Computers in human behavior reports最新文献

{"title":"Applying cognitive theory of multimedia learning principles to augmented reality and its effects on cognitive load and learning outcomes","authors":"Vito Candido,&nbsp;Alberto Cattaneo","doi":"10.1016/j.chbr.2025.100678","DOIUrl":"10.1016/j.chbr.2025.100678","url":null,"abstract":"<div><div>In the last decade, the use of augmented reality as a learning support tool has been extensively researched, largely due to the proliferation of augmented reality-compatible smartphones. However, findings related to cognitive load levels remain mixed, with studies reporting both an increase and a decrease in cognitive load while using augmented reality when compared to traditional media. This study investigates the influence on cognitive load and learning outcomes of applying cognitive theory of multimedia learning principles to augmented reality applications. Application design plays a pivotal role in determining cognitive load levels, particularly extraneous load, yet cognitive theory of multimedia learning principles have been scarcely investigated in augmented reality contexts. A randomized experimental design was employed, in which 88 participants were assigned to one of three groups: augmented reality with a head-mounted display, hand-held augmented reality, or video (control group). The educational materials for all conditions were designed according to the principles of the cognitive theory of multimedia learning. Learning outcomes were assessed through retention and transfer tasks following an activity involving a Tangram game. Bayesian analyses provided evidence for no difference in extraneous load levels between conditions. Regarding performance, the findings were inconclusive, showing evidence neither for difference nor equivalence between conditions in both retention and transfer tasks.</div><div>This study supports the idea that the effectiveness of the cognitive theory of multimedia learning principles can be extended to augmented reality. The encouraging results on extraneous load levels require further investigation regarding performance.</div></div>","PeriodicalId":72681,"journal":{"name":"Computers in human behavior reports","volume":"18 ","pages":"Article 100678"},"PeriodicalIF":4.9,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143895753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Electrophysiological evidence for differential semantic processing of words and objects presented in augmented reality","authors":"Tom Bullock ,&nbsp;Emily Machniak ,&nbsp;Joyce Passananti ,&nbsp;Kangyou Yu ,&nbsp;Radha Kumaran ,&nbsp;You-Jin Kim ,&nbsp;Jordan Garrett ,&nbsp;Madhav Viswesvaran ,&nbsp;Julia Ram ,&nbsp;Tobias Höllerer ,&nbsp;Barry Giesbrecht","doi":"10.1016/j.chbr.2025.100677","DOIUrl":"10.1016/j.chbr.2025.100677","url":null,"abstract":"<div><div>Head-worn augmented reality (AR) offers exciting possibilities to help users learn new information. By blending digital content with the learner's real-world environment, AR can create engaging and enjoyable experiences that may improve knowledge retention. Electroencephalography (EEG) allows for discreet, continuous monitoring of brain activity at the scalp. This study examined whether the N400 event-related potential (ERP), a brain response linked to semantic processing, could be incorporated into a system combining AR and EEG. While the N400 is reliably elicited by a mismatch in meaning between two sequentially presented stimuli, there are two key outstanding questions. First, how do 3D objects presented in AR impact semantic processing as measured by the N400? Second, is there a reliable N400 to mismatches between an object and its name, in addition to mismatches in meaning? Twenty-four young adults viewed sequential pairs of stimuli through an AR headset while EEG was recorded. We manipulated whether the first stimulus was a 3D object or written word and whether the second stimulus matched or mismatched the first in terms of meaning or name. Participants' reaction times were slower for mismatching pairs when compared to matching pairs in all conditions. Averaged ERP and single-trial classification analyses showed robust differences in brain responses. Additionally, participants were more accurate and exhibited faster behavioral and brain responses for naming compared to meaning judgments. These results suggest the N400 could be used in a combined AR-EEG system to provide feedback on semantic understanding, potentially opening exciting new avenues for enhancing learning.</div></div>","PeriodicalId":72681,"journal":{"name":"Computers in human behavior reports","volume":"18 ","pages":"Article 100677"},"PeriodicalIF":4.9,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143891427","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The constructive, overreliant, and irresponsible use of artificial intelligence tools in academia: Personality correlates and implications for academic integrity","authors":"Mojtaba Elhami Athar","doi":"10.1016/j.chbr.2025.100679","DOIUrl":"10.1016/j.chbr.2025.100679","url":null,"abstract":"<div><div>The integration of AI into academia presents both opportunities and challenges for academic integrity. The literature review suggests that AI usage in academia may align with three general profiles—Constructive (e.g., using AI to enhance academic skills), Overreliant (e.g., heavy dependence on AI for academic tasks), and Irresponsible (e.g., using AI-generated content without verification)—each with significant implications for academic integrity. To expand our understanding of this subject, this study was conducted with two objectives: first, to introduce and validate the Academic AI Usage Inventory (AAUI), and second, to