MARRIOTT MARQUIS WASHINGTON, DC · er interface (BCI) available to help your clients strength-en Executive Function and Self-Regulation. Our pro-gram combines NASA-inspired technology

APRIL 5–7, 2018MARRIOTT MARQUIS

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TABLE OF CONTENTS

Welcome Message From the APA President and Chief Executive Officer 1

Welcome From the Conference Organizer 2

Steering Committee 3

Senior Program Committee 4

Review Committee 5

Sponsor Acknowledgments 6

Program at a Glance and Maps of the Marriott Marquis 8

Program

Thursday 10

Friday 22

Saturday 54

#APATech18

IN COOPERATION WITH

Association for Computing Machinery’s Special Interest Group on Computer-Human Interaction

Association for the Advancement of Artificial Intelligence

Human Factors and Ergonomics Society

In-Cooperation

Dear Friends,

It is our great pleasure to welcome you to the Technology, Mind, and Society conference, presented and organized by the American Psychological Associa-tion. This event showcases the most important current research in psychology and other disciplines concerning the interactions of humans and technology— research that moves us toward the goal of ensuring that technology enhances the lives of all people.

Psychology has a key role to play as technology continues to evolve. Our re-search is already informing developments in artificial intelligence, the internet of things, virtual reality, robotics and so many other emerging technologies. As the science of human behavior, psychological research is critical to understanding how people will and should use these new and exciting tools.

Clearly, many share our interest in this topic. We received more than 300 sub-missions from scientists interested in presenting, and we are pleased that many of the world’s leading researchers in this area—including senior and emerging scientists as well as students— are here. Enriching the mix are professionals and policymakers who apply the work of these researchers across a wide range of practical domains.

We thank all the individuals who worked hard to make this conference a suc-cess: the APA board of directors, the members of the steering committee, the senior program committee, and the review committee, as well as APA staff.

And we appreciate our conference sponsors—eM Life, NeuroFlow, Play Atten-tion, Therachat, and Virtual Sandtray—and our in-cooperation organizations—the Association for Computing Machinery’s Special Interest Group in Comput-er-Human Interaction, the Association for the Advancement of Artificial Intel-ligence, and the Human Factors and Ergonomics Society. Together, we have created a unique and important event.

In this fast-moving world, psychologists’ research and skills are essential to the design and development of new technologies, in technology adoption, and in understanding the impact of technology on our families and our society. It is our hope that this conference fuels conversation and connection—and that it is just the beginning of our work together.

Jessica Henderson Daniel, PhD, ABPP APA President

Arthur C. Evans Jr., PhD APA Chief Executive Officer

WELCOME MESSAGE FROM THE APA PRESIDENT AND CHIEF EXECUTIVE OFFICER

2 American Psychological Association

Welcome to the Technology, Mind, and Society conference, sponsored and or-ganized by the American Psychological Association. We are pleased to have a wide range of scientists, practitioners, policymakers, and students from around the world participate in this event.

The Technology, Mind, and Society conference is an interdisciplinary venue for reporting and assessing current efforts to understand and shape the interac-tions of human beings and technology, for identifying priorities for future work, and for promoting exchange and collaboration among participants. The con-ference incorporates an impressive collection of symposia, papers, and poster sessions, as well as keynote presentations, all focused on discoveries at the intersection of humans and technology.

Organizing a conference of this scope is a collaborative affair. We are apprecia-tive of the efforts of all those who contributed to the planning and organizing of the conference and to the members of the senior program committee and review committee who generously provided their time and expertise to eval-uate the 316 submissions we received. All committee members are listed on subsequent pages.

We hope that you enjoy the conference and the city of Washington, D.C. Don’t forget to tweet about your participation in APA’s Technology, Mind, and Society conference using #APATech18!

Amber L. Story, PhD Conference Organizer and Program Chair

WELCOME FROM THE CONFERENCE ORGANIZER

Technology, Mind & Society Conference 3

STEERING COMMITTEE

Tara Behrend Department of Organizational Sciences and Communication, George Washington University

Jonathan Gratch Department of Computer Science and Department of Psychology, University of Southern California

Jeff Krichmar Department of Cognitive Sciences and Department of Computer Science, University of California Irvine

H. Chad Lane Department of Educational Psychology, University of Illinois, Urbana-Champaign

Bertram Malle Department of Cognitive, Linguistics, and Psychological Sciences, Brown University

Robert Proctor Department of Psychological Sciences, Purdue University

Diana Tamir Department of Psychology, Princeton University


SENIOR PROGRAM COMMITTEE

Amber Story, Committee Chair American Psychological Association

Vincent Aleven Carnegie Mellon University

Jenay Beer University of Georgia

Tim Bickmore Northeastern University

Fran Blumberg Fordham University

Walter (Wally) Boot Florida State University

Will Browne Victoria University of Wellington

Angelo Cangelosi University of Plymouth

Jing Chen Old Dominion University

Min Chi North Carolina State University

Nancy Cooke Arizona State University

Ken Fleischmann University of Texas Austin

Deborah Forster University of California San Diego

Jeff Hancock Stanford University

Peter Hancock University of Central Florida

Robert Hausmann University of Pittsburgh

Wendy Ju Stanford University

Nicole Krämer University of Duisburgh-Essen

Jerry Krueger Krueger Ergonomics Consultants

Richard Landers Old Dominion University

Dar Meshi Michigan State University

Dan Morrow University of Illinois Urbana-Champaign

Anat Rafaeli Technion International

Florian RÖhrbein Bernstein Center for Computational Neuroscience

Selma Sabanovic Indiana University

Juliana Schroeder University of California Berkeley

Steve Stroessner Barnard College

Kim-Phuong L. Vu California State University Long Beach

Adrian Ward University of Texas Austin

Adam Waytz Northwestern University


REVIEW COMMITTEE

Alejandro Gabriel AgostiniSaleem AlhabashC. W. AndersonIvon ArroyoRuth AylettDiane BaileyRyan BakerTom BaranowskiAlix BaraschLaura Barg-WalkowHeather BarkerSolon BarocasNathaniel BarrBarbara BarryPaul BaxterJoseph BayerNatalie BazarovaJoseph BeckNoam Ben-AsherGary BenteJohn BestDavid BilkeyEmmanuel BlanchardElizabeth BlickensderferJames BlissMeyran Boniel NissimMaarten BosSara BowmanElizabeth BroadbentShi CaoMarc CavazzaNeil CharnessLjubica ChatmanJason CheinJesse ChenKoeun ChoiMichael ClamannScotty CraigSara CzajaMarc De KampsJoost de WinterGedeon DeakGeorge DemirisPaul DerbyAlessandro Di NuovoAllison EdenSerge EgelmanJoshua FairchildJing FengChristian FieselerMatthes Fleck

Jodi ForlizziCarol ForsythSue FussellDoug GillanElizabeth GoodmanJamie GormanKurt GrayC. Shawn GreenSascha Griffiths Jaap HaamJessica HammerRalph HeidlLinda HenkelCelia HodentGuy HoffmanLaura HoffmannBruce HomerMatthew HowardGary HsiehJo IacovidesPhilart JeonBarbara KaranianKathryn KasmarikMichael KippElly KonijnAnastasia KononovaSara KonrathHelianthe KortMichal KosinskiKostadin KushlevJames LesterSue LevkoffKaren LevyKarina LilesRobb LindgrenBenjamin LokRose LuckinCollin LynchDetelina MarinovaStacy MarsellaJean-Claude MartinChristopher MayhornJason McCarleyAnne McLaughlinEmma MercierEric MeyerSteven MillsAdam MinerBradford MottBilge MutluChris Myers

Yukiko NakanoMichael NeffGerman NeubaumIoannis NikolaouSarah OstadabbasFred OswaldAna PaivaRich PakAvi ParushStephen PayneKarola PitschNicholas ProferesPrashanth RajivanBryan ReimerLisa Renzi-HammondStephen RiceChristoph RichterMa. Mercedes RodrigoKatharina RohlfingJeremy RoschelleRod RoscoeJonathan RoweNikol RummelAnne SchererMatthew SchlesingerRichard SchulzAlessandra SciuttiScott ShappellMatthew Lee SmithJoey SoJeremiah StillMegan StraitSharon TettegahKjerstin ThorsonDavid TraumMelissa ValentineKurt VanLehnBruce WalkerErin WalkerWilliam A. (“Al”) WallaceLori WaltersJoseph WaltherDebbie WangMonica WhittyHenry WilliamsStephan WinterYusuke YamaniYan ZhangMichael Zimmer


SPONSOR ACKNOWLEDGMENTS

We would like to thank our sponsors for helping to make the Technology, Mind, and Society conference possible.

eM Life provides individuals and teams with evi-dence-based programs and behavioral health tools that target the root cause of chronic conditions helping to effectively manage stress, weight, chronic pain, sleep, cancer recovery and provider burnout. Presented live and on-demand via web and mobile, the platform uti-lizes high-engagement mechanics to drive outcomes measured by validated instruments that consistently improve health, reduce healthcare costs, and increase productivity. The eM Life platform has been widely ad-opted by 600+ leading corporate and government cli-ents with over 7mm members. https://www.emindful.com

NeuroFlow improves mental health and performance through data-empowered insights and user engage-ment. By leveraging real-time biometric data to assess and track mental states, we keep clients motivated and compliant with treatment. NeuroFlow supports mind-fulness, cognitive behavioral, and exposure therapies—both in the clinic and for at home use. http://www.neuroflowsolution.com

Play Attention utilizes the most advanced brain comput-er interface (BCI) available to help your clients strength-en Executive Function and Self-Regulation. Our pro-gram combines NASA-inspired technology with specif-ic cognitive exercises and behavior shaping to unlock your client’s full potential. Research-based and pub-lished in peer-reviewed journals with excellent results. Offer your clients the full package through Play Atten-tion: Assessment, Customized Neurocognitive Training, and Family Management.http://playattention.bloem-online.com

Therachat is a product that helps psychologists to keep their patients engaged in the work that will lead to positive outcomes using a secure and private mobile application. With Therachat the process of assigning homework to patients, helping them to complete it, and getting valuable insights to help them progress, just be-came easy. Sign Up for a 14 Day Free Trial (no credit card required). https://www.therachat.io

Created by a licensed psychologist (wife) and a com-puter programmer (husband) team, the Virtual Sandtray App is an amazing therapeutic tool for both the iPad and Virtual Reality. With a heavy focus on accessibility, this therapeutic tool stands to expand the reach of the time-honored tool of sand tray therapy. Sandtray is a projective tool used for treatment and assessment. A traditional set up is difficult to transport and messy to maintain. The Virtual Sandtray allows for tactile-defen-sive clients, differently-abled clients, and everyone else including adults and teens, to access this amazing tool. The possibilities are virtually endless.https://www.sandtrayplay.com


The Virtual Sandtray App is a new and exciting way to create, save, load, and share sandtrays with your clients, patients, students, supervisors, and during trainings - wherever you may be. With the Virtual Sandtray App you can go above and beyond what is possible in a traditional tray. This app is not a game, rather it is a professional tool designed to enhance and expand the traditional method to new heights and possibilities.

The possibilities are virtually endless!

www.sandtrayplay.com


THURSDAY

5:00–6:30 p.m. Welcome Reception (Liberty Ballroom)

5:15–6:15 p.m. Poster Session A (Liberty Ballroom)

6:30–7:45 p.m. KEYNOTE Social Robotics and Human Behavior Cynthia Breazeal, Massachusetts Institute of Technology (Liberty Ballroom)

FRIDAY

8:30–9:00 a.m. Coffee Available

8:45–10:00 a.m. KEYNOTE Intention, Cognition, and Collaboration: In Pursuit of Interaction Futures Eric Horvitz, Microsoft Research (Liberty Ballroom)

10:00–10:15 a.m. Break

10:15–11:30 a.m. SYMPOSIUM Designing Educational Technology for Young Children: What Does the Research Say? (Archives)

PAPER SESSIONPublic Perceptions of Emerging Technologies (Capitol)

PAPER SESSIONGaming Behavior and Social Cognition (Congress)

SYMPOSIUMHuman Dimensions in Cyber-Security (Monument)

11:30 a.m.–12:30 p.m. Lunch (Liberty Ballroom)

11:40 a.m.–12:20 p.m SPONSORED PRESENTATION BY NEUROFLOWUsing Technology for Mental Health Evaluation, Treatment, and Patient Engagement (Congress)

12:30–1:45 p.m. INVITED PANELHuman Centered Vehicle Automation: Lessons and Questions From the Real-World (Archives)

SYMPOSIUMChildren and Adolescents’ Development of Executive Functions in Digital Contexts (Capitol)

PAPER SESSIONAttention and Distraction (Congress)

PAPER SESSIONVirtual Reality for Health and Well-Being (Monument)

2:00–3:15 p.m. KEYNOTE Models and Implementations of Social Skills in Virtual Humans Justine Cassell, Carnegie Mellon University (Liberty Ballroom)

3:15–3:30 p.m. Coffee Break

3:30–4:45 p.m. PAPER SESSIONHuman-Robot Interactions (Archives)

SYMPOSIUMEmbodiment and Action in Mathematics Games (Capitol)

SYMPOSIUMImproving Information Search—A Multi-Disciplinary Approach (Congress)

PAPER SESSIONTechnology, Perception, and Cognition (Monument)

5:00–6:00 p.m. Poster Session B and Light Refreshments (Liberty Ballroom)

SATURDAY

8:30–9:00 a.m. Coffee Available

8:45–10:00 a.m. SYMPOSIUMUsing Social Media to Measure Psychological Health and Illness: From Individuals to Communities (Archives)

PAPER SESSIONGerontechnology: Aging in the Digital Age (Capitol)

SYMPOSIUMTechnology, Media and Behaviors of Concern to Public Health: How Better Methods, Better Standardization and Open Science May Help Clarify Debates (Congress)

PAPER SESSIONMedia and Learning (Monument)

PROGRAM AT A GLANCE


10:00–10:15 a.m. Break

10:15–11:30 a.m. SYMPOSIUMCan Robots Improve the Quality of Life in People With Dementia? (Archives)

PAPER SESSIONMental Health Interventions (Capitol)

PAPER SESSIONData-Tracking and Privacy (Congress)

SYMPOSIUMGrowing Up a Digital Native: Effects on Cognition, Parent-Child Interaction, and Healthy Development (Monument)

11:30 a.m.–12:30 p.m. Lunch (Liberty Ballroom)

12:30–1:45 p.m. SYMPOSIUMLeveraging Technology to Enhance Mental Health Interventions and Services (Archives)

PAPER SESSIONTechnology Design: Future Directions (Capitol)

PAPER SESSIONConfidence and Trust (Congress)

SYMPOSIUMHarnessing the Potential of Technology to Support Early Learning (Monument)

2:00–3:15 p.m. SYMPOSIUMLeveling Up: Cognitive Development and Gaming in the Digital Age (Archives)

PAPER SESSIONAnthropomorphism (Capitol)

PAPER SESSIONNavigating Online Information (Congress)

SYMPOSIUMDesigning Technology to Improve the Lives of Older Adults at Risk for Social Isolation: Findings From the PRISM Randomized Controlled Trial (Monument)

3:15–3:30 p.m. Coffee Break

3:30–4:45 p.m. KEYNOTE Social Physics: Quantitative Modeling and Shaping of Behavior by Social Context Alex “Sandy” Pentland, Massachusetts Institute of Technology (Liberty Ballroom)

4:45–5:30 p.m. Closing Reception with Remarks and Open Discussion of Next Steps (Liberty Ballroom)

MARRIOTT MARQUIS ALL CONFERENCE SESSIONS ARE ON M4

Keynote Sessions, Posters, Meals, and Receptions Liberty Ballroom

Breakout Sessions Archives Capitol Congress Monument

Speaker-Ready/APA Staff Room Mint

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TREASURY

MINTCONGRESS

CAPITOL

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THURSDAY


THURSDAY

5:00–6:30 p.m.Liberty Ballroom

WELCOME RECEPTION


POSTER SESSION A

01AAccessibility Challenges, Solutions, and Surprises in Simulated Performance AssessmentsAdvances in technology are changing the landscape of education and creating new opportunities for learners. For individuals with disabilities these advances have the potential to close or open doors depending on accessibility considerations. This presenta-tion will include an overview of research on implementation of assistive technologies into computer based testing platforms that use more traditional formats (multimedia, drag and drop, hot spot, selected response, and open ended) and also discuss a more innovated simulation based assessment and the challenges and solutions for teacher candidates who are blind or deaf. This pre-sentation includes the results of a qualitative study that exam-ined the accessibility of a simulated performance assessment for teachers. The purpose of the study was to: (1) gather evidence on the alignment of the assessment tasks with authentic prac-tices of teachers who are blind or deaf; and, (2) inform develop-ment of recommendations for strategies to improve accessibility. The study participants included 7 individuals, all of whom were experts with knowledge and experience with educators who are blind or deaf, or expertise in making performance-based licensure assessments accessible (n = 1). The study identified a number of specific accessibility challenges as well as potential solutions to these challenges. In addition, the study revealed that some hypothesized accessibility challenges were not problem-atic due to the unique teaching strategies employed by teaching candidates with disabilities. The lessons learned are informa-tive for individuals who are designing other innovative perfor-mance-based assessments, particularly those that make use of live video and audio.Cara Laitusis (Educational Testing Service)

02AAge-Related Differences in Evaluation of Empathic Nonverbal Behaviors of a Virtual AgentIt is important to investigate the role of empathy in making the human-agent interaction more believable and natural. Accordingly, in this study we investigate whether implementing empathic nonverbal behaviors in a virtual assistant, can result in different person perceptions of the agent between elderly peo-ple and younger adults. We conducted a combination of lab and online study with a mixed factorial design. We recruited sixty par-ticipants: elderly people (in the lab, n = 30) and younger adults

(online, n = 30) who watched a sequence of videos of a virtual assistant reviewing their imaginary monthly schedule. Six differ-ent nonverbal behaviors in two conditions (positive and negative emotions) were compared to evaluate five factors of agent’s per-son perception: friendly, intelligent, empathic, trustworthy, and helpful. The results reveal that empathic nonverbal behaviors can affect elderly people’s person perception of the agent, and they find the agent more empathic and trustworthy than their younger counterparts. Our data also show that nonverbal behaviors such as smile, head nod plus smile in the positive condition, and sad face, dropping the arms plus sad face, and head down in the neg-ative condition most effectively influence elderly people’s evalua-tion of the empathic behaviors of the agent.Adineh Hosseinpanah Ghasabeh (University of Duisburg-Essen) and Nicole Krämer (University of Duisburg-Essen)

03AAutomated Decoding Facial Expressions Reveal Persistency in Learner’s Emotion-Antecedent Appraisal During Complex Learning With a 3D Video GameThis study used facial expression recognition technology to detect learners’ real-time emotional states while engaging in complex learning with a narrative, 3D video game. Both middle-school (M_Age = 13) and undergraduate students (M_Age = 22) were asked to complete a series of scientific reasoning tasks during the gameplay, including generating hypotheses based on the clues gathered from reading books, conversing with virtual characters, using lab equipment to test hypotheses, and making a final diag-nostic decision to solve the mystery. Students’ emotional states corresponding to the three stages of scientific reasoning were analyzed using the Attention Tool FACET (iMotions® n.d.), which employs the Facial Action Coding System to automatically code students’ facial expressions while working on the scientific rea-soning. Students’ self-reported on their level of prior knowledge, goal-orientations (GO) and task values were collected prior to the video gameplay.

Results from correlation analyses showed strong associations between confusion and GO-appraisals (e.g., mastery-GO and high task-values). Students with avoidance-GO tended to expe-rience surprise and anger more often, whereas students with performance-GO were likely to experience joy and contempt. Moreover, the repeated-measures ANOVA results showed signif-icant task effects on emotions. We also observed persistence in negatively valenced emotions and persistence in students’ task


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behavior especially for students with mastery-GO and a high degree of task-value conscientious.

Emotion is a critical part of learning processes, as it influences the formation and development of subject-related motivation and attitudes, we would suggest future research and educational design should focus on how to promote meaningful affective experiences for students. We also hope this study can help us better understand the ways learners’ GO-appraisals, and task characters influence their task behavior, so that we can design systems to purposefully cultivate learners’ optimal engagement and effort-driven behavior.Zhenhua Xu (Applied Psychology and Human Development Department, University of Toronto) and Earl Woodruff (Applied Psychology and Human Development Department, University of Toronto)

04AAutomated Vehicle Hacking: An Examination of Public Understanding and Effect of Brief TrainingAutonomous vehicles (AVs) are expected to be safer than human-driven vehicles. However, the increased automation level of AVs will lead the systems to be more susceptible to cyber-attacks. Cyberattacks could result in many dangerous situations such as intentional car accidents, kidnapping, and terrorism. Prior research, mostly in the format of surveys, has found that respondents are concerned about the cyberattacks on AVs when prompted with a specific question regarding cyber attacks. However, a small percentage of respondents brought up cyberat-tack as a concern in free-response surveys. Moreover, empirical research on how people behaviorally respond to cyber-attacks is sparse.

If cyberattacks occur, human drivers will have to respond to the threat. The current study aimed to empirically explore how individuals respond to AV hacking scenarios. Participants per-formed an autonomous driving task in a driving simulator. Each participant learned the driving route first, then a cyberattack was implemented during an automated driving session. We manipu-lated whether participants received a brief training/priming on potential cyberattacks in AVs before the experiment. We mea-sured (1) the rate at which participants noticed the attacks, and if they did, (2) how long it took them to respond to the attack, and (3) the types of responses they made once they realized the car had been hacked. Our preliminary results showed that the train-ing group demonstrated higher awareness rates and faster reac-tion times than did the non-training group. Further data will be collected and the implications for AV design and future research will be discussed.Wyatt McManus (Old Dominion University), Jing Chen (Old Dominion University), and Scott Mishler (Old Dominion University)

05AThe BADAS (Bipolar Affective Disorder and Older Adults) StudyWe have developed an Ecological Momentary Sampling (EMS) application (app) to collect movement and mental health infor-mation from young and older adults with bipolar disorder (BD). Participants are randomly prompted within self-specified win-dows of general availability and asked about important events of that day, medication adherence, sleep quality, and symptom levels at that moment. Up to three prompts are received twice daily at Time 1, 20 min, and 25 min after Time 1 if no question-naire is submitted. We also measure global positioning system (GPS) data every six minutes. BADAS responses populate per-sonalized, password-protected self-care websites intended to

foster symptom awareness and health enhancing behaviors. We discuss how this app might be adapted for other older adult and mental health populations.Norm O’Rourke (Ben-Gurion University of the Negev) and Andrew Sixsmith (Simon Fraser University)

06AA Color-Based Tracking Algorithm to Support Tangible Collaboration for Visually Impaired StudentsTangibles enable physical manipulation of data, making them ideal to support visually impaired students. Visually impaired students are frequently integrated in mainstream courses, collab-orating with sighted peers and instructors, which drives a need for tangibles that can take advantage of an information display. Further, the number of qualified teachers is small, driving a need for portability and robustness.

