AJET 6(2): Cooper (1990) - cognitive load theory and instructional design
in list: Social learning and virtual worlds
more fromwww.ascilite.org.au
IT Conversations | O'Reilly Emerging Technology Conference | Jane McGonigal
McGonigal begins with a forecast of the future, a future where technologists have become "happiness hackers", creating alternate realities in an environment where quality of life is the primary metric for evaluating everyday technologies. In order to succeed in this environment, a product or service must increase real happiness, which has become the new capital.
in list: Social learning and virtual worlds
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Flow theory - EduTech Wiki
in list: Social learning and virtual worlds
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Using Brainwaves To Chat And Stroll Through Second Life: World's First
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The Aggression Questionnaire
in list: Social Psychology Research
more fromwww-md3.csa.com.er.lib.ksu.edu
Selective exposure to television programmes and advertising effectiveness
This study focused on the influence of selective exposure within an experiment designed to investigate context effects on advertising effectiveness. In a semi-natural viewing environment, 86 participants chose one of four television programmes to view. The programmes belonged to diverse genres: news and current affairs, light entertainment, sport, and action-adventure. Each programme was interrupted by two commercial breaks containing unfamiliar advertisements for familiar product types. Self-rated involvement, entertainment, and enjoyment of programmes correlated positively with subsequent measures of memory for and responses to the advertisements. The results support the hypothesis that the operation of selective exposure within an experimental situation may result in positive relationships between predictor variables and measures of advertisement effectiveness.
in list: Social Psychology Research
The Relationship Between Indirect and Physical Aggression on Television and in Real Life
Viewing indirect aggression on television has been shown to have negative short-term effects on a viewer's subsequent aggressive behavior; however, the longer term relationship between viewing indirect aggression on television and in real life has not yet been examined. Three hundred and forty-seven adolescents, aged 11–14, were asked to list their five favorite television programs. These programs were analyzed for the amount and type of aggression they contained. Peer-nominated indirect aggression was predicted by other aggressive behavior, sex, and televised indirect aggression. In particular, indirectly aggressive girls viewed more indirect aggression on television than any other group. Peer-nominated physical aggression was predicted by other aggressive behavior and sex, but not by televised physical or indirect aggression. This study provides a starting point for future long-term research on the effect of viewing indirect aggression in the media.
in list: Social Psychology Research
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Plan 9 From Cyberspace: The Implications of the Internet for Personality and Social Psychology
Just as with most other communication breakthroughs before it, the initial media and popular reaction to the Internet has been largely negative, if not apocalyptic. For example, it has been described as "awash in pornography", and more recently as making people "sad and lonely." Yet, counter to the initial and widely publi cized claim that Internet use causes depression and social isolation, the body of ev idence (even in the initial study on which the claim was based) is mainly to the con trary. More than this, however, it is argued that like the telephone and television before it, the Internet by itself is not a main effect cause of anything, and that psy chology must move beyond this notion to an informed analysis of how social iden tity, social interaction, and relationship formation may be different on the Internet than in real life. Four major differences and their implications for self and identity, social interaction, and relationships are identified: one's greater anonymity, the greatly reduced importance of physical appearance and physical distance as "gating features" to relationship development, and one's greater control over the time and pace of interactions. Existing research is reviewed along these lines and some promising directions for future research are described.
in list: Social Psychology Research
more frompsr.sagepub.com
Social Influence in Computer-Mediated Communication: The Effects of Anonymity on Group Behavior
Two studies examined hypotheses derived from a Social Identity model of Deindividuation Effects (SIDE) as applied to social influence in computer-mediated communication (CMC) in groups. This model predicts that anonymity can increase social influence if a common group identity is salient. In a first study, group members were primed with a certain type of social behavior (efficiency vs. prosocial norms). Consistent with the model, anonymous groups displayed prime-consistent behavior in their task solutions, whereas identifiable groups did not. This suggests that the primed norm took root in anonymous groups to a greater extent than in identifiable groups. A second study replicated this effect and showed that nonprimed group members conformed to the behavior of primed members, but only when anonymous, suggesting that the primed norm was socially transmitted within the group. Implications for social influence in small groups are discussed.
in list: Social Psychology Research
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Effects of Television Violence on Expectations of Other's Aggression
After exposure to either an aggressive or nonaggressive television program, third and fifth grade boys and girls heard descriptions of nine conflict situations and were asked (a) to predict how the average child would react in such a situation and (b) to indicate the behavior they believed to be most morally correct. As predicted, children who had seen the aggressive film were significantly more likely to choose aggressive responses as being normative than were children exposed to the control film. Beliefs about the moral correctness of aggression, however, were not reliably influenced by film condition. Older children were found to regard aggressive responses to conflict as more commonplace than did younger children, and in accordance with sex-role stereotypes, males more frequently than females suggested that aggressive reactions were morally correct.
in list: Social Psychology Research
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Violent Video Games and Hostile Expectations: A Test of the General Aggression Model
Research conducted over several decades has shown that violent media increase aggression. It is now time to move beyond the question of whether violent media increase aggression to answering the question why violent media increase aggression. The present research tested whether violent video games produce a hostile expectation bias—the tendency to expect others to react to potential conflicts with aggression. Participants (N = 224) played either a violent or nonviolent video game. Next, they read ambiguous story stems about potential interpersonal conflicts. They were asked what the main character will do, say, think, and feel as the story continues. People who played a violent video game described the main character as behaving more aggressively, thinking more aggressive thoughts, and feeling more angry than did people who played a nonviolent video game. These results are consistent with the General Aggression Model.
