Computers in human behavior reports最新文献

{"title":"Synthetic and natural face identity processing share common mechanisms","authors":"Kim Uittenhove ,&nbsp;Hatef Otroshi Shahreza ,&nbsp;Sébastien Marcel ,&nbsp;Meike Ramon","doi":"10.1016/j.chbr.2024.100563","DOIUrl":"10.1016/j.chbr.2024.100563","url":null,"abstract":"<div><div>Recent developments in generative AI offer the means to create synthetic identities, or deepfakes, at scale. As deepfake faces and voices become indistinguishable from real ones, they are considered as promising alternatives for research and development to enhance fairness and protect humans' rights to privacy. Notwithstanding these efforts and intentions, a basic question remains unanswered: Are natural faces and facial deepfakes perceived and remembered in the same way? Using images created via professional photography on the one hand, and a state-of-the-art generative model on the other, we investigated the most studied process of face cognition: perceptual matching and discrimination of facial identity. Our results demonstrate that identity discrimination of natural <em>and</em> synthetic faces is governed by the same underlying perceptual mechanisms: objective stimulus similarity and observers’ ability level. These findings provide empirical support both for the societal risks associated with deepfakes, while also underscoring the utility of synthetic identities for research and development.</div></div>","PeriodicalId":72681,"journal":{"name":"Computers in human behavior reports","volume":"17 ","pages":"Article 100563"},"PeriodicalIF":4.9,"publicationDate":"2024-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143146926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Zoom fatigue in review: A meta-analytical examination of videoconferencing fatigue's antecedents","authors":"David Beyea ,&nbsp;Chaeyun Lim ,&nbsp;Alex Lover ,&nbsp;Maxwell Foxman ,&nbsp;Rabindra Ratan ,&nbsp;Alex Leith","doi":"10.1016/j.chbr.2024.100571","DOIUrl":"10.1016/j.chbr.2024.100571","url":null,"abstract":"<div><div>As videoconferencing increasingly integrates with modern life, becoming a regular part of work, education, and socialization, the adverse outcomes of increased usage have become a concern to researchers. Multiple scholars have examined Videoconference Fatigue (VF) to identify the causes of this new phenomenon. However, research has revealed conflicting findings regarding the causes of VF, highlighting the need for a meta-analysis. The present study uses quantitative meta-analysis techniques to examine 56 VF antecedents across 38 quantitative studies to examine the extent antecedent variables may affect VF. We collected quantitative studies on VF from Google Scholar, Web of Science, and PsychINFO. The present study organizes and examines the antecedents using two conceptualizations of VF (Bailenson, 2021; Li &amp; Yee, 2022) and the Zoom Exhaustion and Fatigue (ZEF) scale (Fauv ille et al., 2021). We observed the largest effects on VF within the psychological factors category (<em>r</em> = 0.24, <em>k</em> = 28), with “feeling trapped” (<em>r</em> = 0.33, <em>k</em> = 5) being the largest predictor among uncategorized variables. The results for this study provide a map forward for research concerning negative facets of videoconferencing.</div></div>","PeriodicalId":72681,"journal":{"name":"Computers in human behavior reports","volume":"17 ","pages":"Article 100571"},"PeriodicalIF":4.9,"publicationDate":"2024-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143147618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"ChatGPT in higher education - A Student's perspective","authors":"Ahmed Shuhaiber,&nbsp;Mohammad Amin Kuhail,&nbsp;Sinan Salman","doi":"10.1016/j.chbr.2024.100565","DOIUrl":"10.1016/j.chbr.2024.100565","url":null,"abstract":"<div><div>The purpose of this study is to assess the impact of factors influencing students' adoption of ChatGPT within the context of higher education. With the rapid expansion of its user base and its increasing utilization across various fields, there is a pressing need to comprehensively explore students' interactions and experiences with this innovative technology, a topic largely unaddressed in existing literature. This paper aims to identify the factors contributing to ChatGPT's rapid proliferation and to highlight its potential for reshaping higher education. To achieve our research objective, we extend the Unified Theory of Acceptance and Use of Technology (UTAUT2) with a quantitative approach. We