Epidemics such as COVID-19 and corresponding containment measures are assumed to cause psychological stress. In a survey during the lockdown in Switzerland (n = 1565), we found substantially increased levels of stress in the population. In particular, individuals who did not agree with the containment measures, as well as those who saw nothing positive in the crisis, experienced high levels of stress. In contrast, individuals who are part of a risk group or who are working in healthcare or in essential shops experienced similar stress levels as the general public. The psychological mechanisms that determine stress, caused by the COVID-19 pandemic and containment measures, are not yet clear. Thus, we conducted a path analysis to gain a deeper understanding of the psychological mechanisms that lead to stress. Experiencing fear of the disease is a key driver for being worried. Our model further shows that worries about the individual, social, and economic consequences of the crisis, strongly boost stress. The infection rate in the canton (i.e., state) of residence also contributes to stress. Positive thinking and perceived social, organizational, and governmental support mitigate worries and stress. Our findings indicate that containment measures increase worries and stress, especially for those who feel that these measures either are not sufficient or go too far. Thus, highlighting positive aspects of the crisis and convincing people of the effectiveness and necessity of mitigation measures can, not only promote compliance, but also reduce stress. Our model suggests that people who feel protected by the authorities have fewer worries, which can, in turn, limit the negative impact of the crisis on mental health.

Research suggests that epidemics and corresponding containment measures have negative consequences to the individual and cause stress. The psychological mechanisms that determine stress, caused by the COVID-19 pandemic and containment measures, are not yet clear. In a survey during the lockdown in Switzerland (n=1565), we found substantially increased levels of stress in the population. In particular, individuals who did not agree with the containment measures, as well as those who saw nothing positive in the crisis, experienced even higher levels of stress. In contrast, individuals who are part of a risk group or who are working in healthcare or in essential shops experienced similar stress levels as the general public. We conducted a path analysis to gain a deeper understanding of the psychological mechanisms during lockdown. Experiencing fear of the disease is a key driver for being worried. Our model further shows that worries about the individual, social, and economic consequences of the crisis, strongly boost stress. The infection rate in the canton (i.e. state) of residence also contributes to stress. Positive thinking and perceived social, organizational, and governmental support mitigate worries and stress. To prevent stress, authorities should explain containment measures well, highlight positive aspects of the crisis, address worries, and facilitate support.

In an experiment, effects of commercials that are either shown within a TV program or embedded in YouTube videos were compared. These two media environments have not yet been compared empirically in terms of their advertising impact. A within-subjects design and a multi-method approach were used (N = 36). Eye tracking data show that more attention is allocated to advertisements that appear within a TV program compared to the YouTube-condition and the viewing experience elicited more positive emotions in the TV-condition. Two days after reception, no difference in recognition, likeability, and purchase intention occurred, but in terms of implicit long-term memory: In the TV condition, brands that were previously advertised but no longer remembered elicited stronger skin conductance change than brands for which no advertisements had previously been shown. In terms of advertising impact, TV seems to still be the better choice for advertisers. Presentation mode should be considered in future evaluation of advertisement potential.

Our study broadens an experiment conducted by Wang et al. (2010). In their study, screenshots of fictitious Facebook profiles were presented to participants of a university class who were then asked whether they would be willing to accept a friendship. In contrast to the original study, we aimed to investigate actual behaviour of social media users instead of mere intentions. Therefore, we sent out actual friendship requests from male or female profile owners who were either attractive or unattractive. The requests were sent to a sample of 800 Facebook users. We could show that about 10% of these users responded to the cold calls. In line with Wang et al. (2010), male users accepted more invitations from attractive female profile owners. However, in contrast to Wang’s findings, female users accepted invitations from unattractive profile owners rather than from attractive profile owners, regardless of the profile owners’ gender.