This paper contributes a tangible block localization and track-ing algorithm designed accounting for the needs and require-ments of this demographic. The approach uses a sensor package embedded in a block that detects color on a horizontal display. The system recursively subdivides the display into colored regions that the sensor package can distinguish until it is located to within a small area. Once located, the sensor package can be tracked by having the color pattern moved underneath the pack-age to maintain a real-time location. The system can concurrently track multiple tangibles while displaying information, facilitating collaboration between visually impaired and sighted users. We evaluate the performance of the algorithm in terms of accuracy and latency for both localization and tracking.Richard Stanton (New Mexico State University), Zachary Toups (New Mexico State University), and Enrico Pontelli (New Mexico State University)

07ACritical Differences in the Perceptions of Human and Autonomous DriversDriving is becoming increasingly automated. For example, the National Highway Traffic Safety Administration (NHTSA) recently estimated that 99% of newly manufactured cars sold in the United States will include automated emergency braking (AEB) as a stan-dard feature by the year 2020. While the inclusion of increasingly autonomous features, culminating in a fully self-driving car, occurs unabated, little is known about how humans will react to these higher, theoretical levels of vehicular automation. The current study attempts to fill in one gap by comparing how people react to and trust human drivers compared to a hypothetical autono-mous driver. In a 2 (driver type) x 7 (driving reliability) mixed-fac-tors experiment, 30 undergraduate students experienced a series of high-fidelity driving simulations. Researchers informed participants that the vehicle in the scenarios was controlled by either an autonomous system or a human driver. Participants sat in the driver seat but were unable to take-over control of the vehicle. After each scenario, participants subjectively rated their trust in the driver and perceptions of the drivers’ performance. Results revealed a two-way interaction of driver type and driver reliability such that when drivers (human or autonomy) performed perfectly, participants were more trusting of humans than auton-omy. However, when the drive consisted of errors, participants were more trusting of autonomy than humans. We also observed a main effect of error severity such that more severe errors were more damaging to trust than less severe errors for both driver conditions. These findings give some insight into the unique and unexpected ways in which people perceive autonomous vehicles.Daniel Quinn (Clemson University), William Leidheiser (Clemson


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University), Spencer Kohn (George Mason University), Richard Pak (Clemson University), and Ewart de Visser (George Mason University)

08ADesigning Explainability of an Artificial Intelligence SystemExplainability and accuracy of the machine learning algorithms are usually laid on a trade-off relationship. Several algorithms such as deep-learning artificial neural networks have high accu-racy but low explainability. Since there were only limited ways to access the learning and prediction processes in algorithms, researchers and users were not able to understand how the results were given to them. However, a recent project, explain-able artificial intelligence (XAI) by DARPA, showed that AI systems can be highly explainable but also accurate. Several technical reports of XAI suggested ways of extracting explainable fea-tures and their positive effects on users; the results showed that explainability of AI was helpful to make users understand and trust the system. However, only a few studies have addressed why the explainability can bring positive effects to users. In this study, we find theoretical reasons from the attribution theory and anthropomorphism studies. Through a review, we develop three hypotheses that (1) causal attribution is a human nature and thus a system which provides casual explanation on their process will affect users to attribute the result of system; (2) Based on the attri-bution results, users will perceive the system as human-like and which will be a motivation of anthropomorphism; (3) The system will be perceived by the users through the anthropomorphism. We suggest a research framework for designing causal explain-ability of an AI system and discuss the expected results of the research.Taehyun Ha (Department of Interaction Science, Sungkyunkwan University), Sangwon Lee (Department of Interaction Science, Sungkyunkwan University), and Sangyeon Kim (Department of Interaction Science, Sungkyunkwan University)

09ADifferential Facial Expressivity in Humans and Robots Elicit Different Levels of Responsiveness, Empathy, and Projected FeelingsThe face plays a fundamental role in human social interaction, serving important communicative functions and expressing inner feeling states. Today, life-like humanoid robots are on the rise aiming at communicative purposes that resemble humanlike conversation (e.g., in healthcare). Robots capable of exhibiting natural-appearing social qualities are particularly promising because human-to-human communication is the most intuitive and natural way of interaction. Hence, a relevant question is whether the robot’s face similarly plays a crucial role in human-to-robot communication. Thus far, some studies showed that human participants responded empathetically toward robots ‘in pain’. However, no studies examined effects of differential facial plas-ticity in humanlike robots in direct comparison to humans. Based on our parallel processing model, we argued that greater plas-ticity in the robot’s face may elicit responses that closer resemble human-to-human responsiveness. Therefore, we conducted a two-factorial 3 (facial plasticity: human vs. facially flexible robot vs. facially static robot) x 2 (treatment: maltreatment vs. caressing) between-subjects experiment. Randomly assigned participants (N=265; Mage=31.5; SD=12.7) were measured for their emotional responsiveness, empathetic response, and projection of feel-ings onto the human and robots. Results of a two-way MANOVA showed significant main and interaction effects. Participants responded empathetically and emotionally less intensive toward

the robots than toward the human, but followed similar patterns. The maltreatment condition raised strongest responsiveness. Interestingly, the robots were also attributed feeling pain upon maltreatment like the human, yet with significantly different intensities following facial plasticity. In conclusion, humans apply schemata from human-to-human communication to humanlike robots but in varying degrees. Implications for future research, the ‘uncanny valley’, our parallel processing model, and different functionalities of social robots for healthcare, education, and ser-vice professions are discussed.Elly Konijn (VU Amsterdam) and Johan Hoorn (VU Amsterdam and the Hong Kong Polytechnic University)

10AThe Effectiveness of Gamification Tools in Enhancing Academic Performance and Motivation of Students in Fully vs. Partially Gamified Grading System of Online ClassesGamification tools (GTs), added game design elements into non-game context which attracted attention of educators as a poten-tially useful method to increase engagement, motivation and performance of students. However, the efficacy of these tools has not been well-established due to conflicting results of rele-vant studies. In our study, the effectiveness of two most common GTs, badges (i.e., digital credentials for achievements) and lead-erboards (performance based digital rankings), on the academic performance and self-reported motivation levels of students were investigated. Two experiments were conducted in two 100% online undergraduate physics courses taught via Learning Management System (LMS). In Experiment 1 (N=102), GTs were implemented in only the quiz scores (40% of the course grade) through LMS, e.g. badges were awarded and leaderboards cre-ated based on quiz scores. In Experiment 2 (N=88), both quiz and assignment scores (100% of the course grade) were gamified, e.g. badges and leaderboards were based on both quiz and assign-ment scores. Participants were randomly assigned into one of four groups: badges-only, leaderboards-only, badges-with-lea-derboards and control (i.e., no badges, no leaderboards). Self-report questionnaire about students’ attitudes and motivation toward GTs were collected at the end of study. The results from both experiments demonstrated that although most students showed positive attitudes towards badges and leaderboards on the motivation questionnaire, neither badges nor leaderboards significantly affected academic performance of students. This study suggests GTs may be useful in influencing student moti-vation however, they are not effective in increasing student aca-demic performance.Sebiha Balci (Kent State University), Jonathan M. Secaur (Kent State University), and Bradley J. Morris (Kent State University)

11AAn Empirical Typology of Smartphone Users With Latent Class Analysis, and Relations with Psychopathology and Problematic Smartphone UseLittle is known about how people use features on their smart-phones, and whether usage patterns are related to psychopathol-ogy and problematic smartphone use. We sampled 296 college students from a Midwestern university using a web survey. We administered a validated self-report scale assessing frequency of using various smartphone features, and a measure of prob-lematic smartphone use (Smartphone Addiction Scale; SAS). We also assessed psychopathology constructs of ruminative thinking (Ruminative Thought Styles Questionnaire) and emotion regula-tion deficits (Emotion Regulation Questionnaire), and demograph-ics (age and gender) as potential covariates of smartphone use


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patterns. Using latent class analysis, we empirically identified a best fitting model of two distinct classes of smartphone feature use based on examining indicators of model fit, including the Bayesian Information Criterion and Lo-Mendell-Rubin likelihood ratio test. One class represented especially heavy use (partic-ularly that of social networking, audio and visual entertainment, and image- and video-capturing), and the other class involving light use (particularly that of social networking, audio entertain-ment and image- and video-capturing). Using logistic regression, we found higher levels of rumination, and higher levels of cogni-tive reappraisal as an emotion regulation strategy, were related to the heavy smartphone use class. Using posterior probabilities for the latent class variable, we regressed SAS subscales on the two-class solution, finding that the heavy use class scored higher on all SAS subscales. Results aid in understanding the nature and relation of smartphone usage patterns to psychopathology and problematic smartphone usage.Jon Elhai (University of Toledo) and Ateka Contractor (University of North Texas)

12AExcessive Social Media Users Demonstrate Impaired Decision MakingEveryday over a billion people around the world frequent Facebook, 55% of whom check the site multiple times a day [3]. In a hyperbolic version of the offline world, Facebook offers a steady, frequent stream of social rewards for its users. These social reinforcers bring users back to the site repeatedly. As a result, some users experience problems with social media sim-ilar to behavioral and substance use disorders—namely, some Facebook users display maladaptive use, tolerance, and when trying to quit they experience withdrawal and relapse [4]. This parallel between excessive social media use and addiction may also extend to everyday decision making behaviors. For exam-ple, individuals with behavioral and substance use disorders perform poorly on decision making tasks that require learning from rewards and punishments [2,5]. Could it be that people who exhibit excessive social media use also exhibit this type of aber-rant decision making? To address this question, we tested par-ticipants (n = 71) in a computerized version of the Iowa Gambling Task (IGT). We also assessed participants’ self-reported degree of excessive social media use with the Bergen Facebook Addiction Scale (BFAS) [1]. We looked for a correlation between these mea-sures, and after controlling for individuals’ degree of depression, we found a significant negative relationship (r = −0.31, p = 0.01); a greater BFAS score corresponded to poorer performance on the IGT. These results were in line with our hypothesis and demonstrate a behavioral similarity between excessive social media users and individuals with behavioral and substance use disorders.Dar Meshi (Michigan State University), Anastassia Elizarova (McGill University), and Antonio Verdejo-Garcia (Monash University)

13AGamification Is Working, But Which One Exactly? Results From an Experiment With Four Game Design ElementsGamification aims to increase motivation in non-game contexts by using game design elements. Usually gamification research examines the impact of multiple game design elements, making it almost impossible to find out how and to what extent these elements individually contribute to user motivation. To nar-row this research gap the present study uses an experimental online setting with 505 subjects to gain further insight about the

individually applied elements badge, feedback, progress bar and storytelling and additionally in multiple combinations. Also, this study systematically extends a predecessor study that has researched only badges and storytelling. The aim of the studies is to observe whether the number of answered questions in a quiz can be increased by using, ceteris paribus, different game elements. Basically, the task was to answer a maximum num-ber of 190 questions about continents, countries and space. 14 different badges could be achieved, with different completion criteria for all of them. The element feedback was designed as

“correct-false”-feedback. As another element a round progress bar implemented as a slowly filling globe was added. Finally, sto-rytelling was realized as a tale about an alien which gives us a chance to save earth from destruction because a bypass of an intergalactic highway is necessary. Participating subjects were told that they can continue as long as they want and stop at any time answering questions by clicking a designated button. The results provide support for significant motivation increases, but they vary strongly for different gamification elements in terms of their motivational potential.Athanasios Mazarakis (Kiel University) and Paula Braeuer (Kiel University)

14A“Getting By With a Little Help From My (Online) Friends”: What Factors Predict Fertility Patients’ Online Search Patterns?Introduction. The Internet has innovated healthcare by providing information and social support to patients, particularly those with stigmatized illnesses such as infertility. While the psychological burden of fertility patients is well documented, little research has examined demographic and psychosocial factors associated with online search patterns of fertility patients. The present study investigated patient characteristics in relation to seeking informa-tion and support online.

Materials and Methods. An online survey was completed by 245 male and 304 female patients from fertility clinics in 2 Canadian cities. Participants reported whether they had searched online for 4 types of resources: medical information, treatment options, services and providers, and the opinion of/access to oth-ers. Data on demographic characteristics, length of time in treat-ment, and depressive symptomatology were obtained.

Results. Overall, 87.9% of patients searched online for infor-mation and support related to infertility. All of them searched for medical information, 91% for information about treatment options, and 90% for services and providers. Two thirds of respondents searched for the opinions of/access to others. A multiple linear regression predicting patients’ search of the category “the opin-ion of/access to others” was statistically significant, (F(3,462) = 8.19 P<.001), with more time in treatment (β=.137), being female (β=.119) and more depressive symptomatology (β =.100) predicting online searching.

Conclusion. Patient characteristics affected certain online search patterns, particularly in relation to social support. Female patients, those with more depressive symptoms and longer treat-ment duration were more likely to search for peer support online. These characteristics should be considered in tailoring online support.Phyllis Zelkowitz (Jewish General Hospital; McGill University; Lady Davis Institute), Margot Kelly-Hedrick (Jewish General Hospital), Stephanie Robins (Jewish General Hospital), and Skye Miner (Jewish General Hospital; McGill University)


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15AHand Movement Enhances 3D Non-Symbolic Number PerceptionTechnologies that allow individuals to interact with virtual objects via body movement afford the opportunity to examine embodied cognition. A component of embodied cognition is that individu-als ground mental constructs and operations via their own body. Evidence suggests that non-symbolic number perception can be influenced by body movements with higher performance previ-ously observed when individuals made responses via body move-ments compared to button presses. Questions remain regarding the extent to which body movement influences number percep-tion. As the majority of number perception research has utilized two-dimensional arrays of objects (e.g., blue and green dots), it is unknown whether similar effects are observed with 3D objects (e.g., blue and green cubes in a volume). Furthermore, research examining the impact of embodiment in number perception have used body movements to make judgements rather than interact with the actual stimuli. To address these questions, in the present study individuals made number perception judgments regarding a set of moving, virtual, 3D objects. The degree to which partic-ipants interacted with the objects, specifically body movements rotating the objects, varied: they rotated automatically, by moving a computer mouse back and forth, or via hand movements reg-istered by a motion sensor. Significantly higher performance was observed when objects rotated via mouse or hand movements compared to automatic rotation. The results suggest that inter-acting via hand movement can influence numerosity estimates of 3D objects. This indicates that having individuals interact with objects via body movement could enhance corresponding men-tal representations.Justin Bonny (Morgan State University)

16AHeuristic Evaluation of Compensations for a Wheelchair Mounted Robotic ArmFor individuals who rely on assistive mobility technology (e.g. wheelchairs), functional dependence can often be augmented through supplementary technologies. One such technology is a wheelchair mounted robotic arm (WMRA), consisting of an

“arm” portion that ends with a gripper or “hand.” Certain percep-tual, visual, and physical abilities have been shown to impact an individual’s proficiency in completing simulated activities of daily living (ADLs) using the WMRA. However, the interfaces for tradi-tional WMRAs have minimal adaptive capabilities to ameliorate any perceptual deficiencies of the user. Working with the UCF MANUS robot, a 6 degree of freedom device with a touch screen and 3-dimensional mouse controls, engineers implemented com-pensations, or interface adaptions, which are proposed to aid users who have limitations in spatial ability and working mem-ory. The compensations include button highlighting to suggest the next move, “true north” indicator to aid in robot re-alignment, easier object detection whereby contrast between the object and its background is increased, and a text box reminder of the task at hand. In preparation for user testing, a heuristic evaluation was conducted using Nielsen’s Heuristics (Nielsen, 1995). Heuristic violations were identified related to specific compensations as well as in the overall system and suggestions for improvements are provided. Future research will focus on implementing and evaluating compensations for the additional individual differ-ences identified as contributing to performance in using a WMRA.Eva L. Parkhurst (University of Central Florida), Fernando Montalvo (University of Central Florida), Aman Behal (University of Central Florida), and Janan A. Smither (University of Central Florida)

17AI’m so Happy for You! Familiarity Influences a Neural Index of Reward to Other’s Outcomes in a Gambling TaskPerceived ownership, or the extent to which people act on behalf of themselves or others, influences social-cognitive processes involved in reward processing. Specifically, individuals playing gambling games experience positive outcomes for themselves as more rewarding than positive outcomes that affect unfamiliar others. This differential experience of reward has been shown to be indexed by an event-related brain potential (ERP) component termed the reward positivity (RewP). What has not been inves-tigated is the extent to which RewP is modulated by familiarity with others and the degree to which social bonding takes place between two interaction partners. Since social bonding is asso-ciated with higher oxytocin release, we hypothesize that reward potentials of observing positive outcomes for others varies as a function of familiarity with the “other”. Here, participants received positive outcomes of a gambling task for themselves (self-owner-ship) or on behalf of the robotic agent Cozmo (other-ownership), with whom they either did (social bonding) or did not interact with (no social bonding) before the gambling task. We hypoth-esized that participants who bonded with Cozmo would show larger RewP amplitudes than participants who did not prior to the gambling task. Preliminary results suggest that participants who bonded with Cozmo found winning on its behalf more rewarding than participants who were unfamiliar with Cozmo. No difference was found in RewP amplitudes between participants who won for themselves and participants who won for Cozmo after familiar-ization. These results suggest that social bonding and familiarity influences the degree to which positive outcomes are perceived as rewarding.Abdulaziz Abubshait (George Mason University), Paul Beatty (George Mason University), Craig McDonald (George Mason University), Cameron Hassall (University of Victoria), Eva Wiese (George Mason University), and Olav Krigolson (University of Victoria)

18AInformed Design: Designing Communication Equipment for Emergency RespondersWe will discuss how cognitive theories developed in human factors and cognitive ergonomics fields may inform the design, development and choice of communication technologies for emergency responders. Proper communication may be a life or death issue for emergency responders. Firefighting, for example, may involve entering and exiting damaged building structures using ladders or other assistive gear to rescue occupants. This type of work presents obvious dangers, with not only the life of the person, or persons, in need of rescue at risk, but also the life of the firefighters. In these contexts, efficient communication may be the difference between life and death. Emergency responders, such as emergency medical technicians, firefighters, law enforce-ment officers, and search and rescue operators, must balance intense cognitive demands with intense physical demands. In this work, a synthesis of number of recent studies using a lan-guage based memory task with a variety of other tasks, including physical ones, will be presented. A verbal memory task was com-bined with climbing, running, and other seated cognitive tasks to enable equipment designers the ability to assess the cognitive demands of physical tasks in comparison to tasks more com-monly used in cognitive research. The degree of interference on verbal memory during climbing was found to be much higher than expected based on current cognitive theories. From these find-ings new design guidelines were produced regarding communi-cation equipment for emergency responders and weaknesses in


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modern cognitive theories of dual-task performance highlighted.William Helton (George Mason University) and Samantha Epling (Air Force Research Laboratory)

19APerceptions of Machine Morality: Salience of Moral Foundations Adherence and ViolationScholarship is rife with debates about potentials for designing machine morality—the extent to which technological agents may functionally differentiate between ‘right’ and ‘wrong’ and act accordingly. Regarding perceptions of machine morality, extant literature attends primarily to humans’ reasoned ascription of morality (moral judgment), however recent perspectives on moral evaluation emphasize intuited ascription of morality through gut assessments for specific, salient moral domains. This study takes a step to bridge that gap by analyzing laypersons’ gen-eral and specific intuited reactions to different social machines (those designed to interact with humans). Participants (N = 605, age M = 24.25, SD = 6.87, range 18 to 60) were recruited online to complete a web-based survey in which each was randomly assigned to view a short (~45-second) video of one of four types of machine agents (a chatbot, a voice assistant, an on-screen agent, physical robot) or a human agent; each video showed the agent introducing itself. Participants were then asked to respond to two open-ended questions focusing on (1) first impressions of the agent, to elicit salient, unsolicited moral intuitions and (2) whether/how the agent was a ‘moral being,’ to elicit specific and prompted reflections. Responses were content-analyzed by two coders (achieving interrater reliability) for the presence of six moral-intuition domains as laid out by Moral Foundations Theory: care/harm, fairness/inequity, loyalty/betrayal, authority/subver-sion, sanctity/degradation, liberty/oppression. Results shed light on the salience and domain-specificity of moral intuitions for social machines in relation to human anchors, which may inform understandings of robot trust and acceptance.Jaime Banks (West Virginia University) and Kadi Kevvai (West Virginia University)

20AA Pilot Intervention to Encourage HIV Testing and Counseling Among Minority AdolescentsDespite adolescents accounting for 20% of new HIV cases, they are less likely than adults to undergo HIV testing and counseling (HTC). Videogame interventions are emerging as an effective way to teach adolescents skill building and knowledge, with evidence that skills acquired and practiced in a virtual environ-ment can translate to real life. This study adapted an original evidence-based videogame that focused on HIV prevention in adolescents to have a greater focus on HTC and evaluated its impact. We enrolled 26 participants, aged 15-16 years, to test the adapted game, using a pre-post study design. Fifteen (58%) were girls, 23 (88%) were black, and 3 (11%) were Hispanic. Participants played an average of 3.2 hours of the game over 3 weeks. Data were collected at baseline, immediately post-gameplay (3 weeks) and at follow-up (6 weeks). Most players (85%) enjoyed playing the game and 88% said they would recommend the game to their friends. Participants reported an increase in intentions (p = .037) and knowledge (p = .025) related to HTC. Notably, at baseline and 3-week follow-up no participants reported ever undergoing HTC but at 6-week follow-up, that figure increased to two participants reporting HTC (p=0.135). This game was an engaging intervention that increased adolescents’ HTC, their intentions to get tested, and their knowledge about HTC. Although the game needs to be further evaluated in a larger cohort over a longer period of time,

results from this study indicate that videogames may be effective vehicles to deliver this content to adolescents.Tyra Pendergrass (Yale University School of Medicine), Kim Hieftje (Yale University School of Medicine), Lindsay Duncan (McGill University), Trisha Arora (Yale University School of Medicine), and Lynn Fiellin (Yale University School of Medicine)

21AProblematic Smartphone Usage, Emotion Regulation, and Social and Non-Social Smartphone UseProblematic smartphone use (PSU), an addictive-like behavior characterized by excessive smartphone use related to negative daily-life outcomes, is associated with affect-related complica-tions. Expressive suppression as an emotion regulation strategy predicts more smartphone use; in addition, PSU is associated with both social and non-social features of smartphone usage. However, it has not been investigated if different emotion regula-tion strategies (cognitive reappraisal/expressive suppression) are related to distinct types of smartphone use (for social/non-social purposes). Furthermore, it has not been studied if the relation-ships between emotion regulation strategies and PSU are medi-ated by these types of smartphone use. The aim of this study was to understand how emotion regulation strategies are related to PSU and types of smartphone use, and if social or non-social fea-tures mediate these relationships. Participants were 300 under-graduate students (76% female) from a Midwestern American university aged 18-38 (M = 19.45, SD = 2.17). They completed the Smartphone Addiction Scale, Social/Process Use Scale, and Emotion Regulation Questionnaire. The bivariate correlation anal-yses showed that cognitive reappraisal was correlated to both social and non-social smartphone use but not PSU. Expressive suppression was correlated to PSU and non-social smartphone use, but not with social smartphone use. Furthermore, mediation analysis showed that non-social smartphone use mediated the relationship between expressive suppression and PSU. There were no statistically significant indirect effects for social/non-so-cial smartphone use between PSU and cognitive reappraisal. It could be that people with more maladaptive, suppressive emo-tion regulation use more non-social features of smartphones, resulting in having higher levels of PSU.Dmitri Rozgonjuk (Institute of Psychology, University of Tartu, Tartu, Estonia; Department of Psychology, University of Toledo, OH, USA) and Jon Elhai (Department of Psychology, University of Toledo, OH, USA; Department of Psychiatry, University of Toledo, OH, USA)

22ARacial Prejudice Affecting Support for Unmanned Aerial Vehicle OperationsThe interaction between humans, technology, and society is ever-increasing. One particular growing field of technology is unmanned aerial vehicles (UAVs), with uses ranging from hob-byist to private industry to military applications. Public support for UAVs, will likely change dependent on the societal context in which they are used. Specifically, it is likely that racial bias or political affiliation may influence support for UAVs.

The current study investigated perceptions of UAV flight over neighborhoods with different racial compositions. Participants responded to a survey assessing support for UAVs flying over these different neighborhoods (primarily African American, pri-marily Hispanic, primarily Caucasian, or an unspecified control neighborhood), privacy concerns related to this UAV operation, as well as demographic data. Results indicated differing levels of support for UAVs, such that participants were more supportive


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of UAVs flying over primarily African American neighborhoods than over Caucasian neighborhoods. In addition, there was more support for UAV operations from those identifying as politically conservative than those identifying as politically liberal.

The societal implications of UAV flight, and how individuals interact with new technologies will ultimately decide consumer behaviors and attitudes. Understanding how consumers perceive UAV flight, as well as what personal variables influence attitudes about UAV operations will be able to inform developers of these technologies, as well as policymakers.Emily Anania (Embry-Riddle Aeronautical University), Stephen Rice (Embry-Riddle Aeronautical University), Scott Winter (Embry-Riddle Aeronautical University), and Mattie Milner (Embry-Riddle Aeronautical University)

23AThe Relationships Between Adolescents’ Perceptions of Others and Their Social Interactions on Social MediaGiven that social media can impact adolescents’ development of social-emotional competence, this study aims to examine how adolescents’ perceptions of others affects their social inter-actions on social media. This study is a secondary analysis of the Pew Foundation’s Internet & American Life Project, Teens Relationships Survey in 2014. Participants included 1060 adoles-cents between 13 – 17 year olds with a racial/ethnic distribution of 57.9% Caucasian, 9.6% African-American, 22.2% Hispanic, 5.7% Mixed race, and 4.6% Others-Non-Hispanic. A Pearson chi-square test was conducted to examine whether adolescents’ percep-tions of others related to their social interactions on social media. The results revealed that adolescents who strongly agreed that people were less authentic on social media were more likely to report that they blocked individuals (X2 = 403.66, df = 12, p < .05) and untagged or deleted photos of others (X2 = 402.67, df = 12, p < .05). They also tended to report that they did not feel worse about their own life because of what they saw from other friends on social media (X2 = 52.345, df = 8, p < .05). Adolescents who strongly agreed that people shared too much information on social media were more likely to report that they unfriended or unfollowed someone (X2 = 20.99, df = 8, p < .05), blocked some-one (X2 = 412.37, df = 12, p < .05), and untagged or deleted photos of others (X2 = 401.70, df = 12, p < .05). There was no significant relationship between perceiving others as being less authentic and unfriending/unfollowing friends on social media.Thitirat Sriplo (University of Illinois at Chicago) and Marisha Humphries (University of Illinois at Chicago)

24ARobot Recruiters: How People Perceive Algorithmic Recruitment Systems, the Decisions They Make, and the Organizations That Use ThemI report the results from two randomized controlled experiments (N=282), exploring how people perceive hiring decisions differ-ently if said decision is made by a human or a learning algorith-mic system (robot). In both experiments, and in all conditions, the participants read a vignette describing a hiring dilemma with two applicants, in which one applicant was more qualified, whereas the other needed the job more. In the first experiment, both the robot and the human chose to offer the job to the more qualified applicant. The results showed that the organization who out-sourced the hiring decision to a robot was seen as significantly less inclined to invest in their human resources, compared to the organization who outsourced the hiring decision to a human. This effect was mediated by the extent to which the hiring organiza-tion seemed to place importance on the applicants’ needs and

desires. In the second experiment, both the robot and the human decided to offer the job to the less qualified applicant, who needed the job more. The results from this experiment revealed no between groups differences in the perception of the orga-nizations inclination to invest in their human resources. Taken together, these results suggest that organizations who use robots in their hiring decisions may run the risk of coming across as less invested in their human resources, but that this risk can be miti-gated by showing that the robots consider more than just instru-mental aspects that are immediately pertinent to the organization.Mads Nordmo Arnestad (BI Norwegian Business School)

25ARobotic Love Rival? A Quantitative Study on the Jealousy of Women Evoked by Other Women and RobotsWhile first empirical studies on sexual aspects of human-robot interaction mostly focus on the male users’ acceptance, there is no empirical research on how females react towards robotic rep-lications of them. To empirically investigate whether robots can evoke the same kind of jealousy as other women do, an online study was conducted in which 848 heterosexual female subjects reacted towards the idea that their love rival was either another woman, an android sex robot or a human-like gynoid robot. The results showed that both, robots and women evoke high levels in the different aspects of jealousy. While for instance the subjects who were confronted with another woman as love rival reported to have a higher discomfort based on the imagined sexual inter-action compared to the robotic opponent, the study also showed that the android and humanoid robots made the subjects feel as inadequate as a female opponent. The study provides first empir-ical insights into an ethical question which should be considered in the construction of android sex robots.Jessica M. Szczuka (Social Psychology: Media and Communication, University Duisburg-Essen) and Nicole C. Krämer (Social Psychology: Media and Communication, University Duisburg-Essen)

26ARole of Trauma Type and Self-Efficacy on eHealth Intervention EngagementExposure to a traumatic event is associated with an increased risk for psychopathology including Posttraumatic Stress Disorder (PTSD). Although evidence-based practices for PTSD are avail-able, many individuals fail to access care in a timely manner. eHealth interventions may offer a potential vehicle through which individuals could access trauma informed services; however, lim-ited participation and high attrition rates are common. As a result, there is a need to better understand predictors of eHealth inter-vention usage. Trauma type (e.g., interpersonal) and treatment self-efficacy (TSE) may be such predictors (Resick et al, 2008; Yeager et al., 2016). The goal of this longitudinal study was to explore how the type of trauma and level of TSE affect eHealth intervention engagement and treatment outcomes. A national sample of trauma survivors used a theoretically based trauma recovery eHealth intervention for two weeks (NT1 = 753, NT2 = 253, NT3 = 183). We hypothesized those who experienced sexu-ally related traumas would be more likely to engage, and engage-ment would mediate the reduction of PTSD symptoms for those high in TSE. Results of the moderated mediation model indicated for those who experienced sexually related traumas and high in TSE (+1SD), engagement mediated the relationship between T1 and T3 PTSS, B = -0.081, 95% CI [-0.026, -0.181] (N = 183). The conditional indirect effect was non-significant for other types of trauma or when TSE was low. These findings highlight the roles


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of trauma type and TSE on human computer interactions with eHealth interventions for trauma recovery.Carolyn Yeager (University of Colorado Colorado Springs), Kotaro Shoji (Trauma Health and Hazards Center), and Charles Benight (University of Colorado Colorado Springs)

27AStudents’ Online Social Comparisons and Fear of Missing Out Mediate the Association Between Social Media Browsing and Depressive SymptomsFrequent social media browsing may adversely influence well-be-ing. Specifically, passively browsing social media may facilitate upward social comparisons (SC; the comparison of oneself to others perceived as “better”) and/or lead to a fear of missing out (FoMO; the preoccupation that others are having more reward-ing experiences). Both perceptions have been linked to lower well-being, but research has yet to examine both SC and FoMO in the pathway between social media use and depressive symp-toms. Previous research suggests that social comparison medi-ates the relation between passive use and depressive symptoms, but it is unclear the role FoMO may play. Feelings of FoMO may trigger passive use, as it is fueled by a desire to stay continu-ally connected, which social media fulfills. Conversely, FoMO may result after engaging in social comparison, as the idealized images that people portray online may stoke the anxiety that oth-ers are having more rewarding experiences. The current study investigates both as potential mediators.