collected data from a sample of 283 university students in the United Arab Emirates, employing a convenience sampling method. Our findings reveal significant impacts of students' trust, effort expectancy, performance expectancy, and hedonic motivation on their attitudes towards ChatGPT. Additionally, perceived risks and attitude towards ChatGPT significantly influence students' intentions to sustain its usage for educational purposes. Intriguingly, social influences were found to have no significant impact on students' intentions to engage with this AI-based chatbot. These findings have practical implications for the integration of ChatGPT in higher education. Educators and institutions should focus on building trust and enhancing students' perception of effort, performance, and hedonic aspects related to ChatGPT. Addressing perceived risks and fostering a positive attitude can promote sustained usage for educational purposes. This study contributes to the existing literature by shedding light on students' reception of ChatGPT in higher education, an underexplored area. The extension of UTAUT2 and the quantitative analysis provide a comprehensive framework for understanding the factors influencing students' attitudes and intentions regarding this technology. The findings offer valuable insights into the potential transformation of higher education through the adoption of AI-based chatbots like ChatGPT.</div></div>","PeriodicalId":72681,"journal":{"name":"Computers in human behavior reports","volume":"17 ","pages":"Article 100565"},"PeriodicalIF":4.9,"publicationDate":"2024-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143147623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Agreement between self-reported and objectively measured smartphone use among adolescents and adults","authors":"Kimberly M. Molaib ,&nbsp;Xiaoran Sun ,&nbsp;Nilam Ram ,&nbsp;Byron Reeves ,&nbsp;Thomas N. Robinson","doi":"10.1016/j.chbr.2024.100569","DOIUrl":"10.1016/j.chbr.2024.100569","url":null,"abstract":"<div><div>Almost everything we think we know about the prevalence, correlates, risks, and benefits of smartphone use is based on individuals’ self-reported estimates of use. Addressing the need for research on digital recall accuracy among adolescents and parents and for specific types of app use, in this study, we compared self-reports of past-month smartphone use and continuous objective digital trace data of smartphone use provided by 41 adolescents (M_age = 15.5, SD = 1.3, age range = 13–17 years, 56% female) and 40 parents of adolescents (M_age = 45.5, SD = 6.3, 75% mothers). Intraclass correlation coefficients (ICCs) between self-reported and objective measures of total daily use were moderate for adolescents (ICC = .65) and poor for adults (ICC = .18). Consistency between self-reported and objective use of particular types of apps varied widely, with ICCs ranging from .25 (games) to .73 (social media) among adolescents and from .26 (texting and YouTube) to .79 (games) among adults. Evidence did not support a recency bias in subjective estimates. These findings, along with prior research in other samples, make a strong case that it is time to abandon the use of self-report measures of smartphone use in research on its effects.</div></div>","PeriodicalId":72681,"journal":{"name":"Computers in human behavior reports","volume":"17 ","pages":"Article 100569"},"PeriodicalIF":4.9,"publicationDate":"2024-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143147624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comparing the play of sport and action-adventure game genres on heart rate and heart rate variability","authors":"Sarah C. Cregan ,&nbsp;Adam J. Toth ,&nbsp;Mark J. Campbell","doi":"10.1016/j.chbr.2024.100567","DOIUrl":"10.1016/j.chbr.2024.100567","url":null,"abstract":"<div><div>The ability to cope with stress is imperative for performance in competitive gaming, yet there is a lack of research examining the impact of gaming and esports participation on physiological stress. One way to measure physiological stress is via heart rate variability (HRV). The current literature examining HRV during competitive gaming is limited, with most studies focusing on multiplayer online battle arena games. To better understand the physiological demands of gaming, investigation into the stress imposed on players during gameplay of various game genres is required. In this study, we compared the physiological stress incurred on players who played either a competitive (sports) or a