examine relationships between AI usage profiles and personality features, including maladaptive personality traits, psychopathic traits, attachment styles, and self-esteem. Data were collected online from 171 university students (aged 18–52; <em>M</em> = 29.19, <em>SD</em> = 7.70). Confirmatory factor analysis (CFA) supported the three-factor structure of the AAUI, which demonstrated acceptable internal consistency. Correlations and multiple regression analyses revealed that Disinhibition and Antagonism were positively linked to Irresponsible usage, with Disinhibition also associated with Overreliant usage. Conversely, Anankastia was positively related to Constructive usage and negatively to Irresponsible usage. Additionally, Callous-Unemotional (CU) and Impulsive-Irresponsible (II) traits were positively associated with Irresponsible usage, while II also correlated with Overreliant usage. Furthermore, Anxious attachment was associated with Overreliant and Irresponsible usage, while higher self-esteem predicted Constructive usage, and lower self-esteem was linked to Overreliant and Irresponsible profiles. Findings highlight the role of personality features in various AI engagement styles in academia, underscoring the need for policies to promote responsible AI usage and academic integrity.</div></div>","PeriodicalId":72681,"journal":{"name":"Computers in human behavior reports","volume":"18 ","pages":"Article 100679"},"PeriodicalIF":4.9,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143898754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Coping with online versus offline exclusion: Ostracism context affects individuals’ coping intentions","authors":"Christiane M. Büttner ,&nbsp;Sarah Lutz","doi":"10.1016/j.chbr.2025.100674","DOIUrl":"10.1016/j.chbr.2025.100674","url":null,"abstract":"<div><div>Ostracism (being excluded and ignored), whether experienced online or offline, can profoundly impact individuals' well-being and drive diverse coping strategies. In an era where social media is integral to managing social stress, understanding differences between ostracism experiences online and offline, and how people cope with ostracism afterwards, has never been more relevant. This study explores how the context of an ostracism episode (offline vs. online) shapes preferences for using social media or engaging in face-to-face conversations to restore social connection. Using experience sampling of ostracism experiences over 14 days (<em>N =</em> 323, <em>k =</em> 853 ostracism incidents), participants reported instances of feeling ostracized and their subsequent immediate coping intentions. Results showed that participants were more likely to use social media after being ostracized online than offline, supporting a context-stability approach to coping with online ostracism. However, there was no significant difference in the intention to engage in face-to-face conversations following either online or offline ostracism. Moderators such as extraversion and phone escapism (i.e., using one's phone as a means of distraction or avoidance) did not influence the association between ostracism context and coping intentions. Insights from this study can inform how individuals manage ostracism across digital and face-to-face interactions, offering a nuanced understanding of adaptive strategies that can shape interventions for digital well-being and resilience in the face of social exclusion.</div></div>","PeriodicalId":72681,"journal":{"name":"Computers in human behavior reports","volume":"18 ","pages":"Article 100674"},"PeriodicalIF":4.9,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143868829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Behind the screen: How gaming habits, motives, and content shape cyberbullying behaviour","authors":"Hu Yunhao ,&nbsp;Evelyn Sophie ,&nbsp;Clancy Elizabeth M. ,&nbsp;Klettke Bianca","doi":"10.1016/j.chbr.2025.100675","DOIUrl":"10.1016/j.chbr.2025.100675","url":null,"abstract":"<div><h3>Introduction</h3><div>This systematic review evaluates the prevalence, characteristics, and predictors of cyberbullying behaviour in multiplayer online games.</div></div><div><h3>Methods</h3><div>Following the PRISMA framework, seven databases were searched from inception until August 24th, 2024. Peer-reviewed journal articles and grey literature addressing cyberbullying within multiplayer online gaming environments were included, without constraints on study design or publication date. The quality of individual studies was assessed using the Joanna Briggs Institute Critical Appraisal tool. A total of 64 studies were included for analysis.</div></div><div><h3>Results</h3><div>Findings revealed notable methodological variance, including a wide array of measurements and definitions of cyberbullying. Prevalence rates indicated that men are more likely to be both perpetrators and victims. Key themes such as anonymity, bidirectionality, competitiveness, and normalization emerged as potential predictors of cyberbullying in gaming. Common coping strategies included ignoring/blocking the perpetrator, and gender concealment for women. Organizational response to cyberbullying was mostly deemed to be insufficient by gamers. There was a paucity of studies examining the association between violent content exposure and cyberbullying in gaming.</div></div><div><h3>Discussion</h3><div>While findings do not provide conclusive evidence on the main factors driving cyberbullying in online gaming, they underscore avenues for further research and intervention. Standardising definitions and methodologies can improve our understanding of cyberbullying behaviour. Implementing measures such as community-building features, delayed match statistics, and temporary communication freezes after character deaths may help curb impulsive cyberbullying.