A diverse sample of 722 university students (69% female; Mage=21.47, SD=4.63) reported on their social media use, tech-nology-based social comparison and feedback seeking, FoMO, and depressive symptoms. On average, students spent about one hour per day browsing social media platforms, reported moderate levels of SC and FoMO, and low levels of depressive symptoms.

A path model of the direct and indirect effects was tested in MPlus6 and showed good fit, χ2(3)=7.06, p>0.05, CFI=0.99, RMSEA=0.045. The link between social media browsing and higher depressive symptoms was mediated by SC and FoMO (indirect path: ß=0.05, p<.001). Students who spent more time browsing social media reported more SC (ß=0.23, p<.001), which predicted greater FoMO (ß=0.64, p<.001), which in turn predicted greater depressive symptoms (ß=0.35, p<.001). The addition of direct effects—all non-significant—did not improve model fit. The results suggest full mediation, but future longitudinal research is needed to confirm the temporal ordering of this model. Implications and future directions will be discussed.Kaitlyn Burnell (The University of Texas at Dallas), Madeleine George (The University of Texas at Dallas), Justin Vollet (The University of Texas at Dallas), and Marion Underwood (The University of Texas at Dallas)

28ATablets for Independent Reading: Exploring Young Children’s Page Navigation and Story ComprehensionThe Read-to-Me feature of eBooks is often touted as enabling pre-literate children to read independently, as the story is nar-rated by the device. However, young children may have trouble navigating eBooks. They may struggle with timing and how to use the appropriate motions to turn pages. As their concepts of print, reading heuristics, and fine motor skills are still developing, they may be limited in their comprehension when engaging inde-pendently. This presentation describes the relationship between preschoolers’ navigation of an iPad for reading and their subse-quent comprehension of the story.

Seventy-eight children between 3-5 years were videotaped being read an eBook with the Read-to-Me feature. Children were instructed to turn the page when the narration finished. Videos were coded for appropriate timing (i.e., whether each page was turned within one minute after the narration ended) and appropri-ate motion (i.e., whether each page was swiped using the correct motion). Post-reading story comprehension was assessed with a 12-question measure.

Overall, all children turned the pages at the wrong timing at least once and 79% of children struggled with the swiping motion at some point in the observation. ANOVA results indicate that three-year-olds struggled more than four- and five-year-olds in determining the appropriate timing and using the correct motion. Controlling for age, children with more instances of appropriate timing and motion scored significantly higher on comprehen-sion. Therefore, for young children to use eBooks independently, design considerations should be made to support their develop-mental capacities (e.g., cognitive and fine motor skills for navigat-ing eBooks).Ying Xu (University of California, Irvine), Joanna Yau (University of California, Irvine), and Stephanie Reich (University of California, Irvine)

29ATechnology and the Mind: Does Learning to Code Improve Cognitive Skills?Modern technology permeates almost every area in society and thus necessitates the development of new skillsets—including computer coding. Many leaders around the world consequently encourage students to learn to code, as this may help them to develop other skills, including problem solving, reasoning, and numeracy. The current study, based on a meta-analysis, puts to test this largely accepted claim that learning how to code improves other cognitive skills. We identified 105 relevant stud-ies that examined the transfer of coding skills to other cognitive skills, such as reasoning, problem solving, creativity, literacy, and numeracy. These studies provided more than 150 effect sizes and followed experimental and quasi-experimental designs across all educational levels. A three-level random-effects model was specified to the resultant dataset to summarize the transfer effects. Hedges’ g formed the basis for this modeling approach. The aggregated size of the transfer effects—independent of the context of transfer—was positive and mediocre (g = 0.49, 95% CI = [0.37, 0.61]), and showed considerable variation within and between studies. At the same time, this effect differed across transfer contexts—for skills closer to computer coding, effects were larger (near transfer) than for skills that overlap only mar-ginally with coding (far transfer). Moreover, the purpose of cod-ing moderated the overall effects. Our response to the ques-tion whether learning to code improves other cognitive skills is positive: Indeed, positive transfer effects can be detected. Nevertheless, learning to code has differential rather than uni-form effects on other cognitive skills.Ronny Scherer (Centre for Educational Measurement at the University of Oslo (CEMO), Faculty of Educational Sciences), Fazilat Siddiq (Nordic Institute for Studies in Innovation, Research and Education (NIFU)), and Bárbara Sánchez Viveros (Humboldt-Universität zu Berlin)

30ATesting the Role of Individual Differences in Early STEM Learning From Interactive TechnologyThe digital divide is shrinking, with 96% of lower-income fami-lies now reporting owning a smartphone [4]. Children spend an


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average of two hours daily using screen media, and a significant driver of media use among children is the proliferation of inter-active apps [4]. However, there is a gap in understanding the implications of interactive media in healthy child development. Research has identified certain individual characteristics that increase the likelihood a child will understand a lesson from tele-vision [1,5], but this focus on individual differences has not been fully extended to interactive media. A key difference in educa-tional outcomes from interactive technology may be children’s ability to manipulate the screen, or knowledge of touchscreen mechanics [2]. Motivated by findings that early science skills pre-dict future achievement [3], this work is focused on determining the extent to which preschool-aged children’s learning of STEM concepts from interactive technology is moderated by individual cognitive and motor skills. The first study consisted of a content analysis of skills required by the top 10 educational science learning apps for preschoolers in the App Store. Findings from this content analysis have informed a current correlational study assessing young children’s (3-5 years) knowledge of touchscreen mechanics and evaluating the extent to which such knowledge moderates children’s visual attention to interactive media and learning of scientific concepts. By enhancing knowledge about child factors moderating touchscreen learning, these findings could expand the potential of interactive media as an educational tool and will provide new information about children’s touch-screen usage abilities.Elizabeth Skora Horgan (University of Wisconsin Madison) and Heather Kirkorian (University of Wisconsin Madison)

31ATowards Adaptive Support for Anticipatory ThinkingAdaptive training and support technologies have been used to improve training and performance in a number of domains. However, limited work on adaptive training has examined antic-ipatory thinking, which is the deliberate, divergent exploration and analysis of relevant futures to avoid surprise. Anticipatory thinking engages the process of imagining how uncertainties impact the future, helps identify leading indicators and causal dependencies of future scenarios, and complements forecasting, which focuses on assessing the likelihood of outcomes. It is par-ticularly important for intelligence analysis, mission planning, and strategic forecasting, wherein practitioners apply prospective sense-making, scenario planning, and other methodologies to identify possible options and their effects during decision making processes. However, there is currently no underlying cognitive theory supporting specific anticipatory thinking methodologies, no adaptive technologies to support their training, and no exist-ing measures to assess their efficacy.

We are engaged in an ongoing effort to design adaptive tech-nologies to support the acquisition and measurement of anticipa-tory thinking. As a first step toward adaptive environments that support the acquisition and application of anticipatory thinking competencies, we have developed a task to measure anticipa-tory thinking in which participants explore uncertainties and the impacts on the future given a particular topic. We present pre-liminary results from a study to examine the validity of this mea-sure and discuss multiple factors that affect anticipatory thinking including attention, inhibitory control, need for cognition, need for closure, convergent thinking, and divergent thinking. We then introduce design principles for supporting training, application, and assessment of anticipatory thinking.Michael Geden (North Carolina State University), Andy Smith (North Carolina State University), James Campbell (North Carolina State University), Adam Amos-Binks (North Carolina

State University), James Lester (North Carolina State University), Jing Feng (North Carolina State University), and Bradford Mott (North Carolina State University)

32ATwo-Faced Texting: Exploring Friendship Validation as a 32Mechanism Through Which Duplicitous Texting Predicts Externalizing SymptomsText messaging is common among adolescents, and may confer benefits by expanding opportunities to connect and develop healthy relationships with peers. However, texting can also facil-itate maladaptive forms of relational behavior, such as duplicity, whereby peers or romantic partners are deceived or betrayed. Generally, deceitful behavior is discouraged and punished; thus, duplicity likely damages peer relations and negatively impacts adjustment. This study aimed to (1) examine texting duplicity as a predictor of externalizing symptoms, (2) explore how friendship validation mediates these links, and (3) explore sex differences in these processes. Data were collected on 164 ethnically diverse adolescents (47% female, Mage=15.98, SD=.41) at the beginning and end of 11th grade. Participants were provided cell phones at the beginning of high school that captured content from incoming and outgo-ing text messages, and continued using the cell phones until a few months following high school graduation. Participants were aware of and consented to their text messages being archived and studied. Duplicity was coded using texting content from one day in the fall. Specifically, one day around Homecoming was coded due to the anticipation that text messaging would increase as a result of a greater number of social events. Content coded as duplicitous (ICC = .77) included being deceitful, lying, bragging about lying, and sharing confidential information. In addition, par-ticipants reported on their externalizing symptoms near fall and spring, and on friendship validation near spring.

Duplicitous texting positively predicted adolescents’ external-izing symptoms at the end of the year (β=.16, p<.05; controlling for sex and prior externalizing symptoms). Path modeling showed that friendship validation partially mediated the association between duplicity and externalizing symptoms (βdirect=.25, p<.001; βindi-rect=.09, p<.01). Although direct effects were found among boys (β=.25, p<.05) and girls (β=.27, p<.01), partial mediation was found only among boys (βindirect=.09, p<.05). These findings suggest that duplicitous texting can adversely affect adolescents’ adjust-ment. Moreover, for boys, lower friendship validation could be one mechanism through which duplicity affects poorer adjust-ment. Implications and future directions will be discussed.Kaitlyn Burnell (The University of Texas at Dallas), Justin Vollet (The University of Texas at Dallas), Allycen Kurup (The University of Texas at Dallas), and Marion Underwood (The University of Texas at Dallas)

33AThe Uncanny of Mind in a Machine: Humanoid Robots as Tools, Agents, and ExperiencersThe uncanny valley hypothesis suggests that a high (but not per-fect) human likeness of robots is associated with feelings of eeri-ness. Based on the mind perception literature, we distinguished between experience and agency as psychological representa-tions of human likeness. Descriptions about a new generation of humanoid robots were created, using the defining characteristics of experience and agency. The poster will summarize the results of a series of experiments conducted on the eeriness of robots with experience or agency, recognizing the potentially moderat-ing role of changing contexts and individual differences.


THURSDAY

Markus Appel (University of Wuerzburg), David Izydorczyk (University of Wuerzburg), Silvana Weber (University of Wuerzburg), Martina Mara (Ars Electronica Futurelab), and Tanja Lischetzke (University of Koblenz-Landau)

34AUsing Service Based Learning and Interdisciplinary Collaboration to Create and Assess the Impact of TechnologyService-based learning, defined as “a reciprocal relationship in which the service reinforces the learning and the learning rein-forces and strengths the service” (Prentice and Garcia 2000, p21), combined with interdisciplinary collaboration and social human-itarian engineering, provide an opportunity for students to learn from different disciplines and combine specialized knowledge to solve real-life problems for their community. Following this model, Community & Behavioral Health and Mechanical Engineering and Technology majors worked together to create assistive tech-nology for a local not-for-profit organization. This pilot course allowed undergraduate students to understand how and why existing technology was insufficient, how to develop better tech-nology, and how to create an assessment to determine the psy-chosocial impact of their newly created technology. Specifically, using 3-D printing technology students created Braille Blocks and a game named “Brabble” to improve early braille literacy skills. The students also created plans of assessment, including obser-vation rubrics and semi-structured questionnaires, in order to determine the impact of the technologies. Qualitative and quan-titative measures were included in the course to provide insight into how interdisciplinary, applied learning with social humanitar-ian and service-based community engagement projects enriched the college student experience. Student learning outcomes were assessed using multiple measures, including student feedback, outside observer feedback, and independent feedback from a college wide research showcase. The Community Service Attitude Scale (Shiarella & McCarthy, 2000) was used to create a survey of community and civic engagement, and was paired with open-ended questions for qualitative analysis for both a baseline assessment and exit-survey.Lorin Williams (SUNY Polytechnic Institute), Dan Jones (SUNY Polytechnic Institute), and Joanne Joseph (SUNY Polytechnic Institute)

35AVirtual Reality and Sensory Imagery Conditioning in Managing Chronic PainMisuse of opioids in treating chronic pain (CP) has reached epidemic proportions. Researchers studying the causes for per-sistent pain are now theorizing that a ‘neuroplastic’ expansion within the pain centers of the brain itself, may be responsible for its constant and resistant nature in the body. Adjunctive treat-ments are needed to supplement limited pharmacologic choices. Virtual Reality (VR) games have shown potential in providing pain relief during medical procedures and their effectiveness has been attributed to the ‘immersive’ nature of the medium, distract-ing subjects from their pain. Unfortunately, this short-term relief is of limited benefit to CP sufferers. However, if chronic pain gets ‘stronger’ in the brain through its constant repetition, as neuro-plasticity would imply, counter sensory conditioning techniques could possibly alter this process. VR technology may offer the best medium for delivering this training. Portability of VR tech-nology lends itself to frequent practice, enabling the user to develop the training into a conditioned coping skill. Drawing from the author’s (1) years of clinical work with CP patients, training protocols employing VR were developed for use with this patient

group. In particular, Glove Anesthesia (GA), a well- researched conditioning technique, served as the basis for the VR content. Training employed a PC-based Oculus Rift VR system. At home use involved a smartphone-based Samsung Gear VR system. Training on both systems was conducted by the authors. A project board highlighting the key points of this demonstration study will be presented.Edward Kravitz (Pain Management Associates) and Noah Kravitz (Resonant Digital)

Technology, Mind & Science Conference 21

THURSDAY


KEYNOTE ADDRESSIntroductionArthur C. Evans Jr. (CEO, APA)

CYNTHIA BREAZEALAssociate Professor at the MIT Media Lab; Founder, Personal Robots GroupMassachusetts Institute of Technology

Social Robotics and Human Behavior

Social robots are designed to interact with people in an interper-sonal way, engaging and supporting collaborative social and emo-tive behavior for beneficial outcomes. In this talk, I highlight a num-ber of projects where we are developing, fielding, and assessing social robots over repeated encounters with people in real world environments such as the home, schools, or hospitals. We develop adaptive algorithmic capabilities for robots to support sustained interpersonal engagement and personalization to support specific interventions. We then examine the impact of the robot’s social embodiment, non-verbal and emotive expression, and personal-ization capabilities on sustaining people’s engagement, improving learning, impacting behavior, and shaping attitudes. I will also touch on the commercialization of social robots as a mass consumer prod-uct and developer platform, with opportunities to support research in long-term human-robot interaction in the context of daily life. In a time where citizens are beginning to live with intelligent machines, we have the opportunity to explore, develop and assess humanistic design principles to support and promote human flourishing at all ages and stages.

FRiDAY8:30 a.m.COFFEE AVAILABLE

8:45–10:00 a.m.Liberty Ballroom

KEYNOTE ADDRESSIntroductionJessica Henderson Daniel (President, APA)

ERIC HORVITZTechnical Fellow and Managing Director, Microsoft Research LabsMicrosoft Research

Intention, Cognition, and Collaboration: In Pursuit of Interaction Futures

I will share reflections on leveraging advances in machine intelli-gence to develop systems that can support competent and fluid human–computer collaboration. I will focus on the promise of har-nessing models of intention, cognition, and collaboration to con-struct interactive systems that understand how to best complement human intellect, on the path to deeper human–computer symbiosis.

FRIDAY



FRIDAY

10:15–11:30 a.m.Archives

SYMPOSIUM

Designing Educational Technology for Young Children: What Does the Research Say? Session ChairRoberta Golinkoff (University of Delaware)

Touchscreen use among young children is ubiquitous. A recent nationally representative survey from Common Sense Media identified that mobile device use with kids under 8 has tripled from 15 minutes per day in 2013 to 48 minutes per day (Common Sense Media, 2017). Given that children from families of low socioeconomic status (SES) use a greater amount of screen media per day (3:29 hrs) than their high SES peers (1:50), this exposure provides a unique opportunity to intervene to facilitate early learning through digital activities in areas such as language development and spatial skills, which are significant predictors of later academic success. The challenge is how to design digital technology to foster skill development in early childhood through play or parent-child interaction. This symposium presents quantitative and qualitative research from psychology to inform the foundations of technolo-gy design for early learning. This research provides models for conducting technology design research that have potential utility for the development and integration of specific features for games. It also offers recommendations for design features of apps and e-books, including auditory and gesture feedback and prompts from an avatar that can facilitate early learning in the language and spatial domains during individual app play or e-book reading with a parent.

Design Research for Game-Based Learning in Young ChildrenDesign research is an important component of the game devel-opment process. Design research often encompasses several aspects: 1) secondary research—analysis of the existing and rel-evant literature to determine key themes for research questions; 2) qualitative research—using appropriate methodology such as surveys, interviews, or case studies to answer the research question; 3) analysis of qualitative research—identify themes and convert into appropriate design principles and heuristics; and 4) quantitative methods—use experimental methods to test and validate findings from qualitative research. The goal is to collect information from key stakeholders to optimize their experience. By encompassing the user as part of the game design, effective research design can be employed to address needs and desires. Games that are well designed can provide interactive and engag-ing experiences that lead to meaningful learning and develop-ment, and even health improvements. On the other hand, games that are poorly designed contribute little to learning and devel-opment and, in some cases, can even be detrimental. Very little design research has been conducted for games aimed at young children, aged 2-6 years. One of the difficulties in conducting design research with young children is determining the appropri-ate methodology; few have proposed successful ways to tap into preferences and interests of children who barely have language. We provide an overview of design research approaches for game development in young children. We present examples from our current work that aims to develop a research-driven game for language learning in children that are considered at high risk for developmental delays.Jennifer Miller (Illinois Institute of Technology) and Carly Kocurek (Illinois Institute of Technology)

Putting the Educational in Educational App Design for Spatial LearningCan an app promote spatial learning in preschoolers? Early spatial skills are important precursors to later achievement in mathematics (e.g., Mix & Cheng, 2012) and the STEM disciplines (Newcombe, 2010). Fortunately, spatial skills are malleable (Ut-tal et al., 2013), though they differ by children’s socioeconomic status (SES) at age 3, and predict both spatial and mathematics skills at age 5 (Verdine et al., 2014, 2017). These findings suggest that spatial interventions may be effective in improving early spa-tial and math skills. We developed a seven-week puzzle training protocol for 3-year-olds using the 2D Test of Spatial Assembly (Verdine et al., 2017). Results demonstrated improvements in puzzle performance (p=.017) versus a notraining control group and improvements in math (WJApplied Problems) for low-SES children (p=.018). Drawing on these findings and research from the science of learning (Hirsh-Pasek et al., 2015), we designed an app that paralleled the adult-supported intervention. Thus, we included the following features in a new spatial training app for 3-yearolds (Figure 1): 1) guided play learning context (birthday party game) in which the puzzle task was embedded; 2) immedi-ate feedback; 3) either gestural or verbal (spatial language) cues during 5 training sessions; and 4) steadily increasing cognitive load (puzzle complexity). With these and other features we aim to support active, engaged, and meaningful learning. A battery of seven established tasks are administered before and after train-ing to examine any direct influence on spatial skills and potential transfer to math. Preliminary results will be discussed.Laura Zimmermann (University of Delaware), Corinne Bower (Temple University), Brian Verdine (University of Delaware), Kathy Hirsh-Pasek (Temple University), and Roberta Michnick Golinkoff (University of Delaware)


FRIDAY

Design Features to Support Parent-Child Talk During Shared Reading of an E-BookParent-child talk during shared reading of print books is associ-ated with children’s language growth and story comprehension (Reese, Sparks & Leyva, 2010). However, parents report discuss-ing stories less when reading electronic books compared to print books (Strouse & Ganea, 2017a; 2017b), which may lead to less learning. To promote parentchild talk, we developed an e-book (see Figure 2) with an embedded avatar who models open-ended

“dialogic questioning” and encourages parents to take over the questioning (Whitehurst et al., 1988). We strategically limited the amount of touch interactivity required of children based on a meta-analysis of studies of helpful/harmful digital features for early literacy (Takacs, Swart & Bus, 2015).

In our effectiveness study, parents and preschoolers (n=61) were assigned to read one of four versions together: 1) a com-mercial e-book with audio narration, 2) the same e-book with narration turned off, 3) the enhanced version with popup avatar who asked questions about the story, or 4) a print copy of the book. Children who were read the e-book with the questioning character said over 3 times more utterances (F(3,56)=18.64, p < .001) and more than twice as many unique words as those in the other 3 conditions (F(3,55)=14.33, p < .001). Parent talk showed similar differences and order of magnitude (F(3,56)=14.69, p < .001; F(3,56)=12.61, p < .001) (see Figure 3). Parent and child enjoy-ment did not significantly differ across conditions. We conclude that building questions into e-books is one effective method for supporting parent-child talk during reading.Georgene Troseth (Vanderbilt University), Gabrielle Strouse (University of South Dakota), and Colleen Russo Johnson (Ryerson University)


FRIDAY

10:15–11:30 a.m.Capitol

PAPER SESSION

Public Perceptions of Emerging TechnologiesSession ChairJeff Hancock (Stanford University)

Leverage the Persuasive Power of Technology-Related Scientific Discoveries to Close America’s Political Divide on Support for ScienceAmerican liberals reported much stronger support for science, relative to conservatives. But little research has distinguished between public support for technology-related, applied science, and that for basic science. We fill in this gap by theorizing that the political divide is wider on support for basic science, and nar-rower on support for technology-related science. We then test leveraging technology-related scientific discoveries to persuade American conservatives to support science in general. In Study 1, we analyzed data from a national-representative U.S. sample and found conservatives to held a significantly more positive attitude towards government investment in engineering and technol-ogy, relative to basic scientific research. In Study 2, a behavioral experiment (N = 170), online participants were randomly assigned to judge the importance of scientific discoveries, framed to be either with a technological implication, or without one. The lib-eral-conservative attitude divide closed for scientific discoveries with technological implications and remained large for those without, demonstrating the unique persuasive power of technol-ogy-related scientific discoveries. In Study 3, a content analysis of signs from the March for Science movement (N = 337), we found that the science community in the U.S. currently craft their persuasive message with stronger focus on basic science, and weaker on technology-related science, which might reflect and reinforce a political divide on support for science. These results further our understanding of the psychological underpinning of public interaction with science and technology, and identify a new pathway to narrow the political divide on support for science and technology.Alice Kathmandu (Stanford University), Tingyu Chen (Stanford University), Liying Wang (Stanford University), and Geoffrey Cohen (Stanford University)

Ceremode: How the Public Views Cognitive Repair and Enhancement With Noninvasive Brain StimulationTechnologies are becoming increasingly capable of enhancing and repairing human cognitive functions. As these inverven-tions already occur in both regulated and unregulated contexts, it is important to understand how human judgments and moral evaluations drive potential uses of these technologies. Here, we study human perspectives on uses of noninvasive brain stimula-tion (NBS). We administered two surveys (N = 894) to a sample of the US population. We asked subjects to evaluate how likely they would be to enhance and repair specific cognitive abilities and judge the moral acceptability of using NBS on themselves and others. We anticipated that individuals would be more likely to enhance and repair themselves rather than other people and be more motivated to repair, rather than enhance, cognitive abil-ities in general. We found that subjects generally prefer to repair rather than enhance abilities and to use technologies on others rather than themselves. In addition, participants did not differen-tiate between how close to the “authentic self” abilities were, but

were more willing to enhance and repair core functions in others over applying such interventions to themselves. Finally, some judgments of the moral acceptability of NBS uses were statisti-cally significant but accounted for only a modest proportion of distribution judgments. These findings reveal that the public has default but variable attitudes toward preferable and acceptable uses of NBS. We suggest that humans consider self-concept, esti-mates of costs and benefits, and moral intuitions in complex ways when judging appropriate uses of neurotechnologies.John Medaglia (Drexel University), Madeline Haslam (Washington College), David Yaden (University of Pennsylvania), and Chelsea Helion (Columbia University)

The Car Wrecked Me: How Concepts of Agency Affect Negligence DecisionsSemi-autonomous and autonomous technologies pose new and challenging issues for our society. This project explores whether and how policymakers’ handling of these issues may be shaped by their concepts of the technologies. Drawing from the psycho-logical literature on agency and anthropomorphism, we com-pleted a series of studies investigating how concepts of agency affect one particular type of legal decision: negligence verdicts. Participants considered mock negligence cases in which a plaintiff was injured by a defendant’s machine. We assessed the degree to which participants’ verdicts were affected by their con-cepts of the machine’s agency, as well as by other factors like anthropomorphic framing and cognitive conflict. We found that concepts of agency and cognitive conflict significantly affected participants’ verdicts, while anthropomorphic framing had little effect. We summarize our findings in a set of path models illustrat-ing the relationships among these constructs. Our results provide evidence that those tasked with making legal decisions involving technology will be influenced by their concepts of the technol-ogy. Awareness of this influence can and should help policymak-ers as they craft new rules and institutions to govern intelligent machines and our interactions with them.Christopher Brett Jaeger (Vanderbilt University) and Daniel T. Levin (Vanderbilt University)


FRIDAY

10:15–11:30 a.m.Congress

PAPER SESSION

Gaming Behavior and Social CognitionSession ChairJonathan Gratch (University of Southern California)

The Importance of Regulatory Fit & Early Success in a Human-Machine GameIn this paper, we explore the potential of regulatory focus the-ory as a framework for personalizing human-machine interac-tions. We manipulate framing (gain or loss) of a collaborative word-guessing game where a fully-automated virtual human gives clues. Consistent with previous work on regulatory focus, we find evidence of significantly higher perceived task-success when participants have regulatory fit. Inconsistent with previous work, however, fit did not increase task-enjoyment (nor perfor-mance). Participants with gain framing had marginally higher enjoyment, regardless of their regulatory focus. We operational-ize motivation by number of optional rounds played but failed to find a “fit” effect. Instead, players who achieved early success (scoring more points in initial rounds) were more motivated. Early success was significantly correlated with number of optional rounds played. This finding calls to attention the need for the lit-erature to more thoroughly investigate the relationship between success-timing and total player playtime in the game.Eli Pincus (USC Institute for Creative Technologies), Su Lei (USC Institute for Creative Technologies), Gale Lucas (USC Institute for Creative Technologies), Emmanuel Johnson (USC Institute for Creative Technologies), David Traum (USC Institute for Creative Technologies), Jonathan Gratch (USC Institute for Creative Technologies), and Michael Tsang (University of Southern California)