non-competitive (action-adventure) video game. Forty participants played either a sports or action-adventure game, whilst having their heart rate and heart rate variability monitored. Results showed that, compared to a pre-gaming baseline, playing either game increased heart rate, lowered RR intervals, and reduced both vagally mediated time and frequency domain vmHRV. Playing the sport game for 10 min induced higher heart rate and lower RR intervals compared to playing the action-adventure game. However, 10 min of game play was not enough to identify meaningful differences in vmHRV based on game genre played. These findings advance our understanding of the impact of video gaming on heart rate and heart rate variability, providing a useful method for coaches and players to index player stress and recovery.</div></div>","PeriodicalId":72681,"journal":{"name":"Computers in human behavior reports","volume":"17 ","pages":"Article 100567"},"PeriodicalIF":4.9,"publicationDate":"2024-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143147616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Self-directed writing development across computer/AI-based tasks: Unraveling the traces on L2 writing outcomes, growth mindfulness, and grammatical knowledge","authors":"Alaa Aladini ,&nbsp;Sayed M. Ismail ,&nbsp;Mohamad Ahmad Saleem Khasawneh ,&nbsp;Goodarz Shakibaei","doi":"10.1016/j.chbr.2024.100566","DOIUrl":"10.1016/j.chbr.2024.100566","url":null,"abstract":"<div><div>As technology continues to reshape the educational landscape, understanding how autonomous engagement with AI-driven platforms influences second language (L2) acquisition is increasingly important. This study examined the impact of self-directed writing development through computer- and AI-based tasks on L2 writing outcomes, growth mindfulness, and grammatical knowledge. The research was conducted in three private English institutes in Ahvaz, Iran, involving 561 intermediate-level EFL learners that were selected using a convenience sampling method. Using a quasi-experimental design, participants were divided into two groups: an experimental group (EG) of 276 students, which engaged in self-directed AI-based writing tasks, and a control group (CG) of 285 students, which followed traditional writing instruction. Quantitative data were gathered through pre- and post-tests measuring writing proficiency, growth mindfulness, and grammatical accuracy. Additionally, qualitative data were collected through interviews and questionnaires administered to the EG to assess their attitudes toward AI-based learning. The results indicated that the EG significantly outperformed the CG in writing outcomes and grammatical accuracy. Moreover, the EG demonstrated greater growth in mindfulness, with participants showing increased awareness of their writing processes and enhanced self-regulation strategies. Interviews and questionnaires revealed that participants in the EG held positive attitudes toward AI-based tasks, emphasizing increased engagement, autonomy, enjoyment, motivation, personalized learning, critical thinking, self-efficacy, time management, and collaboration in their English learning development. These findings underscore the potential of AI-based tasks in fostering both linguistic competence and metacognitive skills in L2 learners. The study provides valuable insights into the role of AI technologies in promoting independent learning and calls for further exploration of AI-based interventions in writing education.</div></div>","PeriodicalId":72681,"journal":{"name":"Computers in human behavior reports","volume":"17 ","pages":"Article 100566"},"PeriodicalIF":4.9,"publicationDate":"2024-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143147615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"SC-PA: A spot-checking model based on Stackelberg game theory for improving peer assessment","authors":"Jia Xu (许嘉) ,&nbsp;Panyuan Yang (杨攀原) ,&nbsp;Teng Xiao (肖腾) ,&nbsp;Pin Lv (吕品) ,&nbsp;Minghe Yu (于明鹤) ,&nbsp;Ge Yu (于戈)","doi":"10.1016/j.chbr.2024.100556","DOIUrl":"10.1016/j.chbr.2024.100556","url":null,"abstract":"<div><div>During a peer assessment activity in teaching practices, students may not have sufficient motivation to review their peers’ submissions, which makes the peer assessment results questionable. To this end, this paper proposes a novel spot-checking based peer assessment model, named SC-PA, to improve students’ motivation in peer assessment. In SC-PA, a peer assessment activity is modeled as a Stackelberg