</div></div>","PeriodicalId":72681,"journal":{"name":"Computers in human behavior reports","volume":"18 ","pages":"Article 100675"},"PeriodicalIF":4.9,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143868831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A survey of social cybersecurity: Techniques for attack detection, evaluations, challenges, and future prospects","authors":"Aos Mulahuwaish ,&nbsp;Basheer Qolomany ,&nbsp;Kevin Gyorick ,&nbsp;Jacques Bou Abdo ,&nbsp;Mohammed Aledhari ,&nbsp;Junaid Qadir ,&nbsp;Kathleen Carley ,&nbsp;Ala Al-Fuqaha","doi":"10.1016/j.chbr.2025.100668","DOIUrl":"10.1016/j.chbr.2025.100668","url":null,"abstract":"<div><div>In today’s age of digital interconnectedness, understanding and addressing the nuances of social cybersecurity have become paramount. Unlike its broader counterparts, information security and cybersecurity, which are focused on safeguarding all forms of sensitive data and digital systems, social cybersecurity places its emphasis on the human and social dimensions of cyber threats. This field is uniquely positioned to address issues such as different social cybersecurity attacks like cyberbullying, cybercrime, spam, terrorist activities, and community detection. The significance of detection methods in social cybersecurity is underscored by the need for timely and proactive responses to these threats. In this comprehensive review, we delve into various techniques, attacks, challenges, potential solutions, and trends within the realm of detecting social cybersecurity attacks. Additionally, we explore the potential of readily available public datasets and tools that could expedite research in this vital domain. Our objective is not only to tackle the existing challenges but also to illuminate potential pathways for future exploration. Through this survey, our primary focus is to provide valuable insights into the rapidly evolving landscape of social cybersecurity. By doing so, we aim to assist researchers and practitioners in developing effective prediction models, enhancing defense strategies, and ultimately fostering a safer digital environment.</div></div>","PeriodicalId":72681,"journal":{"name":"Computers in human behavior reports","volume":"18 ","pages":"Article 100668"},"PeriodicalIF":4.9,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143879385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the nexus of informal digital learning of English and online self-regulated learning in EFL university contexts: Longitudinal insights","authors":"Afsheen Rezai,&nbsp;Ahmad Goodarzi","doi":"10.1016/j.chbr.2025.100666","DOIUrl":"10.1016/j.chbr.2025.100666","url":null,"abstract":"<div><div>Recent findings have demonstrated that informal digital learning of English (IDLE) has a positive impact on the emotional and cognitive aspects of English as a Foreign Language (EFL) learners from cross-sectional perspectives. However, it is also imperative to investigate if these positive effects of ILDE are observable from longitudinal insights. To address this necessity, this study looks into the intersection of IDLE with online self-regulated learning (OSRL) over time in Iran. A cohort of 325 EFL university students, consisting of 124 males and 201 females, participated by completing the IDLE Scale and OSRL Scale at three six-month intervals. Findings from Structural Equation Modeling indicated a significant positive correlation between IDLE and OSRL at the three measured points, with a progressive increase observed from the initial to the subsequent assessments. These findings imply that IDLE, as an innovative educational approach, holds promise for enhancing second language acquisition in EFL contexts.</div></div>","PeriodicalId":72681,"journal":{"name":"Computers in human behavior reports","volume":"18 ","pages":"Article 100666"},"PeriodicalIF":4.9,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143833853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Time flies when you're having flow: An experiment on time perception and challenge in a VR game","authors":"Jeroen S. Lemmens ,&nbsp;Fay E. Clark ,&nbsp;Xingjia Lyu ,&nbsp;Alex Taylor","doi":"10.1016/j.chbr.2025.100664","DOIUrl":"10.1016/j.chbr.2025.100664","url":null,"abstract":"<div><div>Behavioural measures of flow state have not yet been identified. Instead, flow state has traditionally been measured using retrospective self-reports that rely on memory ability and are vulnerable to reporter bias. In our study, we examined if altered time perception can be observed during flow state by measuring temporal processing both during and after an activity. Seventy healthy young adults played the virtual reality game ‘Beat Saber’ with three challenge levels (easy, medium, and hard) in a repeated-measures design. We predicted the medium condition would induce flow due to the balance between participant skill and challenge, leading to time being reported as passing faster than easy and hard conditions. We also measured self-reported flow experience, emotions, objective task performance, and heart rate/variability (HR/HRV). Time perception was measured both concurrently (during gameplay) by participants verbally signalling the passage of 50-s intervals, and retrospectively (after gameplay) through session duration estimates. Consistent with previous flow research, the medium-challenge condition was associated with the highest levels of subjective flow and lowest levels of negative emotions. HR increased and HRV decreased as challenge increased. Notably, there was a significant relationship between concurrent time perception and flow experience. Participants in the medium-challenge (flow) condition perceived 50-s intervals as significantly shorter than in the easy and hard conditions, indicating that flow in our experiment was associated with time acceleration. Measuring concurrent time perception therefore provides an objective alternative to retrospective self-report when measuring flow states.