Implicit Racial Bias—Both Ways—Revealed by Playing a Shooter GameVideo games are being consumed for entertainment purposes but are debated for potential undesirable consequences. Best-selling video games are rated Mature and glorify violence, presenting stereotypical depictions of Caucasian heroes fighting to save the world against ethnic minorities portrayed as troublemakers. The tendency of people to favor the in-group and tearing down out-group members, based on Social Identity Theory, may therefore be reinforced by playing such games and foster an implicit racial bias. Race as readily visible characteristic is easily used for social identity. Thus, the consequences of shooting racial in-group ver-sus out-group members in virtual worlds would transfer into the real world, increasing racial stereotypes and aggression, and reducing empathy toward the outgroup. To test these assump-tions, the present study designed a 2 (participants’ skin tone) x 2 (victims’ skin tone) between-subjects experiment in which partic-ipants either played against Caucasian or ethnic minority targets in a manipulated large screen violent video game using a lifelike rifle. Participants (N=80) were randomly assigned to conditions. The study was conducted in The Netherlands with Turkish and Moroccan ethnic minorities. Results (MANOVA) revealed that par-ticipants who shot out-group members in the game expressed more out-group aggression (toward ostensible peers in a task) after the game was over than after shooting in-group targets, both Caucasian and non-Caucasian participants. Empathy partly mediated this relationship. When the target in the game was an

ethnic minority, empathy was stronger among ethnically in-group participants. Ethnic minority participants also showed stronger prejudice toward Caucasians than others. Results are discussed in view of social identity theory and in-game playful behavior leaving traces into the real world.Elly Konijn (VU Amsterdam) and Ibrahim Özkal (VU Amsterdam)

Better Know Who You Are Starving With: Judging Humanness in a Multiplayer VideogamePerceived humanness affects how others behave towards arti-ficial agents, and can be examined with imitation games, where participants interact with either a human or an artificial agent and then have to guess who they interacted with. The current exper-iment uses the multiplayer, socially interactive videogame Don’t Starve Together to examine whether it is possible for participants (Player 1) to distinguish a human from an artificial agent (Player 2) based on how they make decisions in complex environments. We explore how sensitive participants are at discriminating human from AI behavior, and whether Player 2’s actual and/or perceived humanness has an impact on the participants’ willingness to cooperate with them. The results show that while participants were good at correctly identifying AI behavior, they misidentified the human player with a high likelihood. Cooperation during the game was higher for participants who correctly identified Player 2 (as either human or AI), and participants always preferred to cooperate with Player 2 when they thought they were human. The willingness to cooperate with Player 2 in future interactions was higher when participants misidentified Player 2, and was not impacted by the actual or perceived humanness of Player 2.Stephanie Tulk (George Mason University), Ryon Cummings (George Mason University), Taha Zafar (George Mason University), and Eva Wiese (George Mason University)


FRIDAY

10:15–11:30 a.m. Monument

SYMPOSIUM

Human Dimensions in Cyber-SecuritySession ChairEmily Collins (University of Bath)

Cyber-security has typically been considered an issue for technologists alone. Although “security-by-design” pol-icies have aimed to minimize the role of users in ensuring systems and devices are safe, it remains the case that for various reasons, people are often at the center of cyber-security issues; they are targeted by cyber-crimes, they have to make decisions that impact on their security and privacy, and they unknowingly disclose information about themselves that may make them vulnerable to criminals. Therefore, exploring the human dimensions of cyber-se-curity issues alongside developing secure technology that aligns with human behavior is vital in establishing how to protect users. This symposium aims to synthesize different perspectives from various human-oriented, cyber-se-curity backgrounds across four main areas: 1) how cyber-security may benefit from psychological theories and behavior, 2) how an individual’s perception of risk may influence their security-related behaviors, 3) how ‘big data’ computational approaches can complement our ability to make accurate judgments about others online and 4) how insights from consumer behavior may inform the security of Internet of Things (IoT) devices. The presentations and subsequent discussions will contribute to debates surrounding how we center humans in our attempts at improving security, and how users can be protected, supported and understood in their security behaviors. This symposium is therefore relevant not only to those studying human behavior but also those designing and using technology-re-lated devices, and policy-makers.

Developing a Theoretical Framework to Explain Cyber-Scam VictimhoodCyber-scams are understood to be any type of fraud that exploits mass communication technologies to trick people out of money. Examples include: foreign lotteries and sweepstakes, ‘419’ scams and romance scams. The Internet has opened up the floodgates to these crimes. In the UK in 2016, it was reported in the England and Wales Crime Survey that citizens are 10 times more likely to be robbed while at their computer by a criminal based overseas than to fall victim of traditional theft. These scams cause both financial as well as psychological harms (see Whitty & Buchanan, 2016). This paper provides a theoretical framework to explain why some individuals are drawn into these scams and tricked out of their money. The framework accounts for the profile of the victim, including: psychological characteristics (e.g., impulsivity), belief systems (e.g., romantic beliefs, beliefs about invulnerability) and routine activity behaviours (e.g., online behaviours). It also takes into account the persuasive and deceptive techniques employed by criminals to trick individuals out of money (e.g., creation of false identities, norm activation, sales techniques, etc.). Furthermore, the affordances of the space criminals take advantage of to develop trusting relationships with victims are considered. For example, with romance scam Whitty (2013) contends that victims are groomed and develop a ‘hyperpersonal’ relationship with the criminal. Finally, and importantly, the framework is not a one size fits all approach, but also considers the qualitative and quantita-tive differences between cyber-scams and how different types of scams might deceive different types of users. Monica Whitty (University of Melbourne and University of Warwick)

Understanding the Impact of Context in Cyber Decisions: Exploring the Role of Situational Characteristics on Perceptions and Behaviour A user is prompted to change their password as they are pre-paring to leave the office. A software update is required as an employee attempts to finish an urgent task. A phishing email is received whilst on the move. It is clear that online security deci-sions do not occur within a vacuum. Users are likely to have com-peting goals and additional pressures (such as limited time) that influence both how they perceive a decision scenario and what they choose to do. A number of psychological models can help us to understand why people may behave the way that they do when making decisions relevant to online security contexts. Well-established models within the health behaviour domain, such as Protection Motivation Theory, highlight the potential role of perceptions of threat and vulnerability, and perceived ability to engage in any protective behaviour. However, the impact of the wider situational context on these perceptions is also deserving of attention. For instance, perceiving a situation as more chal-lenging due to the presence of additional constraints, whether that is time pressure, distraction or workload, may differentially impact how people choose to act. This talk will consider how perceptions of risk and efficacy have been found to influence security-related behaviours and how these perceptions may be impacted by wider situational constraints that are commonly encountered within daily life. Emma Williams (University of Bristol)


FRIDAY

Predicting Personality and Demographic Attributes From Digital Traces Is it possible to make accurate judgments about a person based on their internet activity? The internet provides vast opportuni-ties for individuals to present themselves in different ways, from simple self-enhancement to complete identity fraud. Given the increased reliance on the internet to form relationships, find jobs, complete transactions etc. cybersecurity faces a massive challenge in attempting to identify and detract fraudulent users. Recent research has demonstrated that advances in machine learning and ‘big data’ analyses can rival, and sometimes outper-form human judges in making inferences about an individual’s demographic or personality attributes. For example, it may be relatively easy to infer that a sociable profile picture is indicative of an extraverted personality, however, detecting more hidden attributes such as a person’s religion or sexual orientation may be more complex. This talk will draw upon research from psychology and computer science to highlight what types of digital traces are revealing of an individual’s identity and how cybersecurity may address limitations in human bias/benefit from machine learning techniques. Joanne Hinds (School of Management, University of Bath)

Developing a Consumer Security Index for Domestic IoT Devices: Insights From Consumer BehaviourInternet of Things (IoT) devices such as smart televisions and thermostats often lack adequate in-built security bringing new security, privacy and safety risks and providing further oppor-tunities for crime. Subsequently, consumers choose not to buy these devices due their privacy and security concerns. While security should be designed into devices, there is little incentive for manufacturers to do so consistently. Moreover, at the point of purchase, consumers are not afforded the opportunity to understand the security of a device as they are not provided with simple information. This differs to the traffic light system used for food products, or the energy efficiency ratings provided for many electronic goods. The use of labelling schemes is well-es-tablished in domains of health and energy, however the potential utility for IoT devices and cybersecurity needs attention. A label-ling scheme for domestic IoT security will provide consumers with a clear picture of the security of an IoT device and help them to choose a device that meets their security and privacy needs. This talk will consider (i) the development of a labelling scheme for IoT devices through a co-design approach with consumers, retailers and manufacturers, (ii) how it may account for consumer security and privacy concerns, (iii) the potential effectiveness of the labelling scheme on nudging consumer behaviour at point of purchase and influencing market forces to manufacturer domes-tic IoT devices with inbuilt security.John Blythe (UCL Dawes Centre for Future Crime)


FRIDAY

11:30 a.m.–12:30 p.m.Liberty Ballroom

LUNCH

11:40 a.m.–12:20 p.m.Congress

SPONSORED PRESENTATION BY NEUROFLOW

Using Technology for Mental Health Evaluation, Treatment, and Patient EngagementPresentersAdam Pardes (NeuroFlow) and Christopher Molaro (NeuroFlow)

Quantifying mental health is difficult to do. Providers are limited by how accurately patients can self-report their feelings and symptoms through interviewing or questionnaires. But what if our minds and bodies could speak for themselves? With recent advances in technology, this idea is no longer science fiction. While we won’t be reading anyone’s thoughts any time soon, it is certainly now possible to objectively measure how patients are physiolog-ically responding to treatment protocols. Using techniques such as electroencephalography (EEG) and heart rate variability (HRV), mental health providers can instantly see changes in a patient’s stress during an imaginal exposure or relaxation during a mindfulness exercise. We will explore how once confusing or frustrating situations can now be improved through the use of innovative technology, empowering both providers and patients alike.

We know that treatment doesn’t end when patients leave the four walls of a provider’s office. Engaging patients and collecting data from everyday life can give providers added insight into how well patients are generalizing their treatment and feeling between sessions. It’s a balancing act to make remote patient monitoring (RPM) data-rich and valuable, yet sensitive and unobtrusive. We’ll highlight some of the key opportunities and challenges related to RPM, including electronic health record integration and insurance reimbursement.


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12:30–1:45 p.m.Archives

INVITED PANEL

Human Centered Vehicle Automation: Lessons and Questions From the Real-WorldThe concept of automating vehicles and removing the driver from direct control of the throttle, brake, and steering wheel was first explored nearly 100 years ago, and was considered in great depth as far back as the 1950’s. Over ten years ago, the Defense Advanced Research Projects Agency (DARPA) accelerated investment in the topic through three challenges that are largely considered to have enabled the modern view of vehicle automation. While technical advances in sensing, path planning, and mapping are immense, humans will remain a critical component of vehicle systems either as on- or off-board supervisors, passengers or even bystanders; this shift in our role within the vehicle promises to radically change the foundations of how we move and live.

Several technology and automotive companies are testing highly automated vehicles on public roads and many automobiles can be driven with the assistance of semi-automated systems. Through the development of these systems, significant public attention has been placed on the promise of removing drivers from the vehicle; however, more limited focused has been drawn to the fundamentals of how humans will remain at the center of an automated vehicle system. This panel will discuss how lessons learned on automation from inside and outside the vehicle may shape societal efforts in the coming years. The discussion will have a strong focus on our understanding of the psy-chology in how humans interact with technology, and real world perceptions and evaluations of those interactions, coupled with the science behind cutting-edge advances in artificial intelligence and in policy.

Panel ChairBryan ReimerResearch Scientist MIT AgeLab & Associate Director, New England University Transportation CenterBryan Reimer, PhD, is a Research Scientist in the MIT AgeLab and the Associate Director of The New England University Transportation Center at MIT. His research seeks to develop theo-retical and applied insight into driver behavior by fusing together traditional psychological methods with big data analytics in computer vision and predictive modeling. His work leverages laboratory experimentation, driving simulation, field testing, and naturalistic study to develop a comprehensive understanding of visual, physiological, behavioral, and overall performance char-acteristics associated with how drivers respond to the increasing complexity of the modern operating environment. His work aims to find solutions to the next generation of human factors chal-lenges associated with driver attention management, distraction, automation and the use of advanced driver assistance systems to maximize mobility and safety. He is an author on over 200 tech-nical contributions in transportation and related human factors areas and a graduate of the University of Rhode Island with a BS in Industrial Engineering, an MS in Manufacturing Engineering and a PhD in Industrial and Manufacturing Engineering.

PanelistsDavid FriedmanDirector of Cars and Product Policy and Analysis, Consumers UnionDavid Friedman is the Director of Cars and Product Policy and Analysis for Consumers Union, the policy and mobilization division of Consumer Reports. Based in Washington, DC, He serves as a thought-leader across Consumer Reports and leads Consumers Union’s public policy and analytical efforts to ensure automobiles and other products are safe for consumers, improve consumer options for energy efficiency and cleaner energy, and guide other important initiatives.

Friedman previously served as both Deputy and Acting Administrator of the National Highway Traffic Safety Administration (NHTSA). He most recently served at the U.S. Department of Energy as Deputy and Acting Assistant Secretary for the Office of Energy Efficiency and Renewable Energy (EERE). He also worked for 12 years at the Union of Concerned Scientists (UCS) as senior engineer, research director, and deputy director of their clean vehicles program.

Chris HartMember National Transportation Safety Board Christopher A. Hart was nominated by President Obama and con-firmed by the Senate as Chairman of the National Transportation Safety Board on March 16, 2015. He became a Member of the Board in August 2009, and he served as Acting Chairman from April 2014 until he became Chairman. His term as Chairman ended in March 2017.

From 1973 to 1990, Hart held a series of legal positions, mostly in the private sector. He joined the Board for the first time in 1990 and served until 1993. From 1993 until 1995, he was Deputy Administrator of the National Highway Traffic


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Safety Administration, then went on to serve as Federal Aviation Administration (FAA) Assistant Administrator for System Safety and FAA Deputy Director for Air Traffic Safety Oversight before returning to the Board in 2009.

Hart holds a law degree from Harvard University and master’s and bachelor’s degrees in aerospace engineering from Princeton University. He is a member of the District of Columbia Bar and the Lawyer-Pilots Bar Association, and is a licensed pilot with com-mercial, multi engine, and instrument ratings.

Hart’s family has a tradition of accomplishment in transporta-tion. In 1926, his great uncle, James Herman Banning, was the first African-American to receive a pilot’s license issued by the US government in 1926.

Bobbie SeppeltResearch Scientist MIT AgeLab & Center for Transportation and LogisticsBobbie Seppelt, PhD, MS, is a Research Scientist in the Massachusetts Institute of Technology AgeLab & Center for Transportation and Logistics. She has over 15 years of experience in the assessment and analysis of driver behavior in the context of vehicle automation, attention management, and distraction, a research specialty in the successful integration of humans and advanced technology. She is a technical lead on two academ-ic-industry partnerships: the Advanced Human Factors Evaluator for Attentional Demand (AHEAD) consortium, which is engaged in developing next generation driver attention measurement tools, and the Advanced Vehicle Technology (AVT) consortium, focused on understanding ‘in the wild’ driver use of vehicle technologies in production-level driving automation systems.

Dr. Seppelt is active in several national and international ini-tiatives to identify and frame human-centered issues related to driving automation. She is vice-chair of the SAE Committee on Automated Vehicles and DVI Challenges under the SAE Safety and Human Factors Steering Committee, a member of the joint ISO-SAE J3016 Working Group, and an invited expert for the International EU–US–Japan Trilateral Automation in Road Transport Working Group. She is an author on over 30 technical contributions in transportation and related human factors areas.

Dr. Seppelt received her PhD in Industrial Engineering (2009) from the University of Iowa, and her MS in Engineering Psychology (2003), BS in Psychology (2001), and BS in Marketing (2001) degrees from the University of Illinois at Urbana-Champaign.

Chuck GreenGlobal Lead, Driver Performance/Research General Motors/ Global Vehicle SafetyChuck Green is a Human Factors Scientist who has been study-ing driver performance with driving automation systems for 16 years, including Adaptive Cruise Control and GM’s Super Cruise feature. He was a principal investigator in FHWA’s HF4LAADS and NHTSA’s L2L3 efforts, as well as a member of the CAMP Automated Vehicle Research and SAE J3016-R workgroups. He has also studied driver performance with Rear Vision, Reverse Automatic Braking, Unintended Deceleration and related fea-tures. He received his BS in Mechanical Engineering from University of Illinois Champaign (1990), and MS (1992) and PhD (1995) in Industrial and Systems Engineering—Human Factors from Virginia Tech.


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12:30–1:45 p.m. Capitol

SYMPOSIUM

Children and Adolescents’ Development of Executive Functions in Digital ContextsSession ChairBruce Homer (The Graduate Center, CUNY)

This symposium will focus on developmental aspects of executive functions, and how technology may contribute to the enhancement of these essential cognitive skills over the lifespan. Speakers will address the development of executive functions in childhood and adolescence, and will discuss issues relating to individual differences in executive functions. Throughout the presentations, speakers will discuss some of the methodological challenges in studying such an elusive construct and will discuss the opportunities afforded by new and emerging digital technol-ogies. Issues include: (1) opportunities afforded by digital technologies for enhancing EF; (2) notable changes in EF over the course of development; (3) studying the transfer of EF with respect to more domain-specific skills; and (4) and challenges in consistently measuring EF across ages and in different populations. This symposium aims to point towards limitations and new directions in understanding and improving the development of EF in a technologically advanced society, with consideration of how digital technologies can impair—or improve the development of spe-cific cognitive skills. Implications for children and adolescents’ development in a digital context will be discussed.

Active Video Game Play for Children With Developmental Disorders: Children With the Biggest Deficits Have the Biggest GainsThe study explored EF changes for children (n = 56) with devel-opmental disorders (50% ADHD, 25% ASD, 25% other disorders) in a summer camp for children with special needs. Participants were assigned to one of two conditions: active video game (AVG) play with a peer and AVG play alone. There were no differences in demographics by condition. Two age-appropriate EF tasks (i.e., Flanker and Stroop Tasks) were given before and after AVG play. Recent research has revealed that children who have the biggest EF deficits show the most improvement with interven-tion. Therefore, we examined change in EF based by comparing children who had high or low baseline EF (Median=83). A (2x2) Repeated Measures ANCOVA controlling for age with condi-tion (alone vs. together) and baseline EF (low vs. high) as the between-subjects variables was used. In both groups children with lower EF had significantly larger improvements from pre- to posttest than their peers with higher EF (p=.003). The effect was largest for the children with lower EF in the playing alone condition (p=.017). These children gained over 14 points from pre- (M=62.85) to post-test (M=78.81) where their peers with higher baseline EF only gained 3 points. This research contributes to the limited research on EF in children with developmental disorders. Improving social skills is also important for these children; there-fore, research further examining the social aspects of videogame play is needed.Rachel Flynn (Northwestern University)

Effects of Continuous vs. Varied Digital Game-Embedded Practice of Cognitive SkillsDoes varied or continuous practice within the context of a game lead to improved performance of certain cognitive skills? This study sought to address this question by comparing trans-fer-of-training effects between conditions either involving con-tinuous or varied practice embedded within a previously val-idated custom-designed digital cognitive skills training game. Participants (N=104) included children and adolescents between the ages of 10- 16 years (M=12.5, SD=1.63) who were randomly assigned to one of four treatment groups. Each group played a version of a cognitive skills training game for a total of 20 minutes. Participants either played one game or the other for 20 consec-utive minutes, or played one game followed by the other for 10 consecutive minutes each. Prior to and following the game-play session, participants completed cognitive assessments to assess the executive function skills of switching as measured by the DCCS and Letters and Numbers tasks, and inhibition, as mea-sured by the Flanker task. The study is significant because informs the use of better design choices for creating digital game-based interventions that can be more effective at improving executive functions. Further research over an extended period is needed to understand whether the cognitive advantage of consistent practice within the context of a digital game-based intervention is robust and persistent.Teresa M. Ober (The Graduate Center, CUNY), Frankie Tam (CREATE Lab, New York University) and Jan L. Plass (CREATE Lab, New York University)


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“Hot” Versus “Cool” Design in an Executive Functions Training Game for Adolescents: The Effects of Age and Prior AbilityExecutive functions (EF) develop throughout childhood into ado-lescence (Blakemore & Choudhury, 2006), and are related to important psychological and behavioral outcomes (e.g., Blair & Razza, 2007). Although efforts to improve EF have been mixed (Diamond & Lee, 2011), one promising approach involved focused video games (Parong et al., 2017, Homer et al., 2017). The cur-rent study examines the effects of emotional design (Plass et al., 2014) in a focused video game that trains the EF subskill of switching. Adolescents (N=239, mean age=14.13, SD=1.35) played one of two versions of the game for 20-minutes: a “hot” version with emotionally salient features (i.e., warm colors, round shapes, and strong facial expressions), or “cool” version, with emotionally neutral features (i.e., neutral colors, square shapes, and neutral facial expressions). (Figure 1.) Before and after game-play, the DCCS, a standard measure of switching was administered. A significant main effect of condition was found, F(1, 228) = 4.79, p = .03, with higher posttest scores in the “hot” condition. There was a significant condition by age interaction, F(1, 228) = 4.09, p = .028: younger adolescents had better outcomes in the “cool” condition and older adolescents had better outcomes in the “hot” condition. A condition by prior EF interaction was also found, F(1, 228) = 4.94, p = .049, with the “hot” condition advantage being more pronounced for participants with lower prior EF. These findings suggest higher emotional arousal interventions may be more effective for enhancing EF skills, particularly for older ado-lescents and individuals with lower prior EF.Bruce Homer (The Graduate Center, CUNY), Maya Rose (The Graduate Center, CUNY), Shashank Pawar (CREATE Lab, New York University), and Jan L. Plass (CREATE Lab, New York University)


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12:30–1:45 p.m. Congress

PAPER SESSION

Attention and DistractionSession ChairCaglar Yildirim (State University of New York at Oswego)

Batching Smartphone Notifications Can Improve Mental Health OutcomesEvery day, billions of us receive smartphone notifications. Designed to distract, these interruptions attempt to capture and monetize our time and attention. Though smartphones are incred-ibly helpful, their current notification systems impose underap-preciated yet considerable mental costs; like a slot machine, they exploit our inherent psychological bias for variable rewards. With an app that we built, we conducted a randomized field exper-iment (n=237) to test whether batching notifications—deliver-ing them in predictable groups later in the day—could improve mental health. Participants were randomly assigned to separate treatment groups that received notifications as usual, batched, or never. Using daily diary surveys, we measured a range of psycho-logical and mental health outcomes, and through our app system, we collected data on phone use behaviors. Compared to those in the control, participants whose notifications were batched three-times-a-day experienced significantly improved attention, stress, perceived productivity, happiness, felt interruptions, and control over their phone. In contrast, participants who did not receive notifications experienced higher levels of anxiety and fears of missing out, but few of the benefits of batching. We found that inattention and phone-related fear of missing out helped explain the effects. Finally, several effects were larger for participants with symptoms of ADHD. These findings highlight mental costs inherent in today’s notification systems (or of abandoning them), and emphasize solutions that redesign the defaults of our digital environment.Nick Fitz (Duke University), Kostadin Kushlev (University of Virginia), Ranjan Jagannathan (Duke University), Devang Paliwal (Duke University), Dan Ariely (Duke University), and Terrel Lewis (Duke University)

The Mediating Role of Mindfulness in the Relationship Between Media Multitasking and Mind WanderingCommonly regarded as a marketable skill in the modern, technol-ogy-rich world, the-now-ubiquitous behavior of media multitask-ing (i.e., engaging in more than one medium at the same time) usually comes with various costs, including lowered task perfor-mance, prolonged task completion time, and frequent attentional lapses. This correlational study examined the mediating effect of self-reported trait mindfulness in the relationship between self-reported media multitasking frequency and mind wandering tendency. The mediation analysis revealed that trait mindfulness partially mediated the relationship between media multitasking frequency and mind wandering tendency. This partial mediation model suggests that habitual media multitasking is associated with an increased proclivity for mind wandering and that media multitasking is associated with lower levels of mindfulness, which in turn results in greater propensity for mind wandering. It is plausible that habitual media multitaskers may find it difficult to prevent their minds from wandering because their top-down attentional control is compromised by frequently and consistently switching attention between multiple forms of media, diminishing

their ability to stay focused on a single task. The findings from the current study emphasize the importance of taking a step back and reconsidering our relationship with technology. Through chronic media multitasking, we might be training our brains to easily get distracted by both internal and external interruptions, depriving ourselves of our innate ability to stay present and dete-riorating our ability to stay focused.Caglar Yildirim (State University of New York at Oswego) and Veronica J. Dark (Iowa State University)


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12:30–1:45 p.m.Monument

PAPER SESSION

Virtual Reality for Health and Well-BeingSession ChairWilliam T. Riley (NIH/OBSSR)

Communication in the Genomic Era: Virtual Reality Versus Internet ApproachesFace-to-face, clinic-based models of genomic information trans-mission will not be sufficient to handle large-scale clinical inte-gration genomic technologies, as may occur in future healthcare contexts. Therefore, adoption of digital platforms is anticipated, primarily using internet-based, distributed approaches. The emerging and increasingly affordable consumer communication platform of virtual reality (VR) is another potential intermediate approach between face-to-face and distributed internet plat-forms to conduct genomics education and information provision. The current study assessed whether provision of genomics-ori-ented information about weight (versus standard behavior-re-lated information) in a simulated, VR-based consultation (relative to a distributed, internet platform) would be associated with differences in patient health attitudes and beliefs, and interper-sonal reactions to the avatar-physician. Although a simulated provider can be presented in both settings, VR might make him feel more immediate and socially present within the interaction, resulting in gains for interpersonal ratings. There were signifi-cant differences between communication platforms for all health behavior-oriented outcomes, such that the VR approach was associated with more positive outcomes. Surprisingly, there were no differences in trust of the avatar-physician by setting, and no interaction between setting effects and information content. The current study was a first attempt to examine the potential capabilities of VR-based communication settings for conveying genomic content. There may be benefits to VR settings for com-munication about genomics as well as traditional health informa-tion, for the attitudes and beliefs that underlie healthy lifestyle behaviors. In addition, as VR technology grows and develops, these approaches may be increasingly distributable into home and community settings.Susan Persky (National Human Genome Research Institute), William Kistler (National Human Genome Research Institute), William Klein (National Cancer Institute), and Rebecca Ferrer (National Cancer Institute)

