IntroductionThe integration of mobile digital devices, such as tablets, in classrooms has become increasingly common, yet evidence regarding their long-term impact on academic achievement and the underlying socio-motivational mechanisms is scarce. This study examined the effects of 1:1 tablet integration on student grades in German as a first language (L1), mathematics, and biology in secondary schools.MethodsWe compared students with permanent, personalized tablet access to those with only sporadic device availability in school. Additionally, we investigated whether perceived collaboration and intrinsic motivation mediated the relationship between tablet access and academic achievement, and whether these effects varied across different class levels.ResultsSignificant indirect effects of 1:1 tablet integration on grades were found in all three subjects, mediated by increased collaboration and intrinsic motivation. However, comparisons of direct effects showed significant grade improvements only in German, indicating subject-specific benefits. The mediation effects were consistent across class levels.DiscussionThese findings suggest that permanent tablet access supports academic achievement primarily through socio-motivational pathways and that the strongest direct benefit occurs in German, likely because of the subject’s analytical, interpretive, and creative demands. Overall, the results underscore the importance of fostering collaborative and motivating digital learning environments and point to a nuanced, subject-dependent impact of long-term tablet integration.

Conveying the intended goal of a robot arm motion has been shown to increase the quality of human-robot collaboration drastically. To this end, optimization-based approaches have been proposed that optimize the legibility of a robot’s motion. However, they are limited in two ways. First, they are typically not validated in environments with obstacles and narrow passages that require collision-free motion planning. Second, they do not consider the influence of the anthropomorphization process that might be caused by a human-like motion or appearance of the arm. This leads to the question of to what extent the legibility of motions is influenced by these factors. In this work, we study the influence of our previously proposed human-likeness function on the legibility of robot arm motions in the context of sampling-based motion planning. We evaluate it against three other motions: a functional motion, a recorded expert motion, and a legible motion based on a heuristic for the observer’s prediction. For this, we conduct an extensive user study with 94 participants. In contrast to other works, we manipulate the robot’s appearance and the complexity of the environment. We thus provide insights into how the legibility of robot motions is influenced by human-like characteristics in motion, appearance and restricting workspace conditions. The complete stimulus material used in this work is provided at https://mytuc.org/zpvt.

Despite the increasing importance of media literacy for preschool children, no scientifically proven measure exists for the training of this skill. We therefore designed a digital training program for 4- to 5-year-old children to promote the development of media sign literacy (MSL), namely, the ability to understand the symbol systems used to organize media. The program consisted of 10 sessions on a tablet, which focused on different parts of basic media knowledge. The program took about four weeks to complete, with each session lasting approximately 25 minutes. We evaluated the effectiveness of the training program not only in terms of fostering MSL but also its potential to support linguistic and mathematical competencies. The study took place in the children's preschools and was rescheduled online during the COVID-19 lockdowns. To evaluate the effectiveness of the program, we compared the training group to a control group, which received no training. The children's verbal and nonverbal intelligence were also assessed. The results showed that the children in the training group had a significantly higher level of MSL and higher letter knowledge after the training than those in the control group. The training had no effect on mathematical competencies.

Children's media sign literacy (MSL) has been identified as a predictor of knowledge acquisition from media and academic competencies, surpassing even intelligence. Based on this empirical finding, a tablet-based training program to enhance MSL was developed. In a pretest-posttest experiment involving 152 preschoolers, this training program was compared with an active control group, using a digital inductive reasoning (IR) training, and a passive control group, continuing with the daily preschool activities. Preschoolers' MSL, intelligence, and diverse academic precursors were assessed. Results demonstrated significant improvements in MSL among preschoolers undergoing the MSL training program. Unexpectedly, the IR training showed significant impact only on one of the four intelligence subscales, and participants in the MSL group even outperformed the IR group on another subscale. Both training programs significantly improved participants' letter knowledge, and the IR training furthermore significantly improved participants' phonological awareness.