Objective: The present study aimed to examine whether medical students benefit from an open-book online formative assessment as a preparation for a practical course. Methods: A between-subjects experimental design was used: Participants - a whole cohort of second-year medical students (N=232) - were randomly assigned to either a formative assessment that covered the topic of a subsequent practical course (treatment condition) or a formative assessment that did not cover the topic of the subsequent course (control condition). Course-script-knowledge, as well as additional in-depth-knowledge, was assessed. Results: Students in the treatment condition had better course-script knowledge, both at the beginning, t((212)) = 4.96, p < .01, d = 0.72., and in the end of the practical course, t((208)) = 4.80, p < .01, d = 0.68. Analyses of covariance show that this effect is stronger for those students who understood the feedback that was presented within the formative assessment, F-(1(, 213))=10.17, p<.01. Additionally, the gain of in-depth-knowledge was significantly higher for students in the treatment condition compared to students in the control condition, t((208)) = 3.68., p < .05, d = 0.72 (0.51). Conclusion: Students benefit from a formative assessment that is related to and takes place before a subsequent practical course. They have a better understanding of the topic and gain more in-depth-knowledge that goes beyond the content of the script. Moreover, the study points out the importance of feedback pages in formative assessments.

Program models have become an increasingly used evaluation instrument in theory-based evaluation approaches. However, many questions conceming adequate procedures for developing and using program models in evaluation remain open. In part, this problem could be due to a lack of sufficiently detailed descriptions of specific case examples. After a short overview of the role of program models in the evaluation literature, the development of a program model of the Swiss 'youth and sports' program is described in detail. The development was simultaneously based on literature review and stakeholder input. The experiences made during this procedure are reflected from three perspectives: commissioners, model developers, and evaluation theory. A particular focus concerns three often-mentioned challenges in using program models in evaluation: Are program models blind for unintended outcomes? Should program models reflect stakeholders' views or theories? Is the effort developing a model warrantable?

Program models have become an increasingly used evaluation instrument in theory-based evaluation approaches. However, many questions concerning adequate procedures for developing and using program models in evaluation remain open. In part, this problem could be due to a lack of suffi ciently detailed descriptions of specifi c case examples. After a short overview of the role of program models in the evaluation literature, the development of a program model of the Swiss ‘youth and sports’ program is described in detail. The development was simultaneously based on literature review and stakeholder input. The experiences made during this procedure are refl ected from three perspectives: commissioners, model developers, and evaluation theory. A particular focus concerns three often-mentioned challenges in using program models in evaluation: Are program models blind for unintended outcomes? Should program models refl ect stakeholders’ views or theories? Is the effort developing a model warrantable?

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Municipalities face huge challenges today in the context of rapid technological changes and E-government. Therefore business-IT alignment (ΒIA) plays a growing role in municipalities today. We consider the level of BIA in Swiss municipalities based on various variables relating to municipality size, artefacts that underpin BIA, and the satisfaction of the municipalities with IT services. We investigate BIA using a deductive approach that employs a survey and develops a behavioral partial least square model. BIA is more of an issue the larger the municipality (number of inhabitants). The results show significant indications that these artefacts and roles make a significant contribution to user satisfaction and hence to BIA. Roles, tasks, competencies and responsibilities, defining- and documentation artefacts as well as structural differentiation of IT and the degree of internal IT management and standardization frameworks are elements which can be clustered into the factors of structural differentiation of IT and IT management.

The aim of the present study was to develop a pictorial presence scale using self-assessment-manikins (SAM). The instrument assesses presence sub-dimensions (self-location and possible actions) as well as presence determinants (attention allocation, spatial situation model, higher cognitive involvement, and suspension of disbelief). To qualitatively validate the scale, think-aloud protocols and interviews (n=12) were conducted. The results reveal that the SAM items are quickly filled out as well as easily, intuitively, and unambiguously understood. Furthermore, the instrument's validity and sensitivity was quantitatively examined in a two-factorial design (n=317). Factors were medium (written story, audio book, video, and computer game) and distraction (non-distraction vs. distraction). Factor analyses reveal that the SAM presence dimensions and determinants closely correspond to those of the MEC Spatial Presence Questionnaire, which was used as a comparison measure. The findings of the qualitative and quantitative validation procedures show that the Pictorial Presence SAM successfully assesses spatial presence. In contrast to the verbal questionnaire data (MEC), the significant distraction-effect suggests that the new scale is even more sensitive. This points out that the scale can be a useful alternative to existing verbal presence self-report measures.

Das UniversitätsSpital Zürich hat für diese Kostenermittlung eine breit abgestützte Tätigkeitsanalyse durchgeführt, die hier vorgestellt wird. Die Daten zeigen eine erhebliche Differenz zum Normabzug von 23%, den die Preisüberwachung fordert.