Path Tortuosity in Virtual Reality: A Novel Approach for Understanding Behavioral ProcessResearching preventive measures, such as parents’ food choices for children, is essential for reducing the public health burden of obesity. Child feeding is a complicated behavioral process, comprised of micro-level decisions and behaviors which are difficult to measure and meaningfully quantify. Virtual reality (VR) is increasingly used in behavioral research to obtain data that enables the quantification of such processes. One exam-ple is precise location tracking over time. From location data, a novel metric called path tortuosity—the degree of straightness of one’s movement path while traveling through a space—can be obtained. Prior behavioral applications of tortuosity include aimless wandering and spatial-cognitive deficits due to demen-tia and brain injury. This exploratory study investigated whether applying a tortuosity measure elucidates cognitive aspects of the

parental food choice process, by investigating links to cognitive measures of indecisiveness. 179 parents of children aged 4-7 were instructed to select a lunch for their child in a VR-based buffet. High tortuosity in the buffet was associated with higher parent BMI, increased perception of the child’s vulnerability to obesity and diabetes, and greater worry about the child’s risk for obesity and diabetes, measured via self-report. Tortuosity may offer insight into parental feeding not reflected in previously avail-able measures. Although there was little evidence that tortuosity is associated with indecisiveness, it appears to be related to con-cern or worry. Tortuosity should be further explored in behavioral studies, as it offers potential for more nuanced understanding of parents’ feeding experiences and creation of more effective health interventions.Haley Yaremych (National Institutes of Health), William Kistler (National Institutes of Health), Niraj Trivedi (National Institutes of Health), and Susan Persky (National Institutes of Health)

Assessing Visual Search Performance in Ocular Compared to Cerebral Visual Impairment Using a Virtual Reality Simulation of Human Dynamic MovementVirtual reality (VR) can provide robust assessment of cognitive spatial processing skills in individuals with visual impairment. VR combined with objective measures of behavioral performance (i.e., eye tracking) affords a high degree of experimental control, task flexibility, participant engagement, and enhanced data cap-ture. Individuals with visual impairment typically have difficulties identifying people in crowded environments; these difficulties may differ depending on the origin of the visual impairment. Specifically, individuals with cortical/cerebral visual impairment (CVI) may show a greater sensitivity to scenarios of high dynamic visual complexity compared to those with ocular based visual impairment (OVI). To test potential differences in visual search performance, we have developed a first-person perspective VR environment integrated with eye tracking designed to simulate the dynamic movement of humans in a hallway. Participants were tasked with locating a specific target individual walking among a crowd of people moving in various directions in the hallway. To assess the effect of task difficulty, we manipulated factors of crowd density and presence of object clutter within the hallway. Results to date show that both visually impaired groups demon-strate increased variability in search patterns and reaction times as compared to controls. Additionally, performance of the CVI group fluctuates greater as a function of task difficulty. Findings from the current work demonstrate a successful interaction between individuals with visual impairments and VR simulations in assessing high level visual function. Further studies will serve as a theoretical foundation for the creation of new assessment and training paradigms for visually impaired individuals.Christopher Bennett (Harvard Medical School), Emma Bailin (Harvard Medical School), Timothy Gottlieb (Harvard Medical School), Corinna Bauer (Harvard Medical School), Lotfi Merabet (Harvard Medical School), and Peter Bex (Harvard Medical School)


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KEYNOTE ADDRESSIntroductionFrank C. Worrell (UC Berkeley)

JUSTINE CASSELLAssociate Dean for Technology Strategy and Impact and Director Emerita, Human Computer Interaction Institute Carnegie Mellon University

Models and Implementations of Social Skills in Virtual Humans

In this talk I propose a particular computational sociocultural approach to the study of intrinsically dyadic states such as rap-port, friendship, intimacy, interpersonal closeness. I rely on this approach to describe the surface level observable verbal and non-verbal behaviors that function to evoke, deepen, demonstrate, and destroy these dyadic social bonds. I highlight the need for differen-tiating the observable behaviors from inferable underlying states by demonstrating how putatively negative visible behaviors may play a positive role in bringing people closer. Finally, I describe some important roles that these often discounted aspects of human behavior play in learning, commercial transactions, and other facets of day-to-day life. Each step of this talk is illustrated by experiments that involve human-human and human-virtual human interaction. I include novel approaches to modeling and generating behaviors for human-computer interaction on the basis of the human-human cor-pora. And finally, lessons are drawn both for the understanding of human behavior, and the improved design of technologies capable of engaging in satisfying relationships and more effective interac-tions with people over the long-term.


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3:15–3:30 p.m.COFFEE BREAK

3:30–4:45 p.m.Archives

PAPER SESSION

Human-Robot InteractionsSession ChairBertram F. Malle (Brown University)

How Do People Perceive Social Robots and What Makes Them Effective?Extensive research shows that social robots can be successful in assistive tasks, holding great promise for their use across a broad spectrum of interactive experiences from teaching to health care to entertainment. The research, however, studies one robot a time, with each study focused on one particular social robot and one context in which the robot operates. There is no research that studies a large group of social robots, how they are differ-ent, and how the differences might influence their effectiveness. We report three studies that conceive of social robots like other social media and technology; that is, as social actors that are usefully understood by looking at the differences between them, focusing on social as well as mechanical features. We examined all of the social robots used in published research over the last decade (n=342), and we interviewed two different groups of peo-ple (n=4034) who evaluated all of the robots. We found that two evaluations of the robots, competence and warmth, were import-ant for the evaluation of robots, and that certain physical features were associated with the two different dimensions. We end with comments about how the attributes of competence and warmth will influence the success of social robots in different contexts and in ways similar to their influence in human social interaction.Byron Reeves (Stanford University), Jeff Hancock (Stanford University), and Xun “Sunny” Liu (Stanford University)

He Who Hesitates Is Lost (...in Thoughts Over a Robot)In a team, the strong bonds that can form between teammates are often seen as critical for reaching peak performance. This perspective may need to be reconsidered, however, if some team members are autonomous robots since establishing bonds with fundamentally inanimate and expendable objects may prove counterproductive. Previous work has measured empathic responses towards robots as singular events at the conclusion of experimental sessions. As relationships extend over long periods of time, sustained empathic behavior towards robots would be of interest. In order to measure user actions that may vary over time and are affected by empathy towards a robot teammate, we created the TEAMMATE simulation system. Our findings suggest that inducing empathy through a back story narrative can signifi-cantly change participant decisions in actions that may have con-sequences for a robot companion over time. The results of our study can have strong implications for the overall performance of human machine teams.James Wen (United States Air Force Academy), Amanda Stewart (United States Air Force Academy), Mark Billinghurst (University of South Australia), Arindam Dey (University of South Australia), Victor Finomore (United States Air Force Academy), and Chad Tossell (United States Air Force Academy)

From Value Alignment to Norm Competence: How Robots and AI Will Conform to Human SocietyAs robots and AI become increasingly autonomous, a broadly shared concern is that these agents should support the interests of their human communities and of society at large. One framing of this concern is that we must ensure “value alignment” between artificial agents and humans. However, current efforts to develop such alignment have conceptualized “values” in a rather narrow way—as “value functions” that a machine learning agent uses as a quantity to maximize when it selects actions. By contrast, in common discourse as well as in social and behavioral science, values are abstract ideals (e.g., “safety” or “fairness”) that are dif-ficult to define and agree on and that have rather indirect causal impact on behavior. It may be unrealistic to try to design com-putational structures that directly correspond to such abstract concepts, and their usefulness in guiding an artificial agent’s behavior would be questionable. Thus, the machine learning con-ception of value alignment seems too narrow, and the standard social science approach seems too abstract. We propose a dif-ferent way of designing artificial agents that support the interests of their human communities: by embedding detailed networks of norms into artificial agents. Norms can be specified, verbally and computationally, as instructions to act in specific ways in specific contexts, as demanded and practiced by members of a given community. We describe a research program that reveals the psychological properties of human norms, offers methods to identify a community’s relevant norms, and guides the computa-tional implementation of such norms in artificial agents.Bertram F. Malle (Brown University) and Joseph L. Austerweil (University of Wisconsin Madison)


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3:30–4:45 p.m.Capitol

SYMPOSIUM

Embodiment and Action in Mathematics GamesSession ChairAvery Harrison (Worcester Polytechnic Insitute)

Low performance and persisting achievement gaps across K-12 math classrooms necessitate innovative pedagog-ical approaches. Recently, research in embodied mathematical cognition and game-based learning have respec-tively shown that integrating motion, exploration, and game-play into the classroom enhances student achievement and engagement. With emerging technologies, teachers can incorporate novel, action-based math activities into curriculum to further math education. In this symposium, we will present three current research projects that are all grounded in embodiment theory but apply a wide range of approaches to developing educational technology for mathematics. From the most empirical to exploratory approach, we will outline three approaches that use emerging technologies and unique methodologies. We will present preliminary findings from work with 1) a gesture-based mathematics trainer, 2) an online interactive notation tool that allows students to tangibly manipulate algebraic equations, and 3) programmable mobile devices that facilitate student game-play as well as game creation. We aim to convey the role of action, gesture, and play in understanding mathematical concepts as well as the scope of approaches to developing novel technologies and action-based games that utilize an embodied lens.

Enculturating Movement: From Sensorimotor Schemes to Mathematical StructuresOur educational research is motivated by an enduring theo-ry-to-practice schism. While cognitive scientists are increasingly adopting a view of mathematical reasoning as ecologically cou-pled sensorimotor activity, classroom instruction by and large still instantiates the dualist view that separates doing from thinking [3, 4]. We conduct design-based studies of mathematical cognition, learning, and teaching to implement, evaluate, and refine essen-tial tenets of embodiment perspectives, specifically constructivist genetic epistemology as well as enactivist and dynamical-systems theories. Our activities are designed to instantiate mathematical concepts as information structures latent to interactive technolog-ical devices. Students assimilate new ontologies through initially constructing coordination dynamics that enact new movement forms that satisfy task demands and subsequently articulate their strategies in disciplinary register using available semiotic means of objectification. Our presentation will review recent findings from empirical studies using the Mathematics Imagery Trainer [16], an exemplar of actionbased embodied design in geometry [1, 2]. We employ mixed methods, interleaving microgenetic qualitative analysis of multimodal utterance with quantitative modeling and visualization of eye-tracking data. Evidence suggests the emer-gence of participants’ idiosyncratic perceptual structures that hone their enactment of goal bimanual movements [4, 5] as well as participants’ appropriation of the interpolated mathematical frames of reference to promote pragmatic, epistemic, and argu-mentative efforts [6]. We will highlight potential tensions between these emergent perceptual constructions and structural features of available mathematical frames of reference [27].Leah Rosenbaum (University of California Berkeley)

Graspable Math: Integrating Perceptual Learning, Gesture, and Action Within Algebra Problem SolvingMathematics is driven by the study of patterns or relations among entities [10, 26]. Algebraic notation is a pervasive and power-ful means of capturing these patterns, but notation presents a major hurdle for students learning algebra. Substantial empirical work has demonstrated that notation reading and manipulation involves not just acquiring abstract rules, but also learning appro-priate perceptual processes [9, 13, 14, 17, 20, 22, 23]. Yet, typical instruction often focuses on interpretation and manipulation of symbols, neglecting the importance of perceptual learning to mathematical skill. Based on perceptual and embodied theory, we have developed Graspable Math (GM), an interactive notation tool, which makes the implicit structure of mathematical objects overtly visual symbols by turning symbols into tactile objects whose structure can be appreciated through exploration and manipulation, by grounding algebraic expressions and transfor-mations in space and action [11, 29]. Our presentation will intro-duce GM, its theoretical underpinnings, and data suggesting that interventions that incorporate embodied, object-based under-standings of formal symbolic systems (a dynamic algebra) may help increase students’ mathematical proficiency and engage-ment and help facilitate high quality mathematical discourse and instruction in the classroom.Erin Ottmar (Worcester Polytechnic Institute)

Movement and Action In Game Play and Creation Using Mobile DevicesOur research stems from a new genre of Cyberlearning Technologies called Multi-Modal Embodied Intelligent Learning and Tutoring Environments (MEILTE). MEILTE technologies com-bine intelligent tutoring systems (ITS) and embodied cognition, allowing students to physically act on their environment in game-play while tracking performance and affect. We have developed

“Wearable Tutors,” in the form of cell phones or SmartWatches, which allow students to create and play action-based math games. While game play is prevalent in K-12 education, students


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are rarely involved in the design process. Our research goals are to 1) investigate the outcomes of students acting as gamecreators and 2) explore which mechanisms of action are related to cogni-tive gains and positive affect from game design and play. Some full-body movement in games has been shown to be effective for teaching mathematical concepts [12]; however, it is unclear how related actions and mathematics need to be in order to be effective. We will present an overview of Wearable Tutors, high-light findings from students using Wearable Tutors for gameplay [8], and discuss preliminary findings from 1) students working as game creators and 2) the contributions of fine motor actions and gestures on problem-solving.Ivon Arroyo (Worcester Polytechnic Institute)


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3:30–4:45 p.m.Congress

SYMPOSIUM

Improving Information Search—A Multi-Disciplinary ApproachSession ChairWai-Tat Fu (University of Illinois at Urbana-Champaign)

The purpose of this symposium is to bring together researchers from multiple disciplines such as cognitive sci-ences, computing sciences, information sciences, and human-computer interaction (HCI) to study and understand how to improve information search for different populations of users. The symposium focuses on the various so-cial and cognitive factors that affect the processes involved in information search, such as query formulation and reformulation, web navigation, link-following behavior, credibility assessment, and text comprehension. Speakers of the symposium will discuss how these factors impact information search from multiple perspectives. For exam-ple, cognitive scientists will discuss the impact of individual differences in cognitive abilities on search strategies and performance, computer scientists will investigate how different algorithms and online tools can be designed and optimized to improve search performance, and human factors and HCI researchers will focus on how various design features of online information platform may lead to differences in online information search behavior. The symposium will also focus on how experimental and computational approaches can be combined to understand how information technologies should be designed to facilitate information search for different user populations in various contexts. The goal of the symposium is to foster multi-disciplinary collaboration to democratize access to credible and relevant information.

SNIF-ACT: A Cognitive Model of Information Search In the first presentation, we describe a computational cognitive model that explains navigation behavior on the World Wide Web. The model, called SNIF-ACT (Scentbased Navigation and Information Foraging in the ACT cognitive architecture), is moti-vated by Information Foraging Theory (IFT), which quantifies the perceived relevance of a Web link to a user’s goal by a spreading activation mechanism. The model assumes that users evaluate links on a Web page sequentially and decide to click on a link or to go back to the previous page by a Bayesian satisficing model (BSM) that adaptively evaluates and selects actions based on a combination of previous and current assessments of the rel-evance of link texts to information goals. We conclude that the combination of the IFT and the BSM provides a good descrip-tion of user-Web interaction as information search is driven by relevance of information. In addition to relevance, there are many other factors that influence information search. For example, when deciding whether a claim is true or false, one often requires a deeper understanding of the evidence supporting and contra-dicting the claim. However, when presented with many evidence documents, users do not necessarily read and trust them uni-formly. Human biases and viewpoints about the topic may affect what is considered “trustworthy” or credible. It is an interesting challenge to build systems that can help users overcome this bias and help them decide the truthfulness of claims. We discussed results from a user study that was conducted to understand how presenting evidence with contrasting viewpoints and source expertise ratings affect how users learn from the evidence docu-ments. We find that users do not seek contrasting viewpoints by themselves, but explicitly presenting contrasting evidence helps them get a well-rounded understanding of the topic. Furthermore, explicit knowledge of the credibility of the sources and the con-text in which the source provides the evidence document not

only affects what users read, but also whether they perceive the document to be credible. Wai-Tat Fu (University of Illinois at Urbana-Champaign)

Improving Older Users’ Search Strategies by Supporting Goal Refreshing in Working Memory Information search is a complex activity that involves many pro-cesses to formulate queries, process the search engine results pages (SERPs) and navigate between content webpages to find information. Because of the age-related decline of flexibility, processing speed and update in working, IS can cause a series of difficulties for older users. They tend to spend longer dwell time processing SERPs, reformulate less, have difficulties to navigate and can feel more disoriented than young ones. The present experiment investigated how a support tool that helps older users refresh their search goal in memory (by display-ing users’ ultimate query at all time) can foster more elaborate search strategies by reducing the amount of cognitive resources required to interact with a search engine. 18 older adults and 30 young ones completed search problems of varying complexity with our support tool or with the regular Google search engine. Results showed that the support tool helped older adults nav-igate between webpages (i.e. reduced the number of multiple visits, and switches between SERPs and a previously visited content webpage), improved the queries produced and fostered more elaborate navigational search strategies. Hence, support-ing search goal refreshing in working memory appeared to be a good way to cope with older users’ difficulties and reduced risks of disorientation. Mylène Sanchiz (University of Toulouse), Aline Chevalier (University of Toulouse), Pierre-Vincent Paubel (University of Toulouse), and Franck Amadieu (University of Toulouse)


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Visualizing the Semantic Relevance of Search Queries and Search Results Searching for information on the Internet can be challenging and involve cognitive processes such as attention, comprehension, memory, problem solving and decision making. These cognitive processes are known to be affected by aging-related declines in cognitive abilities. It is e.g. known that older adults generate less queries when using a search engine, use less keywords per query, reformulate less, spend more time evaluating the search results, spend more time evaluating the content of websites opened from search engine results pages (SERPs), switch less between SERPs and websites. Information problem solving tasks frequently require users to issue more than one query. Older adults find it often difficult to reformulate unsuccessful queries. Research on search strategies has so far overlooked the agerelated differ-ences in the actual content of the queries during reformulations, and analysis of the semantic aspects of queries forms the starting point of our research. We will first describe effects of age and task difficulty on reformulating queries. In these studies, the semantic relevance of the queries based on the concept of ‘information scent’ from Information Foraging theory, generated by younger adults was found to remain constant across reformulations while that of the queries generated by older adults showed a decreas-ing trend as they reformulated further. That was particularly the case for difficult tasks. Based on these outcomes, we will next describe studies that were conducted with a new and modified interface for the SERPs. The new interface visually displays the semantic relevance of a query and search results on the SERPs. The central idea is to keep the user informed about their rele-vance. We will discuss the impact of providing this visual feed-back on the semantic relevance on the query reformulations and search performance of young and older adults.Herre van Oostendorp (Utrecht University)


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3:30–4:45 p.m.Monument

PAPER SESSION

Technology, Perception, and CognitionSession ChairH. Chad Lane (University of Illinois at Urbana-Champaign)

Interactive 3D Objects, Projections, and Touchscreens It is widely recognized that features of objects in a user interface can impact aspects of user experience, including visual percep-tion and problem solving. The current study looked at two such issues: 3D object projection and interactivity. Both factors are known to separately influence perception and problem solving; this work connected them together. Utilizing a fixed touchscreen user interface, we used two projections of 3D interactive cubes: oblique and parallel. The task was the Cube Comparison Task (CCT), a task known to be sensitive to both projection of 3D objects and interactivity. We measured the impact of projection of the interactive 3D objects on behaviors relating to alignment of object and environmental axes, foreshortening, and mapping of user interface controls. We also collected general performance measures of response time and accuracy in the CCT. We found minimal impact of projection of the interactive 3D objects on foreshortening, mapping of controls or general performance. However, we found that in both projections of interactive 3D objects, alignment between the object and environmental axes had a significant effect, leading to anisotropies in initial patterns of cube rotations. These anisotropies differed by projection. The results suggested that the manipulation of perceptual factors such as projection of interactive 3D objects can have effects on interactive problem solving, though the nuance of such effects may be influenced by additional factors. In particular, the interac-tive nature of our touchscreen user interface may have mitigated some effects that were otherwise predicted from prior research.Samuel D. Jaffee (Alma College), Laura Marie Leventhal (The University of Findlay), Jordan Ringenberg (The University of Findlay), and G. Michael Poor (Baylor University)

Effects of Device Features on Misattributions of KnowledgeNew digital technologies, such as our smartphones and com-puters, often serve as extended cognitive systems to construct the full range of our cognitive capabilities. Given that capacity of computing technologies has reached a degree of speed and efficiency that many find comparable to (or surpassing) the rate of human thought, our devices have become valuable memory part-ners to us (Storm, Stone, & Benjamin, 2017). In spite of its positive impacts, such as expanding the capacity of human cognition and improving the efficiency of information search, the increasingly ubiquitous human-computer partnership may fundamentally alter the ways in which humans perceive themselves.

This study examines attributes of technology that may lead people to misattribute technology-enabled outcomes to the self while judging their own knowledge. Participants evaluated their cognitive self-esteem after using a device to find answers to trivia questions. Participants who used their own device reported inflated cognitive evaluations compared to participants who used a lab device, and participants who used a mobile device reported inflated cognitive evaluations compared laptop users. This research extends the scope of existing empirical work on tech-nology-mediated judgments of knowledge by demonstrating the role of the device itself in influencing judgments. Familiarity with

the basic features of a device, time spent completing the trivia questions, and device attachment predicted knowledge confi-dence over and above the personal and mobile device manipula-tions’ significant unique prediction. Our findings highlight a num-ber of technological attributes emanating from both the sources present through the device interface (e.g., search engine), and the physical manifestation of the device itself, which may con-tribute to illusions of internal knowledge through technology use.Kristy Hamilton (University of Illinois at Urbana-Champaign) and Mike Yao (University of Illinois at Urbana-Champaign)

Toddlers on Touchscreens: Effects of Physical Activity and Gaming Styles on Cognitive FlexibilityIt is not uncommon to see children operating a touchscreen device in lieu of more traditional forms of play, raising the critical need to understand potential impacts on early cognitive devel-opment. Here, we examined 2-year-olds’ cognitive flexibility (CF), or the ability to switch between sets of rules. CF allows children to shift attention to key information, revise current knowledge, and thus is crucial for learning. Toddlers were given 9 minutes to play a non-educational game on a touchscreen, engage in physical activity, or draw (control). Previous work with older chil-dren suggests 9 minutes is enough to show immediate effects on cognition. After, they completed a new sorting task modified after DCCS to test the immediate impact on CF. Toddlers who engaged in physical activity significantly outperformed those who gamed or drew for the same amount of time. Moreover, individual differ-ences in gaming style emerged: Toddlers varied in the degrees to which they approached gaming in a socially interactive way (e.g., asking the experimenter to play) or as solitary play. Socially inter-active gaming was significantly positively related to performance on the CF task. Crucially, socially interactive gamers performed as well as the toddlers that engaged in physical activity. Thus, gaming is not inherently negative; how young children approach gaming matters. These findings made unique contributions and are among the first to highlight the importance of considering the ways toddlers interact with touchscreens when we evaluate the impacts of technology in children’s cognition.Nick Antrilli (University of California Santa Cruz) and Su-hua Wang (University of California Santa Cruz)


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POSTER SESSION B

01BAn Analysis of Real-Time Emotions in Emerging Readers During Word DecodingThe bidirectional relationship between emotion and cognition, in which emotions influence thought processes, and thoughts influence emotions, is highly salient in emerging readers. Experiencing intense emotions can interrupt the cognitive pro-cesses that are required for reading, and negative perceptions of reading can lead to negative emotions that interrupt learning. This study utilized real-time facial expression coding software to examine whether children’s emotions influence performance on a reading task. Students between the ages of 6 and 9 (n=187) completed the NIH Toolbox Oral Reading Recognition test, during which a word was displayed on a screen and the participant was asked to read the word out loud. Each word was coded as correct or incorrect, and the difficulty of each word stimulus automatically increased or decreased based on the participant’s performance. Emotient software analyzed the participants’ musculature move-ment to indicate an emotion score, based on the participant’s facial expressions. A growth curve model was used to determine whether there was a significant difference between emotions experienced on words read correctly and incorrectly. Results demonstrated that confusion, frustration and anger, negatively predicted reading performance. This suggests that emerging readers who experience negative emotions while reading could require additional scaffolding to regulate their emotions, and access the cognitive resources required for decoding and read-ing. This novel software can be utilized to identify these students in real-time so an effective remediation strategy, that is contin-gent and responsive to the emotional experience of the student, can be implemented in the classroom.Stephanie Buono (University of Toronto, OISE) and Earl Woodruff (University of Toronto, OISE)

02BAttention and Gaze During Rock Climbing: A Salience Analysis Method for Dynamic EnvironmentsExperts use cues to direct their attention, resulting in faster and more accurate performance than novices. SEEV is a model of attentional allocation based on four factors: salience, effort, expectancy and value [1]. This model has been used to predict attentional allocation and distribution in drivers, pilots, and nurses [1, 2, 3]. However, these domains are fairly static: change tends to occur slowly and the majority of controls and tools used remain in the same spatial location and are continuously available. We extended the SEEV model to a dynamic activity, rock climbing, where the environment changes as the climber moves, tools are depleted as they are used, and the climber must maintain a men-tal match between their inventory and the possibilities for protec-tion afforded by the rock. In this poster, we present a method for assessing visual salience in such a dynamic environment. Using first-person videos (n=32), independent raters established time-stamps for gear placement fixations. Screenshots from each fixa-tion were used to compute saliency maps [4, 5, 6]. Independent raters judged whether the eventual gear placement occurred in the brightest part of the salience map. Most placements occurred in the high salience area, some in the less salient portion, and very few outside where the map indicated salience. Consistency between the saliency mapping of the fixation and the eventual

placement indicates the map is a viable method for identifying salience for inclusion in the SEEV model.Elizabeth Pinyan (North Carolina State University), Emily Wright (North Carolina State University), Jalen Tomkins (University of Colorado Boulder), Carisa Merchant (University of Colorado Boulder), Anne C. McLaughlin (North Carolina State University), John Keller (Alion Science), Christopher D. Wickens (Colorado State University), and Jenny Tanjie (Colorado State University)

03BAutomation Transparency to Promote Appropriate Trust CalibrationThis research examined the effect of automation transparency on operator trust and performance. To test the hypothesis that providing understandable automation feedback would promote appropriate trust and performance, we manipulated the type of automation feedback (understandable or ambiguous) provided to 32 young participants operating a simulated vehicle in an auton-omous lane-changing task. Participants monitored reliability cues for infrequent (20%) cues informing of low automation reliability and responded via key press. On low reliability trials, 60% of the time the automation made no error, 20% of the time it did not change lanes, and 20% of the time it moved into an incorrect lane. Following errors, participants received either an understandable explanation (e.g., “obstacle in current and planned lane”) or an ambiguous explanation (e.g. “lane signal low”). Understandable explanations resulted in a significant increase in trust in the sys-tem over Drive relative to ambiguous explanations. Accuracy of failure detection was 98% and changed little over the five drives. Linear mixed-effects modeling (lme4) was used to predict speed of detection of failure from drive number and alpha-band power. Over the five simulated Drives, the Understandable condition group slowed significantly in response time and increased sig-nificantly in posterior alpha-band activity. Posterior alpha-band activity interacted with Drive number. These findings in the Understandable feedback condition are consistent with a vigi-lance decrement. In contrast, the Ambiguous feedback condition group showed no effect of Drive number or alpha-band activity on response time. Results indicate (1) understandable explanations increased trust and slowed failure detection relative to ambig-uous explanations and (2) there is a potential trade-off between trust in automation and operator performance.Pamela M. Greenwood (George Mason University), Carryl Baldwin (George Mason University), Dean Cisler (George Mason University), Steven Chong (George Mason University), Ryan McKendrick (Northrop Grumman), and Jasmine Dang (George Mason University)