game, where the teacher acts as the leader and the students are followers. Submissions spot-checked and graded by teachers are treated as review resources, which are allocated among students based on their review reliabilities. In particular, to ensure the utilities of both of the teachers and students, an algorithm that computes the optimal allocation plan for review resources is carefully designed based on Stackelberg equilibrium. Then, different from the classical spot-checking model, the spot-checking probability status of each student which is determined by the allocation plan is shown to the student. Such a difference intuitively puts pressure on students to be spot-checked by teachers, so as to give full play to the role of spot-checking in enhancing students’ motivation in carefully grading their peers’ submissions. To the best of our knowledge, this is the first attempt to treat a spot-checking based peer assessment as a Stackelberg game and utilize the gaming confrontations between teachers and students to improve the students’ motivation in peer assessment. An empirical study involving 271 students from two computer science courses and lasting approximately one year was conducted to investigate the accuracy of peer assessment, as well as the incentive and learning perception of students in peer assessment. Significant findings from the empirical study and a comparison with baselines include: by showing students the spot-checking probabilities, the students’ motivation in carefully grading their peers’ submissions and the fairness of peer assessment are both apparently enhanced; compared with the best baseline, the accuracy of the SC-PA model for peer assessment is improved by 44.1%; although the accuracy of peer assessment can be improved by increasing the number of review resources, the performance gain may become insignificant when the number of resources exceeds a certain limit in real teaching practices; and most students believe that their assessment ability can be effectively improved after multiple peer assessment activities. In conclusion, the SC-PA model successfully enhances students’ motivation for peer assessment, and improves their performance in terms of the assessment accuracy, self-determination, and self-efficacy</div></div>","PeriodicalId":72681,"journal":{"name":"Computers in human behavior reports","volume":"17 ","pages":"Article 100556"},"PeriodicalIF":4.9,"publicationDate":"2024-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143147620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Users’ Discourse from primarily US-focused subreddits about the Political Image of the Kingdom of Saudi Arabia from 2015 to 2023","authors":"Anas M. Althuwaini ,&nbsp;Susan C. Herring ,&nbsp;Samuel G. Obeng","doi":"10.1016/j.chbr.2024.100543","DOIUrl":"10.1016/j.chbr.2024.100543","url":null,"abstract":"<div><div>This longitudinal study examines the evolution of political discourse about the Kingdom of Saudi Arabia (KSA) among users from primarily US-focused subreddits, as reflected in Reddit discussions between 2015 and 2023. Social media interactions, characterized by anonymity and performativity, can help differentiate between authentic perspectives and misinformation. With its diverse user base and wide-ranging discussions, Reddit provides a valuable data source for analyzing public sentiment. To explore changes in discourse, we investigated linguistic features such as clout, authenticity, emotional expression, and analytical thinking. We used Computer-Mediated Discourse Analysis (CMDA) and Linguistic Inquiry and Word Count (LIWC) software to conduct qualitative content analysis and quantitative goodness-of-fit tests. Analytical thinking reflects how systematically users present political arguments, while clout captures the confidence and authority of discourse, highlighting dominant voices. Authenticity measures the sincerity of discourse, and emotional tone reveals users’ feelings toward KSA. Our findings show an overall increase in analytical discourse and a decrease in negative tone, although emotional sentiment remained largely negative. Peaks in clout, authenticity, and emotional tone corresponded to major political events, indicating how such events shape public attitudes. These results suggest that significant political and social events influence both the content and tone of political discourse and may, in turn, impact public perceptions and emotions.