Evidence shows that the first component of media literacy to develop in children is media sign literacy (MSL), an ability that focuses on the understanding and correct use of the signs and symbol systems that organize different media. Previous research has shown that MSL is a significant predictor of learning from media. In this study, we investigated the impact of a self-developed tablet-based MSL training on children's knowledge acquisition from educational media. A sample of 144 preschoolers aged 4 to 5 years old either received the training (training group) or did not (control group). The training program was executed over a period of 4 weeks. After the program, all participants answered recognition and inference questions about an educational film and an audiobook to assess their knowledge acquisition. The children's verbal and nonverbal intelligence (both before the training) and MSL (before and after the training) were also assessed. The results showed that the training successfully improved the children's MSL. Further, the children in the training group had significantly higher recognition and inference scores for the film, along with significantly higher inference scores for the audiobook. Regression analyses also revealed that MSL baseline scores (pretraining) predicted knowledge acquisition from the film but not audiobook. Prior State of KnowledgePrevious research has shown that media sign literacy, a key competence of media literacy, is a significant predictor of learning from media.Novel ContributionsWe investigated the impact of a self-developed media sign literacy training on preschoolers'knowledge acquisition from an educational film and an audiobook. In addition, we explored the influence of verbal and nonverbal intelligence and age.Practical ImplicationsThis study elicits practitioners'and policymakers' attention as it highlights the importance of fostering media sign literacy from an early age to maximize the positive effects of educational media.

In this study, we investigated whether preschool children can draw inferences about the emotional state of a film protagonist. A sample of 59 children aged 4 and 5 watched 20 scenes from a television show. Their ability to understand the protagonist’s emotional states was assessed using a reaction time task. Media sign literacy, theory of mind abilities, and the general understanding of the scenes were also evaluated. Our results show that even children aged 4 drew emotional inferences but only on a valence-based level (i.e., distinguishing between emotions of different valences). No exact inferences (i.e., distinguishing between emotions of the same valence) were drawn. There were no significant influences of media sign literacy or theory of mind on the inference generation, but general understanding of the film scenes was important.

A large number of previous studies have examined the effects of thin-ideal avatars on body image in virtual reality (VR), reporting mixed results. A possible explanation is that individuals' sense of embodiment (SoE) can influence the effects of avatars. Using the body discontinuity paradigm, a paradigm rarely used in prior studies, this study explores how SoE affects users' body image when using thin-ideal avatars in VR. A group of 77 female participants were randomly assigned to one of the SoE conditions to complete a VR task using a thin-ideal avatar. The body image was assessed not only using explicit but also with implicit measures. The result shows that participants in a high SoE condition were more likely to have a more positive actual body image than others in a low SoE condition, regardless of whether implicit or explicit measures were used. Furthermore, the ownership subcomponent of the SoE significantly mediated the relationship between thin-ideal avatars exposure and the actual body image using implicit measures. However, no substantial difference in ideal body image was found. These findings extend our understanding of avatar effects in VR, thereby providing additional evidence for using avatars to explore body image-related phenomena and to use them in psychotherapeutic applications such as treatments for eating disorders.

In recent years, online video blogs (vlogs) have become a highly popular form of media content, especially among younger audiences. While public interest has invoked a strong commercialization of vlog culture, research suggests that the concurrent loss of performer authenticity might pose a problem for the genre's appeal. Preparing the same vlog content in unedited ("amateur") and heavily produced ("professional") versions for an online experiment, we compare the viewing experience of 154 participants in terms of identification, parasocial responses, immersion, and enjoyment. Regarding most of these variables, we observe that the evaluations for the professionally produced vlog turn out much more favorable. Interestingly, the uncovered effects remain independent of the vlog's thematic focus, which is explored as an additional factor in our experiment. Concluding our statistical analyses, we report the results of an exploratory mediation analysis connecting the measured media psychological constructs.

Based on the general assumption that even problematic behaviours are associated with an inherently health-promoting motivation to cope with unpleasant or unsatisfying life situations, the compensatory model of media use focuses on how psychosocial vulnerabilities moderate links between media behaviours and adverse outcomes. The present paper means to further develop this approach by exploring the moderating role of state- and trait-level factors (state: perceived stress; trait: social interaction anxiety and loneliness) on the relation between video game consumption (i.e. playing duration and habitual gaming), motivations (i.e. achievement, social, immersion), and engagement (harmonious and obsessive engagement) within a large-scale sample of mostly heavy gamers. Overall, results provided further evidence for the compensatory approach, with perceived stress emerging as a critical psychosocial factor that intensified positive and negative relations between several gaming behaviours and harmful outcomes. Moreover, our results reiterated the heuristic importance of intra- and interpersonally pressured (i.e. obsessive) engagement to explain adverse gaming outcomes as well as self-determined (i.e. harmonious) engagement as a potentially fruitful gateway toward more healthy gaming. These findings constitute solid empirical groundwork that may contribute to effective prevention and intervention methods against problematic gaming.