04BBetter Together: Merging Computer Science, Behavioral Science and Psychology to Improve Health and WellnessPsychologists, Behavioral Scientists and Computer Scientists often have a similar goal when they conduct research in the area of chronic care management: design tools and studies that improve outcomes. These disciplines, however, have different methods and techniques to develop mHealth interventions. In this paper we present two theories that psychologists and behav-ioral scientists use when conducting research, the Health Belief Model and the Ecological System Theory. We also present two


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techniques used by Human Computer Interaction researchers to develop information and communication technology, User Centered Design and Crowd Sourcing. Finally, we show how we have merged these theories and techniques to design health interventions for children with asthma and diabetes; and tools to promote wellness for individuals with high-functioning autism and their caregivers.Rosa I. Arriaga (Georgia Institute of Technology)

05BCommunicating Home Risks to Older Adults and Their Interest in Smart Home TechnologiesMany more older adults will be living alone as they age, with many hoping and planning to live independently in their homes as long as possible. The combination of more aging homeowners with aging homes highlights the potential for greater challenges around home maintenance. A national survey of homeowners ages 50 and older was done to understand older adults’ percep-tions of risk they face around their homes, their attitudes toward, practices around, and challenges regarding home maintenance as they age, and their interest in the adoption of smart home tech-nologies, some of which may mitigate home risks. Most people did not have smart home technologies, but there was general interest in smart security systems, smart smoke detectors, and smart thermostats. In general, people clearly saw more benefits around such technologies in terms of home security rather than home maintenance. An experiment was embedded in the sur-vey to explore whether different forms of communicating about home risks would influence participants’ attitudes around smart home technologies. Overall, people who read a home fire sce-nario were more interested in smart smoke detectors than par-ticipants who saw a water leak scenario, perhaps because the fire scenario was more dramatic and emotional. Although results are mixed, we find some evidence of the effectiveness of telling a story rather than presenting statistical information and talking about losses rather than gains, especially in a more emotional scenario such as the fire scenario, to spark interest in smart home technologies.Martina Raue (Massachusetts Institute of Technology), Dana Ellis (Massachusetts Institute of Technology), Lisa D’Ambrosio (Massachusetts Institute of Technology), Carley Ward (Massachusetts Institute of Technology), and Joseph Coughlin (Massachusetts Institute of Technology)

06BThe Design, Development and Evaluation of a Usable and Privacy-Enhanced Telepresence System for Older AdultsMaintaining health and wellness while aging-in-place inde-pendently is crucial for older adults. Telepresence technology can be potentially beneficial for this target population to stay socially connected. However, this technology is not specifically designed for older adults. For this target population to adopt this technology successfully, it is important to ensure that they 1) features provided by this technology meet aging population’s needs; 2) target population will not experience usability barriers when using this technology and 3) privacy preserving features provide by this technology can alleviate users’ privacy concerns. This study presents the design, development and evaluation of a privacy-enhanced, usable telepresence interface for older adults. Thirty older adults aged above 60 in South Carolina participated in a within-subject user testing with two telepresence user inter-faces: 1) with a user interface (UI) designed based on 5 currently available telepresence systems; and 2) with a privacy-enhanced usable telepresence interface. Participants tested both UIs in

a virtual home environment developed in Unity. Results of this study show that: 1) features of a telepresence system used by older adults should be different from a commercially available system due to older adults’ physical/cognitive limitations and their special needs (i.e. some telepresence systems have the laser point feature); 2) applying technology designing principles for older adults and adding privacy preserving features enhance the usability of the system and 3) participants have positive per-ceptions of the privacy-enhanced new UI. This study will offer insight for designing a usable privacy-enhanced telepresence system for aging population. Results from this study will help the future design of telepresence so this technology can be success-fully adopted by target population.Xian Wu (University of South Carolina), Amanda Brummett (University of South Carolina), Lauren Nix (University of South Carolina), Cynthia Aguillon (University of Texas Rio Grande Valley), Jenay Beer (University of Georgia), and Elle Oltman (City College of San Francisco)

07BDesigns for Visualizing Collective Intelligence in Knowledge Building CommunitiesCollective intelligence (Malone & Bernstein, 2015) is a key charac-teristic of innovative groups and organizations that self-organize in online environments to generate and disseminate knowledge for public good. Collaborative Innovation Networks (COINs; Gloor, 2017) and Knowledge Building communities (Scardamalia & Bereiter, 2014) represent powerful models that inform the emergence and sustainability of collective intelligence in orga-nizational contexts, as well as educational contexts. For example, a key dynamic of COINs and Knowledge Building communities is collective responsibility for advancing the state of commu-nity knowledge, as indicated by decentralized social structures and rotating leadership over time. Additionally, both COINs and Knowledge Building communities engage in knowledge prac-tices that leverage the affordances of online environments, using embedded data analytics to visualize group dynamics, trouble-shoot emergent issues, and identify promising areas for improve-ment. This study highlights the theoretical intersections between these two models of organizational innovation in order to explore technological designs for visualizing collective intelligence in Knowledge Forum (Scardamalia, 2017), an online platform opti-mized for knowledge creation and innovation. More specifically, the six indicators of COINs - rapid response, balanced contribu-tion, central leaders, rotating leadership, honest sentiment, and innovative language - are refined and adapted within the context of Knowledge Building communities, wherein the design chal-lenge is enabling self-organization around idea improvement. Using social network analysis, lexical analysis, sentiment analysis, and statistical analysis, next-generation designs for Knowledge Forum analytics are proposed. The educational value and practi-cal implications of these designs are discussed within the context of education for innovation in technology-based societies.Leanne Ma (OISE/University of Toronto)

08BDeveloping an Integrated Computerized CBT Virtual Reality Platform for Treatment of Behavioral Health ConditionsEarly diagnosis and active management of psychiatric symptoms can help ensure higher quality of life, prevent hospital admissions, and lower overall health care costs. However, many patients go without the clinical care they need due to financial, staffing, geo-graphic, and stigma barriers. Without adequate access to behav-ioral health care, the patient may experience prolonged suffering,


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need for institutional care, and early mortality due to suicide or other causes. Furthermore, caregivers can also experience nega-tive effects on health, employment, and finances. Escalating costs for the healthcare of adults with behavioral disorders are unsus-tainable and impose heavy costs on the community. Integrating technology innovation into traditional clinical service delivery models may be a useful means of overcoming many of these bar-riers. Virtual worlds accessed using smartphone technology may represent a potential means of delivery of behavioral health care to remote geographic locations while displacing the requirement of a fully engaged mental health specialist. Therefore, we sought to develop a computerized Cognitive Behavior Therapy (cCBT) intervention that can be delivered directly to the patient via smartphone technology. Through a multidisciplinary collabora-tion between experts in the University of Rochester’s department of Psychiatry, department of Computer Science, and the Eastman School of Music, we collaborated on a “proof of concept” pilot project for an innovative software platform that integrates mul-timedia content and cCBT to harness VR technologies. This pre-sentation will primarily involve an overview of the development and implementation of content used in the cCBT application. The platform shows promise in allowing patients to overcome tradi-tional barriers to care, which may ultimately improve treatment outcomes and reduce costs.Robert Henderson (University of Rochester Medical Center), Katie Schmieder (University of Rochester Medical Center), Michael Hasselberg (University of Rochester Medical Center), and Wendi Cross (University of Rochester Medical Center)

09BDo Gaming Habits and Empathic Concerns of Graduate Students Influence Their Opinion on Prosocial Videogames?Literature suggests that playing violent video games leads to a decrease in empathy, given that 150 million Americans play video games and over 90% of games contain violent content, this may be cause for concern. One potential remedy to this problem is the development of a prosocial video game. With a predisposed ten-dency to be empathic, a sample of 88 graduate students enrolled in healthcare programs were surveyed to determine 1) whether violent video game play lead to a decrease in empathic concern (EC) and 2) whether participants believed there is a need for a prosocial (i.e., nonviolent) game. Each participant indicated their favorite video games, frequency of play, and EC measured on the Interpersonal Reactivity Index (IRI). Then, participants provided their opinion on the need for a prosocial game after reading a brief paragraph describing the relationship between violent video games and empathy as well as potential benefits of prosocial gaming. Overall 35.2% of the sample did not play video games, while 11% played violent video games often. Results indicated a significant difference between groups on EC, as determined by one-way ANOVA (F(5, 82) = 3.527, p = .006). A chi-square test revealed a significant difference in participants’ opinions on the need for a prosocial video game based on gaming habits (χ2(1) = 24.0445, p < 0.01). Specifically, non-gamers were more likely to endorse the need for a prosocial game. Findings suggest that in future healthcare professionals, video game habits and fre-quency of game play impact EC and opinions.Karlie Krause (Midwestern University), Chelsie Smyth (Midwestern University), and Kate Jansen (Midwestern University)

10BDoes Social Media Improve or Worsen Adolescents’ Internalizing Behaviors? Conclusions From a Systematic Narrative ReviewUnderstanding connections between social media use and youth’s psychosocial adjustment has emerged as a goal to both psychology and communication scholars. Conclusions are pre-sented from a systematic narrative review of 77 qualifying stud-ies conducted between 2000-2016 evaluating the association between social media use and three forms of internalizing behav-iors (depression, anxiety, and loneliness) among 10-18 year olds. For each behavior, three questions were addressed: 1) Is there an association (and direction) between social media use and the behavior? 2) For whom does this association emerge?, 3) What factors account for this association? For depression (36 studies), a positive association between time spent on social media and depression emerges consistently. Gender, popularity, and per-ceived social support serve as moderators. Specific activities and experiences on social media (e.g., social comparison and feedback-seeking, passive and active use of Facebook, cyber victimization) sleep disturbance, and “FOMO” (fear of missing out) are mediators. For anxiety (15 studies), the relationship with adolescents’ social media use is best represented as a positive reciprocal relationship. Gender is a moderator. Mediators include reducing uncertainty about others, concern for privacy, FOMO, and cybervictimization. For loneliness (26 studies), there is a consistent positive relation between the frequency/intensity of social media use and loneliness; loneliness is often the precursor. Moderators are age, personality, experience with social media activity. Mediators are motives for pursuing specific social media activities. Across outcomes, theoretically driven studies assess-ing why, with whom, and how teens interact online are needed to determine specific consequences of utilizing social media.Irene G. Sarmiento (University of Wisconsin Madison), Chelsea Olson (University of Wisconsin Madison), GeckHong Yeo (University of Wisconsin Madison), Catalina L. Toma (University of Wisconsin Madison), Marie-Louise Mares (University of Wisconsin Madison), Amy Bellmore (University of Wisconsin Madison), and B. Bradford Brown (University of Wisconsin Madison)

11BThe Effectiveness of Competitive Agent Strategy in Human-Agent NegotiationHuman-agent negotiation is a social task that provides a multi-faceted proving ground for artificial intelligence systems that aim to interact with humans in a social context. Designing agents that are capable of negotiating with humans provides threefold benefit. First, it allows information regarding human behavior to be gleaned in an efficient and repeatable context through the use of programmable agents, which can serve as perfectly consistent and customizable confederates in empirical studies. Second, these agents are allowed to be tested in a real-world context, and theoretical strategies and behaviors that make the agents more effective are able to be refined directly. Finally, the agents are able to provide feedback for their human partners, directly improving their negotiation abilities and providing personal ben-efit to the study participants.

This work demonstrates the results of a study conducted on the Interactive Arbitration Guide Online (IAGO) Negotiation platform. The study compares the effectiveness of four differ-ent types of automated agents as they negotiate with humans over the course of a 10-minute interaction. The agents differ in a 2x2 design according to agent competitiveness (competitive


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vs. consensus-building) and agent attitude (nice vs. nasty atti-tude). These results show that in this multi-issue bargaining task, competitive agents performed far better than consensus-building agents against their human opponents, scoring far more points than the humans did. In contrast to some previous work, there was not a significant effect of agent attitude. These results have impact on agent design for single, one-shot interactions resem-bling real-world negotiation, although they may not extend to repeated interactions.Jonathan Mell (University of Southern California), Jonathan Gratch (USC Institute for Creative Technologies), and Gail M. Lucas (USC Institute for Creative Technologies)

12BEvaluating Persuasiveness of Corporate Wellness WBLAccording to the AHA, about 20 to 30 percent of many organiza-tions’ annual healthcare costs are spent on employees with mod-ifiable behavioral health risk factors (American Heart Association, 2015). Left unchecked, there is an increasing potential of for both work and lifestyle-related chronic diseases to severely curtail American businesses’ competitiveness on the global stage due to both efficiency losses and unsustainable health insurance claims costs. As a response to this phenomenon, many US-based industries are currently seeking new systems that will increase their personnel’s motivation to practice proactive health and wellness behaviors. To enhance the overall continued wellbe-ing and productivity of their employees, many organizations are instituting Workplace Wellness incentive plans. These programs are an intuitively attractive option to many employers who wish to reduce their corporate healthcare insurance expenditures and increase employee wellness and productivity. However, to date, there has been very little empirical research into whether these programs influence sustained change in participant health behavior (Mattke, 2013).

The objective of this study was to evaluate the potential effec-tiveness of the Web-based Learning interfaces of a corporate wellness program, onlifeheatlh.com. The platform is evaluated based on the Persuasive Experience Theory and associated design and evaluation framework (Yu, 2016). The goal was to gain clearer insight into what distinct WBL elements persuaded participants of differing health engagement levels to adopt, apply, and maintain increased physical activity behaviors to and reduce their personal risk of behavior sensitive conditions, such as Hypertensive Disease and its sequelae over time.Lisa Sundahl Platt (SUNY Binghamton / UMNSystems), Huiyang Li (SUNY Binghamton), and Catherine Bass (Onlife Health)

13BExamining Trust in a Robotic Peacekeeper Wielding Lethal or Nonlethal Weapons Across CulturesThe employment of armed robotic peacekeepers may be fea-sible in the near future. The impact of trust in such interactions must be considered. Research suggests that cultural background and lethal weapon presence may affect human trust and com-pliance. The current study investigated trust of an armed peace-keeping robot by American, Japanese, and Chinese participants. Experimenters predicted overall trust in robots would differ among groups, but specific hypotheses were not made about the presence of lethal weapon backup. Sixty participants performed a virtual shopping task, occasionally interrupted by robotic peacekeepers that requested a personal item. Analyses showed that general trust in robots differed significantly among groups. American participants rated significantly higher trust in robots than Japanese participants. The effect of lethal weapon backup

was not significant. Our findings suggest that culture should be considered when employing robots for peacekeeping duties.Shelby Long (Old Dominion University), Nicole Karpinsky-Mosley (Old Dominion University), and James Bliss (Old Dominion University)

14BExploring Social Presence and Attitudes Towards Social Robots Across the LifespanLoneliness has been increasing in prevalence in older adult pop-ulations. This is particularly concerning, as loneliness is tied to increased risk of mortality and faster progression of cognitive decline. Loneliness can sometimes be difficult to address due to the socially isolated nature of some who suffer it. One promis-ing approach to loneliness is the use of social robotics or virtual agents as both nonhuman social companions and a way to help users engage with other persons. However, social robots and virtual agents are often designed with younger users in mind. To identify elements necessary to effectively design social robots for older adults, the present research examined social presence, user preferences, and social acceptability in voice interactions with intelligent personal assistants (IPAs) in a sample of 44 older adults (M-AGE = 70). To explore differences between older and younger adults, an additional sample of 40 younger adults (M-AGE = 21) was recruited. While all participants indicated a weak, pos-itive sense of social presence on the Networked Minds Social Presence Inventory, significant differences between age groups existed across the various subscales of social presence. A slight majority of participants felt favorably about robotic artificial social companionship, but social acceptability of the IPAs used in the study was heavily dependent on whether they were referred to by a personal name (Human name vs. Device) and whether or not they could see the device they were interacting with (physically present or virtual). Older adult preferences for social companion-ship are identified and discussed.Fernando Montalvo (University of Central Florida), Melissa Dabydeen (University of Central Florida), Victoria Pineda (University of Central Florida), Eva Parkhurst (University of Central Florida), Janan Smither (University of Central Florida), Denise Gammonley (University of Central Florida), and Daniel McConnell (University of Central Florida)

15BHow Children Use and Understand Connected DevicesMobile devices have become a part of the routine of most American children. Smartphones and tablets offer usability advantages such as touch screens, that allow younger children to navigate easily without using a keyboard or mouse, and voice interfaces, which allow them to essentially search the Internet by asking questions. An abundance of video content online makes information more accessible to pre-readers. Children are prolific question askers (e.g., Callanan & Oakes, 1992, Chouinard, Harris & Maratsos, 2007, Tizard & Hughes, 1984). But are children trying to find answers using technology? Do they think of smartphones and tablets as sources of information besides entertainment found through games and cartoons? Twenty interviews with chil-dren ages 5 to 8 explored how they use technology, how they find what they are looking for, and how they understand what it means to be connected. While most of these children spend the majority of their time with technology playing games and watching videos, they are also able to search and find content to match very specific niche interests. Their understanding of connectivity is, for the most part, practical: most of them know an Internet connection is needed for some features to work, but


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have not considered why. When it comes to finding answers to specific questions, children first and foremost ask adults, but they also partner with parents, teachers and librarians to search the Internet, and some search for answers independently, sometimes assisted by voice search interfaces and video search results.Silvia Lovato (Northwestern University)

16BImmersive Storytelling Technologies Increase Audience Presence and Attention (but Not Connection)Immersive storytelling technologies are being adopted by news media to more intimately enmesh and connect audiences with stories. Two such technologies include head-mounted displays (HMD; such as the Oculus Rift, which allow viewers to view con-tent in virtual reality) and 360-degree online videos (such as YouTube 360, which allow viewers to view content from multiple perspectives). Both technologies should increase (a) presence, the sensation that the viewer is spatially and socially present in the on-screen content, and (b) demand, understood as the implicit or explicit allocation of viewer resources towards cogni-tive, emotional, physical, and social elements of the content. This study randomly assigned participants (N = 296, age M = 19.68, SD = 1.79, n = 117 male, n = 196 White/Caucasian) to view one of three 90-second news stories about local (weather) disaster recovery efforts, viewed using HMD, YouTube 360, or a standard YouTube video (nine total experimental conditions). Independent of the variance in story content, (a) presence was highest for HMD, fol-lowed by YouTube 360, then standard YouTube, F(2,287) = 36.54, p < .001, partial η2 = .203 and (b) HMD and YouTube 360 were both higher in cognitive demand than standard YouTube, F(2,287) = 8.86, p < .001, partial η2 = .058. No differences were found for social or emotional demand, and physical demand was lowest in YouTube 360 (partial η2 = .042), and few to no participants had an experience using HMDs (rendering moderation analyses moot). Immersive storytelling technologies increased spatial and social presence (concepts strongly correlated, r = .825, p < .001), yet resultant viewer connections with on-screen content were more attentional than socioemotional—which might not align with pro-ducers’ goals. Open-ended data from participants’ experiences is probed to contextualize quantitative findings.Nicholas Bowman (West Virginia University), Geah Pressgrove (West Virginia University), and Jennifer Knight (West Virginia University)

17BInvestigating Insight Generation and Decision Making With Visualizations in 2D and 3D Virtual EnvironmentsVisualizing data has been touted as a method to reduce cognitive workload by externalizing cognitive processes and utilizing the human perceptual system’s ability to recognize patterns (Bertin, 1983; Munzner, 2014; Norman, 1993; Ware 2012). The current study investigated whether displaying sociocultural data in an immer-sive 3D virtual environment improved insight generation and decision making over traditional 2D visualizations. Participants were given 10 minutes to interact with visualizations represent-ing sociocultural information and decide where a possible future threat in a fictional city may occur using either a 2D table-top map in a computer monitor or the same map represented in 3D in an immersive virtual environment. Visualizations included infor-mation either highly correlated with previous incidents (i.e., gov-ernment building locations and bus routes) and information not highly correlated (i.e., religious centers, income for areas, park locations, and flood zones). Success required identifying which variables were highly correlated with previous incidents, and thus

predicted where a future threat may occur. Initial results indicate that in the 3D virtual environment, successful participants gave their final decision about 90 seconds faster than unsuccessful participants. Throughout the simulation, previous incident and government building location visualizations were highly utilized (for both, 85% of total duration), however, successful participants used the bus routes longer (12%) compared to unsuccessful par-ticipants. Further, the current trend suggests that successful par-ticipants avoided using irrelevant visualization information com-pared to unsuccessful participants. Ongoing work will compare these results to the 2D table-top display.Devin M. Gill (University of Utah), Ian T. Ruginski (University of Utah), Joshua Butner (University of Utah), Michael N. Geuss (U.S. Army Research Laboratory), Sarah H. Creem-Regehr (University of Utah), and Jeanine K. Stefanucci (University of Utah)

18BLearning at Symphony Concerts? Audience Responses to a Mobile App That Delivers Real-Time Program NotesThis research project had three major goals: (1) to test whether informal learning can occur among adults during a live orches-tral performance in a concert hall environment; (2) to assess the effects of interactive technology during orchestra performances as a mechanism for increasing knowledge and understanding of music and science concepts; and (3) to determine to what extent the mobile app enhances the audience experience. This effort was guided by research on arts-integrated learning, informal environments for learning, and technological tools for learning. We tested the effects of technology on informal learning through a mobile app, Octava, that provides real-time program notes during live performances via audience members’ smart phones. The app delivers visual and textual information about the music at exact moments designed to assist audience engagement. For this project, content was added to illustrate connections between science and music. Participants were recruited via e-mail mes-sages from the BSO and UMBC and were randomly assigned to experimental conditions. One group used the app with science and music content during the concert, a second group used the app with music content alone, and a third group did not use the app. All had access to printed program notes prepared for the general audience. The 117 participants completed online ques-tionnaires at three points during the study to gather demographic information and assess learning and engagement. A sub-sample also participated in post-concert focus groups. Results revealed that the symphony hall can in fact serve as an informal learning environment. Participants who interacted with the app demon-strated learning of the concepts conveyed to them in real time. Most users of the app indicated they were highly engaged during the concert and were interested in attending future concerts where this technology was available. The project reveals the promise of pairing music, technology, and science.Linda Baker (University of Maryland, Baltimore County), Laura DeWyngaert (University of Maryland, Baltimore County), Linda Dusman (University of Maryland, Baltimore County), Eric Smallwood (University of Maryland, Baltimore County), Carol Bogash (Baltimore Symphony Orchestra (formerly)), Jessica Abel (Baltimore Symphony Orchestra (formerly))

19BMaking, Computer Games and Computational Knowledge: The Role of Gender in LearningMaker-based learning environments are beginning to infiltrate progressive education to incite technological creativity in young


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children. Further, a growing body of evidence indicates import-ant potential for the use of digital game design as a pathway to increased computational knowledge. However, some suggest that maker-based curriculum may only provide such benefits in tandem with the contribution of the learning community; fur-thermore, children’s pre-existing mindset towards STEM may moderate the strength of positive changes. To date, no empiri-cal research has examined these theories. We explored whether learning community (primary classroom teacher, mixed vs. same-gender class) and child-level factors (pre-existing biases about gender roles in STEM, previous programming experience, baseline programming confidence and gender) moderated change in computational knowledge for grade 6 students (N= 119, mAge =11 years), following intensive participation in a class-room-based game-design program. Before and after the study, participants completed a media literacy and attitudes question-naire, and an evaluation of computer programming knowledge (i.e. understanding of variables, operations, functions). Results revealed larger improvement in Programming Knowledge for students taught in same-gender classes; the median amount of change observed also significantly varied across primary classroom instructors. A hierarchical multiple regression further showed that Baseline Gender Opinions explained 8.4% of the variance in Programming Knowledge scores at post-test and pre-vious programming experience explained 4%. Findings suggest that instruction within same-gender groups may be linked to chil-dren’s ability to learn computational concepts from game design curriculum; further, children’s pre-existing gender biases may play a role in the process.Karen R. Black (York University) and Jennifer Jenson (York University)

20BThe Perception of Self-Driving Cars Based on the Affective Driving ExperienceSelf-driving vehicles will affect the future of transportation, par-ticularly for an aging population. In this study (N = 1,748) we investigated the influence of feelings related to the driving experience on risk perception, benefit perception and trust related to self-driving cars. We then looked at the influence of these factors on people’s interest in using a self-driving car. Due to limited experiences with self-driving cars, we expected that people’s feelings about driving would shape judgments, based on the affect heuristic and carry-over effects from the driving experience. Feelings about driving were captured by the Positive and Negative Affect Schedule (PANAS), although the positive dimension of the PANAS was split into two: feelings of enjoyment and feelings of control. Enjoyment of driving was an important predictor of benefit perception and trust in self-driving cars, and benefit perception was a strong predictor of interest in use. Risk perception, however, was one of the less important predictors for interest in use. Our findings support the notion that judgment of self-driving cars draws heavily on people’s feelings, which in the case of autonomous vehicles may carry over from people’s reac-tions to driving generally. In addition, the results suggest to con-sider affect’s impacts on technology judgments in a more finely grained way beyond valence and in the context of the impact of the technology on human autonomy.Martina Raue (Massachusetts Institute of Technology), Carley Ward (Massachusetts Institute of Technology), Chaiwoo Lee (Massachusetts Institute of Technology), Lisa D’Ambrosio (Massachusetts Institute of Technology), and Joseph Coughlin (Massachusetts Institute of Technology)

21BPhysiological Predictors of Speed of Detecting Automation Failures During Autonomous DrivingAlthough increased automation may reduce crashes, it can exert unpredictable effects on human operator performance. Partially autonomous vehicles require operators to maintain vigilant attention in order to take over full control in situations that the automation is unable to handle. Consequently, it is important to understand how the human operator allocates attention based on cues to automation reliability. Previous work showed that (a) lower alpha-band activity facilitated target processing, (b) eye gaze concentration predicted driver “take-over,” and (c) heart rate variability (HRV) modulated cognitive performance. Based on that, we hypothesized that during autonomous driving these physiological measures can predict response latency to signals of low automation reliability. In a driving simulator, participants (n=22) performed five drives (~ 11 min each) of an autonomous lane-changing task that required detection of rare (~20%) sig-nals of reduced automation reliability via key press. Accuracy of detection averaged 94% and changed little over the five drives. Linear mixed-effects (LME) modeling of physiological measures (alpha-band at Pz, horizontal and vertical gaze concentration, HRV) was used to predict response latency of detection of auto-mation failure across drives. Although all measures generally increased over the five drives, the pattern was different during the second drive. Response latency of detecting automation failure was predicted by an interaction between alphaband, HRV, and drive number (p = 0.003). A likelihood ratio test confirmed alpha-band effects. Physiological measures (alpha-band, HRV, gaze concentration) predicted vigilance for signals from the auto-mation. Vigilance for those signals declined with time and experi-ence with the autonomous driving.Carryl Baldwin (George Mason University), Pamela Greenwood (George Mason University), Dean Cisler (George Mason University), Jasmine Dang (George Mason University), Ryan McKendrick (Northrop Grumman), and Steven Chong (George Mason University)