We provided a virtual learning tool to undergraduate psychology students (n = 72) and investigated how different variables influence the learning outcome in terms of performance in an exam and satisfaction with the e-learning tool. These variables were: perceived usefulness, perceived ease of use, attitude towards computers, attitude towards the learning subject and experiences of flow. The findings indicate that the attitudes towards computers and towards the learning subject as well as the perceived usefulness of the e-learning tool are predictors for learning success. These three variables influenced the outcome variables directly as well as indirectly via flow experiences and perceived ease of use. Thus, flow plays a crucial role and strongly influences satisfaction as well as performance. The results and their implications are discussed.

A main reason to play computer games is the pleasure of being immersed in a mediated world. Spatial presence and flow are considered key concepts to explain such immersive experiences. However, little attention has been paid to the connection between the two concepts. Thus, we empirically examined the relationship between presence and flow in the context of a computer role-playing game (N = 70), a racing game (N = 120), and a jump and run game (N = 72). In all three studies, factor analysis revealed that presence and flow are distinct constructs, which do hardly share common variance. We conclude that presence refers to the sensation of being there in the mediated world, whereas flow rather refers to the sensation of being involved in the gaming action. Further analyses showed that flow and presence depend on motivation and immersive tendency. In addition, flow and presence enhanced performance as well as enjoyment.

In the present study, we applied Valins' (1966) bogus bodily feedback paradigm to investigate the roles of cognitive appraisal (tele)presence, and emotion in the context of media usage. Participants (N=30) viewed short sequences of a TV show, whereby false heart rate feedback was provided. In line with Valins' paradigm, the manipulation we used in this study included two levels: high vs. low false heart rate feedback. We assessed presence, enjoyment, and the real heart rate. Participants reported stronger experiences of presence and enjoyed the clips more when they wrongly believed that they had been aroused. Since bogus feedback increases the sensation of presence, the results indicate that presence—like emotions—can be influenced by cognitive appraisals. It is likely that the false heart rate feedback was attributed to the stimulus, which in turn enhanced the sensation of presence.

The purpose of the present study was to clarify the influence of neuroticism on the sensation of spatial presence and enjoyment in films. We presented participants (N = 64) a fearful, sad, and funny movie sequence. Across all media, individuals scoring high on neuroticism experienced more presence than those scoring low. In contrast, no main effect was found on enjoyment. In terms of enjoyment, however, neuroticism interacted with the valence of the sequences: in the two conditions with negative valence (fearful and sad sequence), participants scoring high on neuroticism reported less enjoyment than those scoring low on neuroticism. Opposite results were observed in the funny sequence: participants scoring high on neuroticism enjoyed the funny sequence more than those scoring low on neuroticism. Thus, neuroticism increased presence within all conditions, whereas individuals scoring high on neuroticism only experienced increased enjoyment in positive media contents. (C) 2011 Elsevier Ltd. All rights reserved.

Previous research studies on spatial presence point out that the users' imagery abilities are of importance. However, this influence has not yet been tested for different media. This is surprising because theoretical considerations suggest that mental imagery comes into play when a mediated environment lacks vividness. The aim of this study was to clarify the influence mental imagery abilities can have on the sensation of presence and enjoyment in different mediated environments. We presented the participants (n = 60) a narrative text, a movie sequence, and a computer game. Across all media, no effect of mental imagery abilities on presence and enjoyment was found, but imagery abilities marginally interacted with the mediated environment. Individuals with high imagery abilities experienced more presence and enjoyment in the text condition. The results were different for the film condition: here, individuals with poor imagery abilities reported marginally higher enjoyment ratings, whereas the presence ratings did not differ between the two groups. Imagery abilities had no influence on presence and enjoyment within the computer game condition. The results suggest that good imagery abilities contribute to the sensations of presence and enjoyment when reading a narrative text. The results for this study have an applied impact for media use because their effectiveness can depend on the individual mental imagery abilities.

Research in cognitive neuroscience and spatial presence suggests that human mental self-localization is tied to one place at a given point in time. In this study, we examined whether it is possible to feel localized at two distinct places at the same time. Participants (N=30) were exposed to a virtual rollercoaster and they continuously judged to what extent they felt present in the immediate environment and in the mediated environment, respectively. The results show that participants distributed their self-localization to both environments, and the two values added up to closely 100% over time. In addition, even though the judgments are highly idiosyncratic, they were almost perfectly inversely related. This indicates that individuals can distribute their self over two distinct places. These findings provide important insights about understanding of the human self-localization.