perception

2020 ◽  
Vol 23 (3) ◽  
pp. 353-367
Author(s):  
Yuanyuan Zhou ◽  
Bin Tian ◽  
Tingting Mo ◽  
Zhuoying Fei
Keyword(s):  
Secondary Data ◽  
Underlying Mechanism ◽  
Screen Size ◽  
Design Elements ◽  
Perception Theory ◽  
Fourth Experiment ◽  
Complaint Behavior ◽  
The Relationship ◽  
Small Screen

Previous research has mainly focused on the determinants of consumers’ complaint channel choices. Little attention has been paid to the behavioral consequences of different complaint channels, particularly different complaint devices. Drawing on spatial crowding perception theory, this study finds that in an online complaint context, consumers’ complaint intensity is shaped by complaint devices that differ in screen size. Crowding perception produced by visually restrictive tension mediates the relationship between the screen size of the complaint device and the complaint intensity. The results of secondary data confirm that consumers’ complaint intensity is higher while complaining through a small-screen device (as opposed to a large-screen one). Three scenario-based experiments are conducted to examine the role of perceived spatial crowding in producing a more intense complaint behavior when complaints are submitted through smaller screen devices (as opposed to larger screen devices). The fourth experiment reveals that crowding perception can be lessened by adjusting certain design elements of the interface, ultimately mitigating the intensity of the complaint submitted through a small-screen device. Our research identifies the specific causality and underlying mechanism of the influence of device type on consumers’ postconsumption behavior, thus contributing to clarify some ambiguities in the literature.

scholarly journals Development and Evaluation of an Intelligent Pedagogical Agent for the SimDeCS Software

2013 ◽  
Vol 9 ◽  
pp. 1217-1226 ◽  
Author(s):  
Vinícius Maroni ◽  
Cecília Dias Flores ◽  
Silvio César Cazella ◽  
Marta R. Bez ◽  
Alessandra Dahmer
Keyword(s):  
Pedagogical Agent

Differences in processing of interactive infographics on different screen sizes and interface types

2015 ◽  
Author(s):  
◽  
Rachel Lara Myers
Keyword(s):  
Interactive Media ◽  
Touch Screen ◽  
Self Report ◽  
Message Processing ◽  
Valuable Insight ◽  
Screen Size ◽  
University Of Missouri ◽  
Capacity Model ◽  
And Storage ◽  
Interface Type

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This study investigated how the use of interactive media, specifically infographics, on touch screen devices of varying size affects the user's cognition. Such research fills a gap in research on both interactive graphics and touch screen interfaces. Two experiments were executed. In the first, a 3 (screen size) by 2 (interactivity), and the second, a 2 (interface type) by 2 (interactivity) experimental design with screen size and interface type tested between subjects and interactivity tested within subjects. Guided by Lang's (2000, 2006) Limited Capacity Model of Motivated Mediated Message Processing, cognition was measured based on the participant's encoding and storage of the information presented in the graphic. Multiple choice and open-ended questions related to information presented in the information graphic were used to measure encoding and storage. Psychophysiological measures of heart rate and skin conductance were recorded to measure participant's levels of attention and arousal throughout exposure to the infographics. Additionally, self-report questions were used to determine the participant's perception of the graphic, its content, and the site hosting the graphic, as well as how "interactive" they judged the graphic was. The results of these studies provide valuable insight into how individuals react to interactive media displayed on mobile devices. With the drastic increase in use of touch-based tablets and phones seen since the introduction of these products, the results from this project are a valuable resource in considering how to go about designing media that incorporate capabilities inherent in the touch screen interfaces of these devices.

Effects of Pedagogical Agents on Students’ Mathematics Performance: A Comparison Between Two Versions

2017 ◽  
Vol 56 (5) ◽  
pp. 701-722 ◽  
Author(s):  
Rex P. Bringula ◽  
Ian Clement O. Fosgate ◽  
Neil Peter R. Garcia ◽  
Josf Luinico M. Yorobe
Keyword(s):  
Experimental Study ◽  
Facial Expression ◽  
Prior Knowledge ◽  
Facial Expressions ◽  
Mathematics Learning ◽  
Mathematics Performance ◽  
Pedagogical Agents ◽  
Pedagogical Agent ◽  
Mathematics Scores ◽  
Mathematics Problems

This experimental study investigated the effects of the use of two versions of a pedagogical agent named personal instructing agent (PIA) on the mathematics performance of students. The first version exhibits synthetic facial expressions while the second version does not exhibit facial expression (i.e., neutral facial expression). Two groups of students with the same levels of prior knowledge in mathematics utilized two different versions of PIA. The first group—the facial group—utilized a PIA that provides textual and facial expressions feedback (happy, sad, surprise, and neutral facial expressions). The second group—the nonfacial group—used the same software except that PIA only exhibited neutral facial expression. The study showed that the mathematics scores of the students in the facial group significantly improved as compared with those who are in the nonfacial group. The posttest scores of the facial group were found significantly higher than those of the nonfacial group. The study showed that PIA that exhibited synthetic facial expressions improved students’ mathematics learning. It is concluded that synthetic facial expressions and textual feedback of pedagogical agent can be utilized to help students learn to solve mathematics problems. Limitations and recommendations are also presented.

scholarly journals Research on the Development Law of Smart Phone Screen based on User Experience

2018 ◽  
Vol 176 ◽  
pp. 04006 ◽  
Author(s):  
Pei Xuesheng ◽  
Wang Yang
Keyword(s):  
Mobile Phone ◽  
User Experience ◽  
Mobile Phones ◽  
Smart Phone ◽  
Optimal Size ◽  
Screen Size ◽  
Electronic Products ◽  
Exchange Information ◽  
Reliable Basis

Modern electronic products are changing with each passing day, and the most prominent one is the smart phone. Screen is the key part for people to extract and exchange information through mobile phones, and its development is very rapid. This article summarize the development laws of screen size, screen occupation ratio, resolution and shape from the perspective of user experience, and analyze the reasons for its development law. According to the research, the optimal size of the mobile phone screen suitable for the users is summed up and verified through the questionnaire, which provides a reliable basis for the developer of mobile phone to design smart phone screen and improve the satisfaction of the user experience.

scholarly journals The implementation of fisher yates shuffle on aljabar learning media based on hybrid application

2018 ◽  
Vol 197 ◽  
pp. 01006 ◽  
Author(s):  
Iyon Maryono ◽  
Wildan Budiawan Zulfikar ◽  
Rahayu Kariadinata
Keyword(s):  
School Environment ◽  
Smart Phone ◽  
Smart Phones ◽  
Training Module ◽  
Application Technology ◽  
Screen Size ◽  
Different Types ◽  
Unified Process

Learning media are widely circulated in the school environment, especially Madrasah Tsanawiyah is a native-shaped media for a particular type of smart phone. There is a problem if there are learners who use different types of smart phones of different types of OS, brand, type, and screen size. This work proposed a hybrid application technology to design the learning media so that it can be accessed by various types of smart phones. Rational Unified Process (RUP) implementing as the main framework. The Fisher Yates Shuffle algorithm applied to the training module and exam to display the sequence of questions and random answer options.

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