22BPlayer Roles in Multiplayer Online Battle Arena Games: A Self-Determination Theory PerspectiveThe multiplayer online battle arena (MOBA) genre has become one of the most popular computer game genres in recent years. However, the amount of psychological research in this domain is still limited. In the current study, we examined psychological differences between player roles in MOBA games from a self-de-termination theory perspective. Specifically, we investigated whether there are differences in players’ satisfaction of their basic psychological needs and enjoyment of six different in-game roles that are common in most MOBA games (i.e., support, tank, jungler, assassin, marksman, fighter). Results indicated that these roles provide different levels of autonomy, competence and relatedness satisfaction. Furthermore, multilevel regression anal-yses indicated that satisfaction of basic psychological needs in a given role was associated positively with role preference and enjoyment in both within and between-person levels of analyses. Players were more likely to enjoy roles that satisfied autonomy and competence needs, and they were more likely to select the roles that satisfied all three basic needs. This is the first study to examine how in game roles differ in their satisfaction of basic psy-chological needs, which results in differences in players’ enjoy-ment and preference of these roles.Ahmet Uysal (Middle East Technical University) and Aydin Atay (Middle East Technical University)


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23BPredicting Performance in SCOUT Using Individual Differences in Working Memory and Eye MovementsOperating Unmanned Aerial Vehicles (UAVs) is inherently a com-plex visual/spatial task that pushes the limits of working memory. The proposed study seeks to provide a framework for optimal human systems integration of UAVs and operators to achieve mil-itary objectives. More specifically, this study seeks to understand to what extent individual differences in working memory capac-ity (as measured by OSPAN) predict performance differences in SCOUT (Supervisory Control User Testbed; see Sibley, Coyne, & Thomas, 2016) under varying levels of task difficulty and varying levels of automation reliability. Previous research has shown that when automation is incorrect, individuals with high working mem-ory perform better as compared to low WM individuals (Rovira, Pak, & McLaughlin, 2016). This research seeks to replicate that work and extend by including eye tracking measures. A 2(task difficulty: high vs low) x 3(automation reliability: 95%; 85%; 70%) x 2(automation failure: miss vs. false alarm) mixed design was employed. Dependent variables include accuracy, response time, eye tracking measures (scan path, fixations and dwells), OSPAN, subjective measures of trust and workload. Preliminary results suggest increased task load results in worse performance as measured by accuracy & response time. Individuals trust the automation more with high workload, but trust degrades with lower reliability rates. The relationship between OSPAN, UAV task performance, trust and eye movements is complex.Dashawn Davis (U.S. Military Academy), Ericka Rovira (U.S. Military Academy), Cyrus Foroughi (Naval Research Lab), Joseph Coyne (Naval Research Lab), Richard Pak (Clemson University), and Ciara Sibley (Naval Research Lab)

24BPredicting the Improvement of PTSD in eHealth Using a Machine Learning ApproachMy Trauma Recovery is an online trauma intervention consisting of six modules that uses machine learning to improve coping self-efficacy for trauma (CSE-T). CSE-T are beliefs in their ability to cope with their trauma, which reduces posttraumatic stress disorder (PTSD). We examined the effect of CSE-T change after each module on PTSD improvement using a machine learning approach. Ninety-two trauma exposed participants (74.8% female, mean age = 34.74 years) completed three sessions over the course of three weeks. Each session consisted of two modules. In the first two sessions, participants completed the triggers and relaxation modules in a counter-balanced design. In the final session, participants completed two of the four remaining mod-ules. CSE-T was assessed at baseline and after each module. PTSD was assessed at baseline and post session three. Change scores were calculated for these variables. We tested whether CSE-T change after each module was related to PTSD reduction using multivariate adaptive regression splines that automatically models nonlinearities. Results of the training data (75% of the entire data) showed that the equation predicting PTSD reduction included CSE-T change from the baseline to post-module 1 in ses-sion 1 (RMSE = .978, R2 = .057, MAE = .715). A validation test indi-cated similar results (RMSE = .911, R2 = .025, MAE = .661). These findings suggest that the improvement in CSE-T during the first module is related to improvement in PTSD. This has implications for widespread treatment of trauma utilizing a technology based intervention in which the machine guides the intervention.Amanda Devane (University of Colorado Colorado Springs), Kotaro Shoji (University of Colorado Colorado Springs), Carolyn Yeager (University of Colorado Colorado Springs), and Charles Benight (University of Colorado Colorado Springs)

25BPreference for Rhetorical Messages From a Social Robot in Regulatory SituationsMessage design logics (MDLs) are working models of commu-nication that lead to different conceptions of how to rationally construct messages, or reason from goals to messages. The three MDLs are expressive (transmitting thoughts and feelings), conventional (following socially appropriate rules to coordinate activity), and rhetorical (using language to constitute and nego-tiate social realities). In dilemmatic tasks, there is an observed preference for rhetorical messages and their sources. This study sought to determine whether the message sophistication pre-ferred among human partners applies to encounters with social robots. In this online experiment (511 U.S. American adults), par-ticipants were shown an image of Softbank’s Pepper robot. Using a modified Group Leader Scenario, Pepper was described as the leader of a group of college students working on project. Pepper was charged with quality control and recommending grades to the professor. After a group member exhibits behavior that threat-ens project completion, Pepper must respond to him. Participants were randomly assigned to view Pepper delivering an expres-sive, conventional, or rhetorical response to the offending mem-ber. Analysis of participants’ open-ended responses to Pepper’s messages demonstrated that preference for and evaluation of Pepper’s communication competence differed as a function of MDL. Expressive Pepper was described as affective, unedited, and straightforward. Conventional Pepper was described as rule bound, situationally appropriate, and goal oriented. Rhetorical Pepper was described as sophisticated, having an in-depth read on the situation, and sensitive to face-wants while pursuing proj-ect goals. These results mirror the findings of earlier human com-munication research.Autumn Edwards (Communication and Social Robotics Labs, Western Michigan University), Chad Edwards (Communication and Social Robotics Labs, Western Michigan University), and Andrew Gambino (Pennsylvania State University)

26BPreliminary Impact of the Online Teen Wellness Program Measured by the Strengths and Difficulties QuestionnaireIncreasing adolescent subjective well-being and sense of resil-ience yields positive psychological outcomes, such as lower stress, improved academic functioning, higher self-esteem, improved adjustment, and better problem-solving techniques. Technology may help to increase the breadth of well-being pro-motion activities and disseminate the well-being techniques to broader communities, particularly youth. The Teen Wellness (TW) program is based on CATCH-IT, an evidence-based, online cog-nitive-behavioral depression prevention program for adolescents. The present pilot study aimed to examine the impact of TW on the subscales of the Strengths and Difficulties Questionnaire (SDQ), a brief behavioral screening questionnaire for youth (ages 3-16) assessing emotional symptoms, conduct problems, hyperactivity/inattention, peer relationship problems, and prosocial behav-ior. Fifteen 13- and 14-year-old participants (40% female) in an after-school program at a middle school in Northern California completed the TW program. Participants’ SDQ scores pre- and post-test will be compared using a paired samples t-test and preliminary outcomes will be discussed. Utilizing technology similar to the TW program may mitigate several barriers to treat-ment, particularly for youth (e.g., transportation, cost, accessibility,

“buy-in,” engagement, anonymity). Similarly, programs promoting adolescent well-being could be low-cost, first-line prevention efforts that can be implemented in community settings, such as after-school settings.


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Taylor N. Stephens (Palo Alto University), Erin E. Furay (Palo Alto University), Caitriona Tilden (Palo Alto University), Haley M. Cook (Palo Alto University), and Eduardo L. Bunge, Ph.D. (Palo Alto University)

27BProject Career: Technological Accommodations for Postsecondary Students With TBIBACKGROUND: A five-year interdisciplinary demonstration proj-ect funded by NIDILRR, Project Career provides technological supports, combining Cognitive Support Technology (CST) and rehabilitation counseling, to improve postsecondary and employ-ment outcomes for veteran and civilian undergraduate students with traumatic brain injury (TBI).

GOAL: Provide a technology- and service-driven program to improve career and employment outcomes for students with TBI.

OBJECTIVES: Project staff assess students’ needs relative to assistive technology, academic achievement, and career prepa-ration; provide CST training to students; match students with mentors; provide vocational case management; deliver job devel-opment and placement assistance.

METHODS: Participating students receive cognitive support technology training, academic supports, and career assistance from trained professionals at three sites. Staff address cognitive challenges using the ‘Matching Person with Technology’ assess-ment to accommodate CST use (iPad and selected applications). JBS International (JBS) provides the project’s evaluation.

RESULTS: To date, 117 students participate in the project. Of all participants, 63% report improved life quality and 75% report improved academic performance.

CONCLUSION: Project Career provides national guidelines based on best practices for empowering postsecondary students with TBI to attain academic, employment, and career goals.Marcia Scherer (University of Rochester) and Deborah Minton (Kent State University)

28BA Prototype Approach for Defining Cyber-Security in Children, Working Adults and Older AdultsCyber-security attacks and breaches are an increasing problem in everyday life. Despite efforts to increase awareness of how to protect against cyber-security issues, it remains a problem with no real solution. Crucially, not everyone has a similar under-standing and experience of cyber-security. Pursuing a classical approach to definitions, the field is yet to reach a consensus on what descriptions of this concept should entail. This makes defin-ing it to the public who stand to benefit from clear, comprehensive descriptions especially problematic. Moreover, selecting existing, overly-narrow definitions may mean that important aspects of cyber-security are neglected, restricting how well the description is understood or applied. Drawing from cognitive psychology, we propose a prototype approach to defining cyber-security which offers a method for encapsulating “fuzzy” concepts. This involves identifying what features are more prototypical, and thus better examples through which the concept can be defined. To this end, we surveyed a total of 502 individuals: 214 were of working age, 138 were older adults and 150 were children over 11. All respon-dents were asked to list what comes to mind when they think of cyber-security. This resulted in a total of 3109 words and phrases, which were then coded by two independent researchers into a list of unique features. Through examining frequencies and distri-butions of these features, a list of ‘central’ features were gener-ated. The poster will describe patterns within each age group and outline the implications for both the definition of cyber-security

and for the design of educational materials.Emily Collins (School of Management, University of Bath) and Adam Joinson (School of Management, University of Bath)

29BA Real-Time Facial Action Coding System (FACS) Analysis of the Stability of Confusion as a Learning Emotion Emotions are a critical element of learning, as demanding aca-demic tasks elicit discrete emotions, which differentially impact learning. This study examined the emotion patterns of children and adolescents (n=48) to understand their emotional experi-ence during cognitively demanding tasks, and how these emo-tions affect performance. Children (Mage= 7.5 years) engaged in an oral narrative task, and adolescents (Mage= 13 years) were asked to produce a piece of reflective writing. During each of the tasks, facial expression monitoring software, Emotient, coded the emotion expressions displayed on the face by coding facial mus-culature movement in real-time. Each sample was compared on experiences of emotions, and the degree to which they demon-strated complex thinking in their narrative and writing samples, as indicated by statements of thought, cause, and discrepancies between independent perspectives. Results demonstrated that children who experienced frustration and anger, made fewer causal statements. Children who experienced confusion made more identifications of discrepancy, and adolescents who expe-rienced confusion made more causal statements. These results indicate that only in the child sample, frustration and anger neg-atively affected performance. In the adolescent sample, perfor-mance was not necessarily affected by negative emotions, which suggests that adolescents were able to regulate their emotions during the task. The results also demonstrated that confusion was a stable predictor of increased performance across tasks, and age cohorts. This finding adds to previous research on the role of confusion in academics (D’Mello, Lehman, Pekrun, Graesser, 2014), by demonstrating that confusion can be a facilitative and productive learning emotion across age cohorts.Stephanie Buono (University of Toronto, OISE), Zhenhua Xu (University of Toronto, OISE), and Earl Woodruff (University of Toronto, OISE) 30BTelemental Health: Innovative Practice to Enhance Care for VeteransMilitary veterans living in rural areas have limited access to men-tal health care, but telemental health (TMH) services can help enhance access to care in such areas (Moorland et al., 2009). There is a greater disease burden associated with rural veterans with mental illness along with the increased likelihood of incurring greater health care costs (Wallace et al., 2015). TMH services can improve a patient’s use of clinically indicated health care services (Shore et al., 2012) and demonstrate comparable effectiveness to face-to-face psychotherapy (Backhaus et al., 2012). In addition to addressing access to care issues, TMH entails convenience and cost savings by allowing patients with internet connectivity and a videoconferencing-capable device to connect from home. Our clinic has expanded TMH visits in recent years and for FY17 there were 765 home-based appointments. The distance patients in rural parts of our catchment area would have to travel to the medical center to receive the same form of care is often over 25 miles. In FY17 TMH services saved veterans a 50-mile or more roundtrip drive to the medical center for 765 visits and a cost of 0.415 dollars per mile results in savings of at least $15,873.75 (based on current VA travel reimbursement for treatment of mil-itary service-connected conditions). When we also consider the


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savings of time (if averaged 50 mph would result in at least 765 hours of time saved per year for our patients), there are consid-erable benefits of TMH from both patient and organizational per-spectives. Additional time and cost savings arise from TMH visits to veterans at community-based outpatient clinics. In summary, TMH has been demonstrated to be cost-effective, convenient, and conducive to increased utilization of health care for rural veterans and efforts to expand TMH’s digital footprint across the country will enhance well-being in numerous communities.Flora Ma (San Francisco VA Health Care System and Palo Alto University), Michael Drexler (San Francisco VA Health Care System and University of California, San Francisco), Erik Shumaker (San Francisco VA Health Care System), Shilpa Reddy (San Francisco VA Health Care System), Ross Burns (San Francisco VA Health Care System), Josephine Juanamarga (San Francisco VA Health Care System and Teachers College, Columbia University), Daniel Larkins (San Francisco VA Health Care System)

31BUnderstanding Learner Lives Through Digital FootprintsThere is an increasing interest in understanding learners through biographical and ethnographic methods in order to gain a more holistic picture of how the various aspects of a learner’s context and interactions outside of the formal learning spaces contribute to their learning behavior and outcomes. Given the pervasive use of digital technology by learners, particularly outside of struc-tured instructional time, there is a need to understand the role played by digital technologies in a learner’s day-to-day activities. This paper reports on a methodological exploration, using collab-orative ethnography as an approach, to understand the learning lives of higher education students. Students in undergraduate and 1-year taught master degree programs are invited to partic-ipate on a voluntary basis. Using a free version of a digital activ-ity tracking software, participants can access an hour-by-hour record of their digital activities. Using the digital activity footprint as a reference, participants provide an annotation of their two major activities during each hour, irrespective of whether digital technologies have been used or not, as well as their subjective rating of the level of productivity and enjoyment for each hour on a 5-point Likert scale. At the focus group interviews held at the end of the study, students reported being surprised by some aspects of their own digital activities, shared the additional insight they gained, and the desire to change their activity patterns in some way. The study also found that digital technology use was core to their learning productivity, but not related to their most enjoyable activities.Elon Y L Ng (University of Hong Kong), Nancy Law (University of Hong Kong), and Allan H K Yuen (University of Hong Kong)

32BUnderstanding the Exodus of Undergraduate Women From Computer Science Majors: A Two-Factor Model of Self-EsteemRetaining women in computer science is key to maintaining diver-sity in the field and in subfields such as HCI. There is consider-able evidence that women leave STEM majors more frequently than men, leaving behind low numbers of female graduates in computer science. The current study used a two-factor model of self-esteem to understand how women’s self-esteem changes during their undergraduate years. This two-factor model of self-esteem recognized that self-esteem includes factors of both worthiness and competence. In this cross-sectional research, 131 undergraduate and professional women, majoring and work-ing in computer science and related fields completed a survey

based on the Rosenberg Self-esteem Scale and expanded by this author. Half of the questions regarded general feelings of worthiness and competence and the others concerned these two factors, situated within computing-related educational and work experiences. Preliminary analysis revealed three key find-ings: (1) Participant feelings of self-esteem within computing were lower than their feelings of self-esteem in general; (2) Participant responses to worthiness questions were lower than responses to competence questions; and, (3) Student responses to self-es-teem questions situated within their major showed a strong interaction with undergraduate standing when viewed through the two-factor lens. Both computer science competence and worthiness dropped for the junior level participants. Measures of competence recovered for senior participants but worthiness did not. This work pinpoints where and why women may be leav-ing computing majors and suggests that intervention programs focused on developing both competence and worthiness could be helpful for retaining women in computing.Rachelle Kristof Hippler (Baldwin Wallace University, Bowling Green State University)

33BUsing Machine Learning to Understand Changes in How Youth Discuss Bullying With Celebrities on Social MediaThis study combines social science and machine learning meth-ods to address three goals related to how individuals engage with celebrities on the topic of bullying. 1) Do the perceived bullying roles of celebrities change over time? 2) If bullying roles change over time what causes the shift- a specific event, a retweet phe-nomenon, or an unrelated event? 3) When roles change how long is the change for and does it differ by combination of roles or type of celebrity? It is critical to understand youth’s bullying behaviors in relation to celebrities since social media is a space that may promote well-being around the topic of bullying and Twitter users frequently reach out to celebrities about bullying in both positive and negative ways.

All 3,468,784 English language posts mentioning a top celebrity user within any post that contained a bullying keyword between January 1, 2012 and December 31, 2014 were collected from the Twitter streaming API. Humans annotated a subset of bullying tweets that mentioned any of the celebrity users to determine the bullying role of the celebrity (Xu, 2015). The roles were advocate, bully, confidant, other, requested advocate, and victim. A model was trained to automatically classify the celebrity role for the corpus of tweets. The annotated tweets were used as training data to train a support vector machine. Each tweet was represented by a vector of word counts known as a bag-of-words (BOW) representation with unigram (a single letter or word token) and bigram (two consecutive letter or word tokens) features (Zhu, Goldberg, Rabbat, & Nowak, 2008). The class label is the bully-ing role. The trained support vector machine was applied to all tweets.

Findings indicate that roles do change for the majority of celebrities. However, most of the role changes are short term and triggered by statements made by the celebrity or retweets. Combining methods from two disciplines allowed for the use of massive amounts of real-world, real-time data about bullying. This study exemplifies how technology can be used to advance multi-ple areas of scientific research and has broad implications.Felice Resnik (University of Wisconsin Madison), Amy Bellmore (University of Wisconsin Madison), Wei Zhang (University of Wisconsin Madison), and Jerry Zhu (University of Wisconsin Madison)


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34BWearable Technology for Implementing Spaced Testing to Enhance Learning in Real-World ContextsSpaced testing, whereby students periodically test themselves on the material at spaced intervals, is an extremely effective method of studying and learning. However, survey studies sug-gest that roughly half of students report cramming before tests, and few engage in testing as a strategy for learning. Moreover, research on metacognition suggests a frequent disconnect between students’ beliefs about strategies that help their learn-ing and strategies that actually help their learning, which may lead to students using ineffective techniques. We hypothesized that wearable technology such as a smartwatch could provide a means of implementing spaced testing in day-to-day life to enhance learning of initially-studied material. College student participants initially studied passages on topics such as evolution, the ice age, food allergies, and volcanoes. They then spent an hour reading magazines while wearing a smartwatch that peri-odically buzzed their wrists with test questions on some of the material they read. A minute after being buzzed with a question, the watch then buzzed them with the answer. Finally, students completed a multiple-choice test on all of the material they read. Test performance was dramatically better for topics tested through the smartwatch methodology than for topics not tested. This study provides proof of concept demonstrating the potential of smartwatches for implementing spaced testing in real life set-tings. Further work is underway to examine the specific factors that increase or decrease the benefits of smartwatch use as a tool for enhancing learning.Anne Cleary (Colorado State University), Hannah Hausman (Colorado State University), Matthew Rhodes (Colorado State University), and James Folkestad (Colorado State University)

35BWhat Intelligent Team Tutoring Systems Can Learn From Human-Agent TeamsIntelligent tutoring systems, having been relatively successful at emulating the results of human tutors for certain learning domains, are now being developed for team tutoring. With the addition of multiple humans in the system, modeling the communication and coordination between the humans and the tutoring agent grows combinatorically and present significant challenges to team tutor development. Some answers to these challenges can be found in the research field of human-agent teamwork, which is not typ-ically followed by the intelligent tutoring systems research com-munity. This paper applies common concepts in human-agent team literature, such as task allocation, adaptive automation triggers, and behavior modeling, to steps used to author a team tutor. This research should enable developers of intelligent team tutoring systems (ITTSs) to draw more efficiently on research from two otherwise siloed research areas.Kaitlyn Ouverson (Iowa State University), Mariangely Iglesias Pena (Iowa State University), Jamiahus Walton (Iowa State University), Stephen Gilbert (Iowa State University), and Michael Dorneich (Iowa State University)

8:30 a.m.COFFEE AVAILABLE

SATURDAY


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8:45–10:00 a.m. Archives

SYMPOSIUM

Using Social Media to Measure Psychological Health and Illness: From Individuals to CommunitiesSession ChairSharath Chandra Guntuku (University of Pennsylvania)

We apply natural language processing techniques to large social media datasets to characterize the psychological predictors of health and illness, test methods for generalized across platforms and from individuals to communities, and we demonstrate how to use this information to understand community well-being and to provide targeted feed-back to individuals. The first talk examines well-being correlates of individuals using social media and describes the application of these methods to estimate well-being across US counties and introduces a “Well-Being Map”, an interactive, freely available tool based on 37 billion tweets. The second talk shows how social media can be used to better understand the naturalistic manifestations and consequences of ADHD and depression based on a cohort of Twitter and Facebook users. The final talk examines correlates of stress in individuals and communities and intro-duces a Facebook-based application for personalized stress and well-being feedback. Together, these talks demon-strate the potential for social media language analysis to uncover insights into individual and community health. Our approach allows us to identify regional variations in stress and well-being and, through the corresponding variations in social media content, to potentially identify potential causes and consequences of social disparities. We demon-strate how our methods can provide information to inform policy and give scalable individualized feedback.

Well-Being: From Individual to CommunitiesUsing ‘small’ sets of thousands of people who answered ques-tions about their satisfaction with life (SWL) and shared their Facebook posts, we built language models that can predict SWL for other social media users. We then collected a set of 37 bil-lion tweets, geolocated as many as possible (roughly a quarter of them) to their U.S. county of origin, grouped the tweets by user and then applied our language models to the words written by each user. This methodology allows us to estimate the variation in satisfaction with life and a variety of other user traits and emotions across U.S. counties. Correlations of language use at the levels of words, n-grams and latent Dirichlet allocation (LDA) topics reveal potential drivers and inhibitors of well-being. The resulting esti-mates are shared on a “Well-Being Map”, an interactive, freely available tool based on the statistical language analysis of more than 37 billion tweets, combined with county-level demographic, socioeconomic, and health measures from the census and CDC. The map can help guide policymakers, and potentially provides individuals with valuable insights about where they live and com-parisons to other communities.Lyle Ungar (University of Pennsylvania), Johannes Eichstaedt (University of Pennsylvania), Kokil Jaidka (University of Pennsylvania), and Andy Schwartz (Stony Brook University)

ADHD and Depression We conduct two independent studies to understand the manifes-tations of a) ADHD and b) Depression in individual social media users. In the first study, we analyzed tweets written by 1,399 users on Twitter with self-reported diagnoses of ADHD, comparing their posts to those used by a control set of users matched by age, gender and period of activity. We used linguistic attributes such as LIWC [8] and topic models based on LDA to examine linguistic differences between users with ADHD and the control set. Posts written by ADHD users are found to express themes

of low selfefficacy, negation, self-criticism, substance abuse, and exhaustion. Insights from language patterns of social media users with ADHD could be used by clinicians to better under-stand the naturalistic manifestations and consequences of the condition, and can give useful, specific feedback to people with ADHD. In the second study, we studied the differential language of Facebook users who have high depression scores. We then applied the predictive model trained on individual users to geo-tagged tweets in U.S. counties. Our results show that the Twitter-derived depression estimate correlates well with CDC-reported mental health indicators.Sharath Chandra Guntuku (University of Pennsylvania), Johannes Eichstaedt (University of Pennsylvania), and Lyle Ungar (University of Pennsylvania)

Stress: From Individuals to Communities We demonstrate the linguistic patterns associated with stress. This data is used to build a model for predicting stress from social media language to measure stress levels in large populations. We paid approximately 3000 participants to complete Cohen’s stress scale, provide health and demographic assessments, and share four years of their Facebook posts to study linguistic pat-terns characteristic of individuals high and low in stress and varia-tions with age and gender. Those higher in stress discuss somatic issues (pain, illness, and suffering), negative affect (sadness, anger, regret), lack of motivation and control over life events, and self-criticism. Those lower in stress discuss self-care (sleeping and relaxing, taking vacations), social events, control over life events, success and productivity, positive affect, and enjoyment of life. Patterns differ also for males and females and by age. We built a prototype for a social media application to provide personalized health feedback after participating in a survey, displaying a user’s self-reported stress, other health-related outcomes, and their associated Facebook language. A language-based prediction


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model for stress was built using our data set for the purpose of applying it to geotagged Tweets. The goal was to gain insights into how stress varies between U.S. counties. Doing so can help us identify communities that vary in stress and correlates of stress at the county level, which in turn provides valuable insights into social disparities and health and well-being of subcultures. At the county-level stress correlates with important health outcomes and behaviors including self-rated health, smoking rates of dia-betes, hypertension, and obesity. Similar methods are of potential interest for unobtrusive measurement of stress and well-being within companies, health systems, and other organizations.Anneke Buffone (University of Pennsylvania), Sharath Chandra Guntuku (University of Pennsylvania), Johannes Eichstaedt (University of Pennsylvania), and Lyle Ungar (University of Pennsylvania)

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SATURDAY

8:45–10:00 a.m.Capitol

PAPER SESSION

Gerontechnology: Aging in the Digital AgeSession ChairHoward Wactler (NSF/IIS)