in list: Social Psychology Research
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Violent Films and Prosocial Behavior
This study attempted to further test the excitation transfer theory's applicability to prosocial behavior. Forty-two female college students were treated in either a positive or neutral manner by a confederate and then watched a violent, arousing film, a neutral, nonarousing film, or no film. Following this, participants were given the opportunity both to aggress against and reward the confederate. As predicted, individuals treated in a positive manner and shown the violent film were more generous in administering reward to the confederate than were similarly treated individuals exposed to the neutral film or no film.
in list: Social Psychology Research
more frompsp.sagepub.com
Priming Effects of Media Violence on the Accessibility of Aggressive Constructs in Memory
Two experiments tested the hypothesis that violent media make aggressive constructs more accessible to viewers. In Experiment 1, participants made free associations to homonyms, with one meaning more aggressive than the other; and to nonaggressive words after viewing a violent or nonviolent video. Participants who saw the violent video listed more aggressive associations to both types of words. In Experiment 2, participants completed a lexical-decision task after viewing a violent or nonviolent video. Participants pressed one key if a string of letters was an English word, or another key if it was a nonword. Half of the words were aggressive and half were nonaggressive. Participants who saw the violent video had faster reaction times to aggressive words. Videotape content did not influence reaction times to nonaggressive words. These results suggest that violent media prime cognitive-associative networks related to aggression.
in list: Social Psychology Research
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Correlates and Consequences of Exposure to Video Game Violence: Hostile Personality, Empathy, and Aggressive Behavior
Research has shown that exposure to violent video games causes increases in aggression, but the mechanisms of this effect have remained elusive. Also, potential differences in short-term and long-term exposure are not well understood. An initial correlational study shows that video game violence exposure (VVE) is positively correlated with self-reports of aggressive behavior and that this relation is robust to controlling for multiple aspects of personality. A lab experiment showed that individuals low in VVE behave more aggressively after playing a violent video game than after a nonviolent game but that those high in VVE display relatively high levels of aggression regardless of game content. Mediational analyses show that trait hostility, empathy, and hostile perceptions partially account for the VVE effect on aggression. These findings suggest that repeated exposure to video game violence increases aggressive behavior in part via changes in cognitive and personality factors associated with desensitization.
in list: Social Psychology Research
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Video games and aggressive thoughts, feelings, and behavior in the laboratory and in life
Two studies examined violent video game effects on aggression-related variables. Study 1 found that real-life violent video game play was positively related to aggressive behavior and delinquency. The relation was stronger for individuals who are characteristically aggressive and for men. Academic achievement was negatively related to overall amount of time spent playing video games. In Study 2, laboratory exposure to a graphically violent video game increased aggressive thoughts and behavior. In both studies, men had a more hostile view of the world than did women. The results from both studies are consistent with the General Affective Aggression Model, which predicts that exposure to violent video games will increase aggressive behavior in both the short term (e.g., laboratory aggression) and the long term (e.g., delinquency).
in list: Social Psychology Research
more fromwww-ca3.csa.com
Media violence and the American public: Scientific facts versus media misinformation
Fifty years of news coverage on the link between media violence and aggression have left the U.S. public confused. Typical news articles pit researchers and child advocates against entertainment industry representatives, frequently giving equal weight to the arguments of both sides. A comparison of news reports and scientific knowledge about media effects reveals a disturbing discontinuity: Over the past 50 years, the average news report has changed from claims of a weak link to a moderate link and then back to a weak link between media violence and aggression. However, since 1975, the scientific confidence and statistical magnitude of this link has been clearly positive and has consistently increased over time. Reasons for this discontinuity between news reports and the actual state of scientific knowledge include the vested interests of the news reporting, and the failure of the research community to effectively argue the scientific case.
in list: Social Psychology Research
more fromwww-ca3.csa.com
I wish I were a warrior: The role of wishful identification in the effects of violent video games on aggression in adolescent boys
This study tested the hypothesis that violent video games are especially likely to increase aggression when players identify with violent game characters. Dutch adolescent boys with low education ability (N=112) were randomly assigned to play a realistic or fantasy violent or nonviolent video game. Next, they competed with an ostensible partner on a reaction time task in which the winner could blast the loser with loud noise through headphones (the aggression measure). Participants were told that high noise levels could cause permanent hearing damage. Habitual video game exposure, trait aggressiveness, and sensation seeking were controlled for. As expected, the most aggressive participants were those who played a violent game and wished they were like a violent character in the game. These participants used noise levels loud enough to cause permanent hearing damage to their partners, even though their partners had not provoked them. These results show that identifying with violent video game characters makes players more aggressive. Players were especially likely to identify with violent characters in realistic games and with games they felt immersed in.
in list: Social Psychology Research
more fromwww-ca3.csa.com
The relation between 3-year-old children's skills and their hyperactivity, inattention, and aggression
This study examines the relation between 3-year-old children's (N = 280) symptoms of inattention, hyperactivity, and aggression and their cognitive, motor, and preacademic skills. When the authors controlled for other types of attention and behavior problems, maternal ratings of hyperactivity and teacher ratings of inattention were uniquely and moderately associated with children's lower cognitive and preacademic skills. The few modest, simple associations between maternal ratings of aggression and children's skills were no longer significant when hyperactivity and inattention were controlled. This suggests that cognitive and preacademic problems among children with attention-deficit/hyperactivity disorder symptoms may begin to emerge as early as age 3. The results highlight the importance of examining the association between different types of behavior problems and young children's skills.
in list: Social Psychology Research
more fromwww-ca3.csa.com
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