Recent research suggests that social networks have replaced traditional media as the main channel by which beauty ideals are conveyed-often resulting in body dissatisfaction and reduced self-esteem among users. Although social comparison theory provides an empirically sound approach to these effects, we argue that additional insight may be offered by cultivation theory and its structured exploration of cognitive, attitudinal, and behavioral outcome variables. Thus, the present study scrutinizes the social network Instagram as a potential cultivation system for young adults' body image. Recruiting 228 participants aged 18 to 34 years, we systematically explore 3 orders of cultivation, that is, changes in weight-related knowledge, attitudes, and self-reported dietary restraint. As we differentiate between Instagram use quantity and quality, we observe that mere usage time cannot predict the assumed outcomes; instead, only participants' tendency to browse Instagram's public content emerges as a relevant predictor, connecting to biased views on the physical appearance of strangers as well as more disordered eating behavior. Considering the fact that Instagram use relates more to other-focused than to self-focused perceptions in our study, we argue that cultivation theory can indeed complement social comparison theory in the current understanding of media-transmitted body images.

Character involvement can manifest itself in a somewhat paradoxical manner when it comes to actors, where viewers can be involved with an actor and their fictional characters simultaneously. Although attitudes and actions displayed on either side are typically seen as largely independent from one another, previous research has revealed that viewers often attribute them to the real or fictional counterpart-a phenomenon that may be most effective when these attitudes and actions do not correspond (a so-called actor-character mismatch). The presented research consisted of 2 studies (Study 1: n = 142; Study 2: n = 135) that aimed at extending previous research by demonstrating ontologically transcending consequences on viewers' involvement with likeable or unlikable characters when their actors behave against their roles by revealing either a positive or negative character (Study 1) or attitude (Study 2) in a bogus interview. The results of both studies revealed transferring attributions but did not show mismatch effects. Irrespective of whether participants liked or disliked the fictional character, reading about benevolent behavior committed by the actor of that character had a positive influence while reading about malicious behavior negatively influenced participants' involvement with the character.

Digital technologies are advancing rapidly, growing to be more human-like and intelligent by the day. However, research shows that a machine's resemblance to humans can reach a critical level, which makes it seem uncanny to observers. While scholars have discussed this effect in terms of both human-like appearances and mental abilities, a potential interaction between the two aspects has hardly been addressed in literature. We designed a two-factorial experiment to overcome the identified research gap, introducing participants to digital agents with varying embodiment (text interface/human rendering) and mental capacity (simple algorithms/complex artificial intelligence). Our results show that the interaction of both factors indeed affects participants' experience in a crucial way: Whereas an agent based on simple algorithms only evokes discomfort when embedded in a human-like body, the artificial intelligence is always perceived as eerie, regardless of its embodiment. Yet, additional findings raise doubts on the unidimensionality of participants' affective response.

As artificial intelligence advances towards unprecedented levels of competence, people's acceptance of autonomous technology has become a hot topic among psychology and HCI scholars. Previous studies suggest that threat perceptions—regarding observers' immediate physical safety (proximal) as well as their more abstract concepts of human uniqueness (distal)—impede the positive reception of self-controlled digital systems. Developing a Model of Autonomous Technology Threat, we propose both of these threat forms as common antecedents of users' general threat experience, which ultimately predicts reduced technology acceptance. In a laboratory study, 125 participants were invited to interact with a virtual reality agent, assuming it to be the embodiment of a fully autonomous personality assessment system. In a path analysis, we found correlational support for the proposed model, as both situational control and human uniqueness attitudes predicted threat experience, which in turn connected to stronger aversion against the presented system. Other potential state and trait influences are discussed.

In recent years, China and Germany have become invaluable partners in business, politics, and science. However, psychological research indicates that the countries’ large-scale affinity does not translate onto the individual level, with many Germans expressing more reservations towards China than vice versa. Previous content analyses have connected this effect to imbalances in media tonality, as German media mostly criticise Chinese politics, contrasting with idealised portrayals from the other direction. Acknowledging the particularly high number of Chinese exchange students in Germany, we investigate mutual stereotypes (both explicit and implicit) in the context of a German university, while also exploring students’ perceptions of media tonality. Despite observing mostly positive explicit stereotypes, we find that both groups strongly prefer their country of origin on an implicit level, matching their generally sparse contact in university life. Based on our results, we discuss implications for students, educators, and decision-makers in the media.