</div></div>","PeriodicalId":72681,"journal":{"name":"Computers in human behavior reports","volume":"18 ","pages":"Article 100664"},"PeriodicalIF":4.9,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143817652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Counteracting disinformation among young people. Psychometric properties of the disinformation bystander intervention model scale, demographic differences, and associations with empathy","authors":"Sebastian Wachs ,&nbsp;Maxime Kops ,&nbsp;Estibaliz Mateos-Pérez ,&nbsp;Manuel Gámez-Guadix","doi":"10.1016/j.chbr.2025.100671","DOIUrl":"10.1016/j.chbr.2025.100671","url":null,"abstract":"<div><div>This study investigated the psychometric properties of the newly developed Disinformation Bystander Intervention Model Scale (DISI-BIMS) among young people and explored its association with empathy and demographic differences. The sample consisted of 726 young people (<em>M</em>_age = 16.17, <em>SD</em> = 2.43) from Spain. Confirmatory factor analysis supported a model with five factors: <em>Noticing</em> disinformation, interpreting it as an <em>Emergency</em>, developing a sense of personal <em>Responsibility</em>, <em>Knowing</em> how to intervene, and <em>Acting</em> against disinformation. The findings indicated that the DISI-BIMS is a psychometrically sound measure that could aid in measuring the socio-cognitive processes of diverse young people when they decide to counteract disinformation. The results also showed that older participants reported higher means in <em>Noticing</em> and <em>Knowing</em> but lower in <em>Emergency</em> than younger participants. Girls reported lower means in <em>Noticing</em> and <em>Knowing</em> but higher means in <em>Emergency</em> than boys. Additionally, sexual minority participants and those with an immigrant background reported higher means in <em>Emergency</em> compared to heterosexual participants and those without an immigrant background, respectively. Finally, affective empathy was positively related to all five steps of the DISI-BIMS. Conversely, while beneficial for <em>Emergency</em> and <em>Responsibility</em>, cognitive empathy was negatively associated with <em>Noticing</em> and <em>Knowing</em>, indicating that it sometimes hinders immediate action due to over-rationalization and perspective-taking complexities. This distinction helps explain differential associations between empathy and the decision process upon counteracting disinformation. It highlights the importance of considering both facets of empathy in intervention efforts.</div></div>","PeriodicalId":72681,"journal":{"name":"Computers in human behavior reports","volume":"18 ","pages":"Article 100671"},"PeriodicalIF":4.9,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143817654","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Meeting needs: How social interaction anxiety, zoom fatigue, relatedness, and demographics predict virtual meeting feature preferences","authors":"Chaeyun Lim ,&nbsp;Alex P. Leith ,&nbsp;Rabindra Ratan ,&nbsp;Maxwell Foxman ,&nbsp;Dalton Bouzek","doi":"10.1016/j.chbr.2025.100673","DOIUrl":"10.1016/j.chbr.2025.100673","url":null,"abstract":"<div><div>Virtual Meetings (VMs) have become a prevalent form of workplace communication since the COVID-19 pandemic. Despite their many advantages, workers face challenges due to the technological limitations of contemporary platforms. This study investigated workers' preferences for VM features and their associations with social and psychological factors intertwined with workplace dynamics. Through a survey of workers who regularly use VM platforms (<em>N</em> = 2,448), we categorized feature preferences into eight groups based on common underlying mechanisms. We then identified features related to social interaction anxiety (SIA), VM fatigue, and basic psychological need satisfaction, drawing on Self-Determination Theory and uses and gratification theory, and examined how these factors are associated with preferences for VM features by gender, race, and tenure. Notably, SIA, VM fatigue, and relatedness with colleagues emerged as key predictors of feature use and preferences. Features supporting impression management, accessibility, and video muting were linked to SIA and VM fatigue across the overall sample. Among all predictors, SIA was the strongest predictor of accessibility, collaborative, playful, and video management feature usage—especially for women, people of color, and less experienced workers. In terms of VM fatigue, impression management feature use was particularly salient for women and people of color experiencing high fatigue, while less experienced workers with high fatigue were more likely to use video management features. Perceived relatedness was positively related to the use of accessibility features and the preference for collaborative and playful features across the entire sample. This study contributes to our understanding of how to design VM features that support workers’ well-being, with a focus on those more vulnerable to ambiguous social situations in professional environments.</div></div>","PeriodicalId":72681,"journal":{"name":"Computers in human behavior reports","volume":"18 ","pages":"Article 100673"},"PeriodicalIF":4.9,"publicationDate":"2025-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143830203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}