</div></div>","PeriodicalId":72681,"journal":{"name":"Computers in human behavior reports","volume":"17 ","pages":"Article 100543"},"PeriodicalIF":4.9,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143147617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The advancement of digital payment ecosystem in metaverse: A literature review","authors":"Christy Dwita Mariana ,&nbsp;Zaäfri Ananto Husodo ,&nbsp;Irwan Adi Ekaputra ,&nbsp;Mochammad Fahlevi","doi":"10.1016/j.chbr.2024.100570","DOIUrl":"10.1016/j.chbr.2024.100570","url":null,"abstract":"<div><div>Metaverse, a virtual space created as a digital version of the real world, is currently under development. Over the past two years, there has been a significant rise in scientific research on the metaverse. However, prior research necessitates a methodical examination of the literature on developing the metaverse environment, particularly with regard to payment ecology. To bridge this gap, we reviewed 40 journal articles related to the metaverse digital payment ecosystem and offer recommendations for future research. We refer to the Scientific Procedures and Rationales for Systematic Literature Reviews” (“SPAR-4-SLR”) procedure for carrying out a thorough review of the literature. Bibliometric analysis was also performed for the thematic observations. The results reveal five clusters in the Metaverse digital payment ecosystem: (1) metaverse reality, (2) technology, (3) data analytics, (4) blockchain, (5) non-fungible tokens (NFTs), and other tokens. Metaverse digital payment ecosystem research is still somewhat scattered and has no significant theme. Furthermore, this study provides a path for future research on the stability of the payment ecosystem and the metaverse regulatory framework.</div></div>","PeriodicalId":72681,"journal":{"name":"Computers in human behavior reports","volume":"17 ","pages":"Article 100570"},"PeriodicalIF":4.9,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143147682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"MiEmo: A multi-modal platform on emotion recognition for children with autism spectrum condition","authors":"Eleonora Chitti ,&nbsp;Rossana Actis-Grosso ,&nbsp;Paola Ricciardelli ,&nbsp;Benedetta Olivari ,&nbsp;Cecilia Carenzi ,&nbsp;Mariantonia Tedoldi ,&nbsp;N. Alberto Borghese","doi":"10.1016/j.chbr.2024.100549","DOIUrl":"10.1016/j.chbr.2024.100549","url":null,"abstract":"<div><h3>Introduction</h3><div>This study presents MiEmo, a multi-modal digital platform designed to improve emotion recognition in children with Autism Spectrum Condition (ASC). The platform integrates serious games with music and color as feedback mechanisms to strengthen emotion understanding in addition to traditional visual interventions such as pictures and videos. The study aims to assess the usability and potential effectiveness of MiEmo in supporting therapy for children with medium- and high-functioning ASC.</div></div><div><h3>Methods</h3><div>A pilot usability study was conducted in two rehabilitation centers involving 19 children, 8 with medium and 11 with high functioning ASC. Participants engaged with six training activities, or exergames, on the MiEmo platform that implemented multi-modal feedback (music pieces and colored animations associated to the emotion). The System Usability Scale (SUS) and qualitative feedback from therapists were used to evaluate the platform's usability.</div></div><div><h3>Results</h3><div>The average SUS scores were 86.88 for children with medium-functioning ASC and 96.75 for those with high-functioning ASC, indicating positive usability. Therapists noted that while the platform was well-received, further updates are needed for better adaptation to medium-functioning children. Multi-modal feedback, particularly music and color, was found to enhance emotion recognition, with children responding well to the integration of these sensory cues.</div></div><div><h3>Conclusion</h3><div>The study demonstrates that MiEmo has significant potential as a tool for socio-emotional training, particularly for high-functioning children. However, limitations such as the small sample size, short intervention duration, and lack of a control group suggest that future studies with larger participant groups are necessary to validate these findings and assess long-term effects.</div></div>","PeriodicalId":72681,"journal":{"name":"Computers in human behavior reports","volume":"17 ","pages":"Article 100549"},"PeriodicalIF":4.9,"publicationDate":"2024-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143147690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}