Elektronische Medien spielen im persönlichen, schulischen oder beruflichen Umfeld von Kindern, Jugendlichen und Erwachsenen heutzutage eine wichtige Rolle. Sie werden gleichermaßen zu Kommunikations-, Informations- und Unterhaltungszwecken verwendet und sind allgegenwärtig. Aus dem Umgang mit Medien können sowohl positive als auch negative Wirkungen resultieren. Um positive Effekte zu verstärken und negative Folgen zu minimieren, ist es für Nutzer von zentraler Bedeutung, ein hinreichendes und adäquates Maß an Medienkompetenz zu besitzen. Die Entwicklung von Medienkompetenz beginnt bereits in der frühen Kindheit in Form von basalen Fähigkeiten. Um eine verantwortungsbewusste, kritische und selbstbestimmte Teilnahme an der Gesellschaft des 21. Jahrhunderts erfolgreich zu ermöglichen, müssen daher bereits vor dem Schuleintritt Fertigkeiten im sinnvollen Umgang mit Medien erlernt und gefördert werden.

Embodied agents-i.e. digital systems represented by a virtual or robotic body-are used as persuasive tools in many different contexts. Still, psychological research indicates that for an agent to successfully influence its audience, many design factors have to work together to create a likable and trustworthy impression. Tapping into literature on the uncanny valley phenomenon, which has received only little attention in the field of persuasion research, we advance a consistency perspective that proposes matching levels of modality realism as a main requirement for users' acceptance. In an online experiment, we invite 107 participants to watch the persuasive speech of a virtual agent, manipulating both its facial proportions and vocal realism in a 2 x 2 between-subject design. Indeed, a mismatch between the realism of both features significantly reduces the agent's perceived credibility and attractiveness; yet, we observe that neither manipulation actually influences persuasive success in terms of attitude change. A potential explanation for this result pattern is offered by the Elaboration Likelihood Model, assuming that participants focused more on the agent's message than on peripheral cues to adjust their attitudes. RESEARCH HIGHLIGHTS Virtual agents are used as persuasive tools in various contexts (e.g. marketing). Uncanny valley research offers guidelines for well-accepted agent designs, highlighting the benefit of consistently realistic features. Realism consistency between facial and acoustic features improves subjective agent evaluations. However, actual attitude change is unrelated to feature consistency, probably relying more on message content.

Fueled by tragic incidents worldwide, many studies have investigated dispositional factors that lead to virtual abuse and cyberbullying. In contrast to this, less extreme forms of uncivil online behavior have received only little attention. The current paper strives to overcome this research gap by focusing on uncivil commenting intentions in public Facebook discussions. We presented controversial online comments to a convenient student sample of 256 Facebook users asking them to consider their likely response on several scales ranging from a functional to an uncivil style of reasoning. Users' intended commenting was then linked to several personality traits (Big Five, Dark Triad, sensation seeking, and impulsivity) and their Facebook intensity. Analyses revealed openness, agreeableness, and experience seeking as negative predictors of participants' intention to comment uncivilly, whereas attentional impulsivity, boredom susceptibility as well as intense Facebook use emerged as positive predictors. No connections were found for the Dark Triad. Possible explanations for these effects are discussed.

In human-to-human contexts, display rules provide an empirically sound construct to explain intercultural differences in emotional expressivity. A very prominent finding in this regard is that cultures rooted in collectivism—such as China, South Korea, or Japan—uphold norms of emotional suppression, contrasting with ideals of unfiltered self-expression found in several Western societies. However, other studies have shown that collectivistic cultures do not actually disregard the whole spectrum of emotional expression, but simply prefer displays of socially engaging emotions (e.g., trust, shame) over the more disengaging expressions favored by the West (e.g., pride, anger). Inspired by the constant advancement of affective technology, this study investigates if such cultural factors also influence how people experience being read by emotion-sensitive computers. In a laboratory experiment, we introduce 47 Chinese and 42 German participants to emotion recognition software, claiming that it would analyze their facial micro-expressions during a brief cognitive task. As we actually present standardized results (reporting either socially engaging or disengaging emotions), we manipulate participants' impression of having matched or violated culturally established display rules in a between-subject design. First, we observe a main effect of culture on the cardiovascular response to the digital recognition procedure: Whereas Chinese participants quickly return to their initial heart rate, German participants remain longer in an agitated state. A potential explanation for this—East Asians might be less stressed by sophisticated technology than people with a Western socialization—concurs with recent literature, highlighting different human uniqueness concepts across cultural borders. Indeed, while we find no cultural difference in subjective evaluations of the emotion-sensitive computer, a mediation analysis reveals a significant indirect effect from culture over perceived human likeness of the technology to its attractiveness. At the same time, violations of cultural display rules remain mostly irrelevant for participants' reaction; thus, we argue that inter-human norms for appropriate facial expressions might be loosened if faces are read by computers, at least in settings that are not associated with any social consequence.