Offloading Intentions Into External Devices: Ageing, Metacognition, and OptimalityIn everyday life, we often use external reminders (e.g. to-do lists, post-it notes) to prompt memory for delayed intentions. This is known as ‘intention offloading’. With the advent of technologies such as smartphones and wearable devices, intention offloading has become increasingly prevalent, with devices offering time-, location-, and person-based reminders. Recent studies have begun to investigate this process and make links with the exist-ing psychology / cognitive neuroscience literature on prospective memory. I will review these studies, focusing on the question of how to characterize the processes that trigger intention offload-ing. Evidence points to an important role of metacognition: indi-viduals decide whether or not to set external reminders based on a metacognitive evaluation of their own memory abilities, which may or may not reflect the objective need for external memory support. I will also discuss studies examining the developmental origins of intention offloading behavior, and the influence of age-ing. Finally, I will present some new data investigating the follow-ing question: given that setting a reminder incurs both a cost (e.g. the time/effort to set it up) and a benefit (increased likelihood of remembering), do participants weigh these costs/benefits opti-mally or show systematic biases? Results show that individuals have significant biases. These biases are larger in older than younger adults, and individual differences are stable over time. These findings have both theoretical implications for understand-ing processes contributing to cognitive offloading, and practical implications for how we can design technologies optimally to support memory processes.Sam Gilbert (University College London)

How The “Oldest Old” Experience and Adapt to Vision and Hearing Loss Through the Use of Assistive TechnologiesAs people live longer than ever before, the chances of experienc-ing age-related sensory losses in vision and hearing are equally unprecedented. Changes in vision and hearing have demon-strated effects on older adults’ physical, cognitive, and socio-emotional wellbeing, particularly in regards to social isolation. Despite what is already known about the age-related impacts of vision and hearing changes, there is a relative lack of knowledge about repercussions for the “oldest old,” those who are ages 85 and older. In this study, a panel of 25 adults ages 85 and older was surveyed and convened for small discussion groups about changes in vision and hearing and ways in which “the oldest old” perceive and utilize technologies that mitigate these changes. Changes in vision appeared to primarily drive independent activ-ities and functional abilities whereas changes in hearing primar-ily affected ease of interpersonal communication and sense of connection and belonging. To adapt to age-related changes in vision and hearing, our findings suggest that adults ages 85 and older adopt a variety of protective mechanisms, including formal and informal assistance, assistive technologies, and attitudes that ultimately reflect an internal locus of control. Findings suggest a new avenue of research to focus on very old adults as “hackers”

and creators of spaces and technologies that serve their evolving sensory needs.Julie Miller (MIT AgeLab), Chaiwoo Lee (MIT AgeLab), Samantha Brady (MIT AgeLab), Lisa D’Ambrosio (MIT AgeLab), Joseph Coughlin (MIT AgeLab), Carley Ward (MIT AgeLab), and Martina Raue (MIT AgeLab)

Engagement and Design Barriers of mHealth Applications for Older AdultsWith the growth of gerontechnology, there is an increasing aware-ness of the importance of accessibility and usability in product designs. Here, we consider the degree to which those factors along with patient engagement are currently being provided by mobile health applications aimed towards an older population. Specifically, we used a hybrid usability checklist, that is inclusive of age related guidelines and mobile platform attributes along with HIMSS Patient Engagement Framework to evaluate acces-sibility, usability, and engagement levels facilitated by the mobile apps targeting older adults. Expert review found a limited range of features to support accessibility and significant violations of gen-eral usability heuristics. Analyses of Patient Engagement levels suggest that the majority of the apps provide information and way finding, education, and community support. However, utilization of health monitoring tools, record-keeping features, and shared decision making with providers has been minimal. Implications for care coordination and technology design for enabling indepen-dent living are discussed.Amy Franklin (University of Texas Health Science Center at Houston) and Sahiti Myneni (University of Texas Health Science Center at Houston)


SATURDAY

8:45–10:00 a.m. Congress

SYMPOSIUM

Technology, Media and Behaviors of Concern to Public Health: How Better Methods, Better Standardization and Open Science May Help Clarify DebatesSession ChairChristopher Ferguson (Stetson University)

From media violence to sexy media to suicide contagion, scholars and policy makers have debated the impact of fictional media on youth for decades. Recent years have seen greater concerns raised about the possibility of Type I error rates to be high in research examining media and technology effects, and replication efforts have not always confirmed prior beliefs. Given concerns that media and technology effects research has become part of psycholo-gy’s broader replication crisis, efforts have been made to embrace open science approaches such as preregistra-tion and data sharing within the field. It is hoped that greater appreciation for open science principles may reduce error within the field and lend clarity to potential effects of concern to society. In a series of four papers, scholars present research considering the present state of the literature across media and technology psychology and how these might be improved through greater power, better standardization of methods and embrace of open science principles.

Much Ado About Immersion: Power, Reported Results, and the Validity of Research on the Psychology of Virtual Reality and Immersive SimulationsOver decades of research on the potential negative and positive effects of interactive entertainment such as digital games, a fre-quently-repeated claim has been that harms and benefits will be exacerbated by advances in increasingly rich and immersive tech-nologies such as virtual reality. Thus, the mixed findings regard-ing psychological and social effects of digital entertainment have often been underscored by speculation that both good and bad effects are likely to increase over time with increased technolog-ical advances in terms of how digital entertainment is delivered.

Such speculation about the potential for immersive technol-ogies to intensify benefits and harms of digital entertainment is contingent on the findings of research regarding experiences and outcomes of such immersive technologies. This presentation reports results of a systematic analysis of the methodological state of research on psychological experiences and outcomes of immersive technologies such as virtual reality. Prevalence of ade-quate power in research designs, accuracy in reported statistical analyses, and prevalence of obtained significance-testing values are reviewed across empirical studies examining experiences and behavioral outcomes of virtual reality and other immersive technologies. Based on this systematic review, implications of the state of the literature for an understanding of digital entertain-ment’s present and future effects on users are presented.Madison Lanier (Department of Communication, Virginia Tech) and James D. Ivory (Department of Communication, Virginia Tech)

The Empirical Foundation of Media Psychology: Standards, Old and NewConcerns have been raised about the integrity of the empirical foundation of psychological science, such as the average statis-tical power and publication bias (Schimmack, 2012), availability of data (Wicherts et al. 2006), and the rate of statistical reporting

errors (Nuijten et al. 2015). Currently, there is little information to which extent these issues also exist within the media psychology literature. Media psychologists are now active in a wide range of policy spaces including the topics of screen time, technology addiction, adult and violent interactive media content. This talk will center on what we know about the nature of the existing evi-dence bases based on contemporary research practices. In par-ticular I will highlight how the study of violent video games, online education, and internet filtering can be improved with replicable and robust scientific insights. In light of these with these findings, I will cover what researchers can do to enhance our understand-ing of the role of media in human behavior. This will include dis-cussion of introducing scientific transparency including the use of pre-registration and the publication of data, code, and materials in line with the APA’s new partnership with the Center of Open Science.Andrew K Przybylski (Oxford Internet Institute, University of Oxford) and Malte Elson (Ruhr University Bochum)

Problems in Affect Assessment in Video Game Research: Better GuidelinesA series of violent video game research studies based upon the General Aggression Model(GAM) have been used to make the claim that exposure to these games increases hostility.

“Numerous studies have demonstrated that exposure to violent video games increases aggressive affect” (Carnagey & Anderson, 2005, p.882). This research was reviewed and a number of methodological problems with assessment of affect were iden-tified which weaken confidence in the validity of these studies. Three critical issues were identified: 1. Inconsistent application and analysis of “aggressive affect measures” such as the State Hostility Scale (SHS: Anderson, Deuser, & DeNeve, 1995); 2. Use of one-time assessments of affect within experiments; and, 3. Exposure of research participants within studies to a wide range of video game content, with inconsistent and ambiguous ratings of level of violence. “Best practice” guidelines for researchers


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will be discussed utilizing examples of published and ongoing video game research. Widely used, reliable and valid measures of affect will be identified and demonstrated. Effective use of pre- and post-test assessment to determine changes over time is recommended. Importantly, methods of objective assessment of game experiences of players to determine levels of independent variables such as game violence will be presented. Our research experience suggests that content analysis of the video game (e.g., violent/nonviolent) is a potentially inaccurate predictor of the experience of the participant, subject to high degrees of researcher bias. It is time to develop better research methodolo-gies to support theory development in video game participation.Shane Murphy (Department of Psychology, Western Connecticut State University)

13 Reasons Why Not: A Methodological and Meta-Analytic Review of Suicide Contagion by Fictional MediaThat impressionable youth, particularly those with preexisting mental health problems, may imitate suicide behaviors witnessed in entertainment media is often taken as established fact by suicide advocates and scholars. Fears of suicide contagion by entertainment media are known to stretch back at least as far as Goethe’s The Sorrows of Young Werther, and have contin-ued in modern times related to media as wide ranging as Ozzy Osbourne to Dungeons and Dragons through televisions shows including 13 Reasons Why.

The evidence for belief in suicide contagion by entertainment media was examined as part of this qualitative and quantitative review. Significant methodological problems, ranging from poor statistical controls, improper statistical methods for time-series designs, through evident demand characteristics, were common in studies of fictional media and suicide contagion. Opportunities for the injection of research expectancy effects with consequent Type I error were high. Between-study heterogeneity was also high, whereas effect sizes were generally weak. Thus, current evidence in support of the belief that fictional media results in suicide contagion effects remains weak. This presentation con-cludes with a discussion of open science principles and how the application of such principles could add clarity to this field.Christopher J. Ferguson (Stetson University)


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PAPER SESSION

Media and LearningSession ChairFran Blumberg (Fordham University)

Intelligent Media Characters: Social Meaningfulness and Social Contingency for Teaching Young Children MathematicsIn three studies, we examined how a socially meaningful, socially contingent character influenced four-year-old children’s learning of the add-one rule, that adding one to a number increases the total by one unit. This skill predicts future mathematical success. An intelligent character game prototype was developed using Dora the Explorer to teach the add-one rule. Social meaningful-ness was measured by children’s emotionally tinged parasocial relationship with the character. Social contingency was measured through meaningful math talk interactions (e.g., numerical replies to “How many does 4 plus 1 make?”). Data were collected in a Wizard of Oz procedure in which a hidden adult responded to children’s verbal interactions with Dora through a screen inter-face. The key dependent variable was latency in answering addi-tion problems. Studies 1 (feasibility study; n = 55) and 2 (game had an embodied character with voice vs. game had no embodied character but voiceover; n = 107) demonstrated that social mean-ingfulness and social contingency predicted faster latency scores on add-one problems. When the socially meaningful character was held constant but made contingent or non-contingent replies to children in Study 3 (n = 79), only socially contingent replies to children’s math talk predicted faster latency scores. Children in the character (Study 2) and contingent character (Study 3) con-ditions also performed better on add-one transfer task problems involving 3-D objects. Results suggest that socially meaningful relationships with characters who use socially contingent interac-tions provide a viable approach for children’s HCI interfaces with intelligent characters.Sandra Calvert (Georgetown University), Marisa Putnam (Georgetown University), Naomi Aguiar (Georgetown University), Charlotte Wright (Georgetown University), Evan Barba (Georgetown University), Marie Frolich (Georgetown University), and Angella Liu (Georgetown University)

Creating Developmentally-Appropriate Measures of Media Literacy for AdolescentsThe current generation of children and adolescents has yet to know a time when digital networks and social media were unavailable. However, it remains unclear how youth develop the skills necessary to critically evaluate the content they find via these media forms. These skills are thought to underlie what has been referred to as media literacy. To date, there is limited consensus on how best to define, measure, or teach media lit-eracy skills, particularly in the US where media literacy instruc-tion remains noticeably absent within most state curricula. Here, we constructed and validated a 14-item media literacy scale for adolescents, a demographic shown to be extensive digital media users. We used the scale to 1) assess adolescents’ grasp of media literacy as defined in extant research, and 2) explore relationships between media literacy and social media use, media multitask-ing, and academic achievement. Findings from 78 adolescents (mean age 13 years; range 11–15) indicated that the internal con-sistency for the 14- item scale approached an acceptable range

(Cronbach’s α = .68). Media literacy scores correlated positively with self- reported grades and negatively with self-reported social media use and media multitasking. Thus, experience with social media use, in particular, may not promote media literacy skills. Further, youth may need targeted media literacy skill instruction to reduce their vulnerability to misinformation via digital media and enhance their critical evaluation of content found through these sources.Kasey L. Powers (Mercy College), Jessica E. Brodsky (Graduate Center, City University of New York), Fran C. Blumberg (Fordham University), and Patricia J. Brooks (College of Staten Island, the Graduate Center, City University of New York)

Modeling Key Differences in Underrepresented Students’ Interactions With an Online STEM CourseLittle is known about the ways that underrepresented students in online STEM courses interact and behave differently from their peers, or whether online courses offer learning opportunities that can better suit these under-served populations. The current study examines the logged behavioral patterns of 470 university students, spanning 3 years, who were enrolled in an online intro-ductory STEM course. Cross-validated data mining methods were applied to their interaction logs to determine if first generation, non-white, female, or non-traditional (≥ 23 years old) students could be classified by their behaviors. Model classification accu-racies were evaluated with the Matthews Correlation Coefficient (MCC). First generation (MCC = .123), non-white (MCC = .153), female (MCC = .183) and non-traditional students (MCC = .109) were classified at levels significantly above chance (MCC = 0). Follow-up analyses of predictive features showed that first-gen-eration students made more quiz attempts, non-white students interacted more during night hours (8pm-8am), female students submitted quizzes earlier, and non-traditional students accessed discussion forums less than their peers. We show that under-standing behaviors is crucial in this context because behaviors in the first two weeks alone (e.g., discussion forum participation, number of logins) predicted eventual grade in the course (MCC = .200). Implications are discussed, including suggestions for future research as well as interventions and course features that can support underrepresented STEM students in online learning spaces.Nigel Bosch (University of Illinois at Urbana-Champaign), R. Wes Crues (University of Illinois at Urbana-Champaign), Genevieve M. Henricks (University of Illinois at Urbana-Champaign), Michelle Perry (University of Illinois at Urbana-Champaign), Carolyn J. Anderson (University of Illinois at Urbana-Champaign), Suma Bhat (University of Illinois at Urbana-Champaign), Najmuddin Shaik (University of Illinois at Urbana-Champaign), and Lawrence Angrave (University of Illinois at Urbana-Champaign)


SATURDAY

10:15–11:30 a.m. Archives

SYMPOSIUM

Can Robots Improve the Quality of Life in People With Dementia?Session ChairElizabeth Broadbent (The University of Auckland)

Dementia refers to a group of neuro-degenerative disorders that cause significant impairments to quality of life and difficulties performing activities of daily living. This symposium brings together representatives from four in-dependent international research teams from Europe and the Asia/Pacific region. The speakers bring together perspectives from psychology, computer science, engineering, and nursing, to share the latest research on how robotic technologies may be able to assist people with dementia. The first speaker presents a survey of system requirements to assist a person with early stage of dementia to stay at home, followed by development and testing of service scenarios implemented on a robot. The second speaker focuses on robots that provide cognitive stimu-lation for people with dementia, and presents results from tests in real world settings with older patients. The third speaker focuses on how companion robots may help relieve the problem of social isolation in people with dementia, with results from a pre-post study on loneliness and quality of life. The last speaker describes a narrative memory companion to assist people with dementia to remember people and events. Together, these four separate projects showcase how robots are being developed to assist with different aspects of dementia, and demonstrates results concerning their acceptability and impact when interacting with people.

Homecare Robots for Early Stage DementiaThis 5-year international research between South Korea and New Zealand aims to develop robotic technologies to help people with mild cognitive impairment or mild dementia living in their own homes. The first phase identified system requirements through interviews with 33 healthcare experts in dementia, individuals with symptoms of mild dementia, and familial caregivers. The key functions were identified as helping with daily challenges, pro-viding safety and security, monitoring health and wellbeing, and delivering therapeutic interventions. In the second phase, sce-narios were programmed on a Silbot3 robot. Functions included assistance when waking up and going to bed, daily task remind-ers, safety checks, detecting and responding to emergencies (for example, calling a family member if a fall is detected), measuring mood, providing exercise and medication reminders, and sending regular updates and alerts to caregivers. Gestures and tones of voice for each task were included to convey the robot’s intentions and states. Some participants from the first phase helped review the functionality in the second phase. Participants were shown the robot and asked for feedback about its performance and suggestions for improvement. Results indicated general support for the robot’s functions, but identified areas where they could be improved. The next phase is to improve the scenarios and combine them with other services, including emotion detection using face and voice analysis (this can be performed with people without dementia, although research in dementia is lacking). This work contributes to discovering how robots can improve quality of life for people with dementia and their families. Elizabeth Broadbent (The University of Auckland), Ho Seok Ahn (The University of Auckland), Ngaire Kerse (The University of Auckland), Kathy Peri (The University of Auckland), Craig Sutherland (The University of Auckland), Mikaela Law (The University of Auckland), and Bruce A. MacDonald (The University of Auckland)

Cognitive Stimulation TherapiesCognitive stimulation is a well-known non-pharmacological therapy for people with mild to moderate dementia. It typically includes a set of activities designed to activate cognitive func-tions such as memory, attention, problem solving, etc., with a range of difficulty levels, adapted to the users. These activities take place in individual or group sessions. Currently, cognitive stimulation exercises are usually performed by specialized ther-apists with the support of very different tools, from paper/pencil or cards to specific computer applications. The social robotics group of Carlos III University of Madrid is exploring the possibil-ities and benefits that robots can provide to help elders in their daily life, and in particular how social robots could be used as a new tool for cognitive stimulation therapies. The research work includes from the design and construction of the robots to testing them with elders in real environments. These robots have other functionalities, apart from those focused on cognitive stimulation. They can be used for multiple activities, such as entertainment or assistance activities; and in other therapies, such as reality orien-tation therapy, reminiscence therapy or physical stimulation. This talk presents the latest developments of the research project and the results of test sessions with the robot performing different activities with elderly people.Miguel Salichs (Universidad Carlos III de Madrid)

The Impact of MARIO on Loneliness in DementiaThe MARIO Horizon2020 project aims to address loneliness, and isolation in older people with dementia (PWD) though the use of companion robots. An iterative user led design was used to develop the robot. A number of personalised applications were developed including My Music, My Memories, and My News, which were then evaluated in the real world of practice in three pilot sites—community, hospital and residential care - to assess impact on loneliness and overall quality of life. This paper presents the finding from the residential care setting. The interactions with MARIO were based on touch and verbal input.


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Ethical approval and informed consent was obtained from all participants all of whom had moderate to severe dementia. PWD found MARIO acceptable and interacted with various preferred applications albeit with some initial assistance from a researcher. The final evaluation phase, which was undertaken over an 8 week period, involved the collection of qualitative and quantitative data pre and post interactions with MARIO. The questionnaires used included a bespoke questionnaire, Quality of Life (AD), Cornell depression scale and Multidimensional Scale of Perceived Social Support. Qualitative interviews were also undertaken with key stakeholders to capture a more holistic view of the impact. Robotics is an emerging technology perceived to have the poten-tial to combat the devastating impact of loneliness in PWD. This paper extends our understanding, as to how PWD interact with robotic technology, but also how such a companion robot can impact on loneliness and isolation.Dympna Casey (National University of Ireland Galway), Megan Burke (National University of Ireland Galway), Sally Whelan (National University of Ireland Galway), Adam SantorellI (National University of Ireland Galway), Aisling Dolan (National University of Ireland Galway), Eva Barrett (National University of Ireland Galway), Kathy Murphy (National University of Ireland Galway), Keith Cortis (National University of Ireland Galway), Christos Kouroupetroglou (CARETTA-NET), Massimiliano Raciti (R2M Solutions), Alessandro Russo (CNR STLab), Geoff Pegman (RURobots), and Tanja Kovacic (National University of Ireland Galway)

Improving Quality of Life With Cognitive Systems and Robotics Technology: The Narrative Memory CompanionA central component of the human self is the narrative history of shared interactions with others, which provides the foundation for social relations that develop over extended time. The loss of this narrative self progressively becomes catastrophic for aging subjects with degenerative disease of the memory system. A prosthetic device for narrative memory can provide an at least temporary solution to this problem, by allowing individuals with diminished memory to continue to interact socially with partners with whom they have shared experiences. A memory prosthetic should provide access to past memories of the subject, and should accompany the subject in the formation, organization and sharing of new memories. Based on these requirements, we have implemented the Narrative Memory Companion on the Pepper humanoid robot using the native Choregraph and NAOqi system capabilities. We exploit principals developed in our research in autobiographical memory (ABM) and the organization of experi-ence with cooperative humanoid robots, and the mappingPeter Ford Dominey (Stem Cell and Brain Research Institute), Victor Paléologue (Softbank Robotics Europe), Amit Kumar Pandey (Softbank Robotics Europe), and Jocelyne Ventre-Dominey (Stem Cell and Brain Research Institute)


SATURDAY

10:15–11:30 a.m. Capitol

PAPER SESSION

Mental Health InterventionsSession ChairJeffrey Krichmar (University of California, Irvine)

A Tactile Robot for Developmental Disorder TherapyDevelopmental disorders, such as Attention-Deficit-Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD), have clinical symptoms of inattention, hyperactivity, and impulsivity. These symptoms are often accompanied by tactile and senso-rimotor impairments. We introduce a CAretaker RoBOt (CARBO) to standardize and automate therapy for children with develop-mental disorders. CARBO is autonomous, mobile, self-contained, and focuses on tactile interactions with children. By providing a surface that encourages touch and a suite of interactive games, CARBO addresses impairments in tactile sensitivity and social interaction observed in children with developmental disorders. We conducted a small feasibility study with children having differ-ent development disorders. Children found the interactions with CARBO to be engaging for children, and data CARBO recorded was sensitive to different impairments. The present study shows promising results for using CARBO as an automated form of Sensory Integration Therapy (SIT) in the future.Ting-Shuo Chou (University of California Irvine) and Jeffrey Krichmar (University of California Irvine)

Play and Design Based Social Skills Training in a Virtual World for Children With High-Functioning AutismThis multiple-baseline design, mixed-method study examined whether and how participating in virtual reality based role-playing and collaborative artifact design will facilitate the social interac-tion competence and self-identity development of children with high functioning autism. Using OpenSimulator, we constructed a 3D virtual playground that supports scripted and creative social role-playing, collaborative artifact design, and virtual gaming among the target children. Nine 10-14-year-old children with high functioning autism participated in the study over 16-31 interven-tion sessions and 5-16 maintenance sessions. The study findings indicated that participants demonstrated an increased level of social interaction performance during and after the interven-tion. The types of learning tasks and features of scaffolding in the VR-based learning environment mediated its affordance and effectiveness in facilitating participants’ social competence and positive identity development.Fengfeng Ke (Florida State University), Jewoong Moon (Florida State University), and Zlatko Sokolikj (Florida State University)

Delivering Happiness Online: A Randomized Controlled Trial of a Web Platform for Increasing Subjective Well-BeingAlthough both online and in-person positive psychology inter-ventions (PPIs) exist, no randomized controlled trials (RCT)-the gold standard in intervention research-have compared the effectiveness of these formats. We created a 12-week skill-based PPI (ENHANCE), organized into three target area: the core self (e.g., values, strengths), the experiential self (e.g., mindfulness, self-compassion), and the social self (e.g., gratitude, social life). In a 6-month randomized controlled trial (RCT) with a community sample of 154 healthy adults, we administered the ENHANCE program separately online (n = 100) and in-person (n = 54). The

in-person version of the program involved 2-hour weekly group sessions run by clinical practitioners. The online version followed a parallel structure with identical content; each participant cre-ated an account on a custom-designed integrated web platform, where they were able to view the session content, complete exercises, and save their responses to those exercises. We found that the program caused the predicted increases in positive affect and life satisfaction, with downstream consequences for mental and physical health. The online mode of administration was as effective as the in-person mode of administration for pro-ducing these outcomes. This finding provides critical evidence for the potential of online PPIs to bring about the same changes in well-being as in-person interventions-but at a much larger scale. This research thus lays the foundations for administering empiri-cally validated interventions to populations who may not be able to afford access to in-person interventions-from busy profession-als to underprivileged populations.Kostadin Kushlev (University of Virginia), Samantha Heintzelman (University of Virginia), J. May Kanippayoor (University of British Columbia), Damien Leitner (University of British Columbia), Ed Diener (University of Virginia), Shigehiro Oishi (University of Virginia), Lesley Lutes (University of British Columbia), and Derrick Wirtz (University of British Columbia)


SATURDAY

10:15–11:30 a.m. Congress

PAPER SESSION

Data-Tracking and PrivacySession ChairRobert Proctor (Purdue University)

Technology, Behavior Tracking, and the Future of WorkThe use of behavior tracking technologies is spreading rapidly, in spite of the fact that people may typically experience track-ing as psychologically aversive. The present research takes a step toward understanding this phenomenon by examining the conditions under which people are more willing to use behav-ior tracking products and services. Four experiments tested the predictions that people are more willing to use behavior track-ing products when these products are technology-operated versus human-operated, and that this tendency is mediated by expectations that they will feel less evaluated and more autono-mous when using technological (rather than human) assistance. Drawing on cognitive evaluation theory, we argue that technol-ogy-operated behavior tracking products offer informational feedback without inducing evaluative pressures and, in so doing, sidestep the autonomy-reducing effects associated with social evaluation. The results supported our predictions, revealing that people preferred behavior tracking products that were technol-ogy-operated, as opposed to human-operated (Experiments 1-4), and this preference was mediated by increased expectations of autonomy (Experiments 2-4). Further, consistent with our theoriz-ing, the anticipated autonomy associated with technology was mediated by reduced social evaluation concerns (Experiments 3-4). The present research makes several novel contributions to theory. Our findings provide a clear psychological account for the adoption and diffusion of behavior tracking technologies. We also contribute to research on cognitive evaluation theory by clar-ifying when and why people perceive differences in autonomy, especially in the context of new technologies.Roshni Raveendhran (University of Southern California) and Nathanael Fast (University of Southern California)

Privacy Perception of Networked Autonomous Vehicles as a Function of Interaction TypeCommercial fleets of networked-autonomous vehicles on the road are mobile Cyber-Physical Systems (CPS) that can play a piv-otal role beyond classic autonomous driving. With the capabilities of data collection, analysis, and sharing in real-time, they evolve towards platforms that interact with people in both physical and cyber vicinities. People may be aware of interacting with the cyber aspect of the mobile CPS as riders but not as pedestrians or drivers of other cars. In the real-world deployment, the public may rarely get the chance of notification or the opt-out selection in the two latter interactions, raising unique privacy concerns. We conducted two online studies measuring people’s perceptions of, and expressed willingness to control, the data collection in three interaction scenarios (walking, driving, riding) with fleets of networked autonomous vehicles, using between- and with-in-subjects designs. Results showed that participants were least comfortable with the walking scenario and most comfortable with the riding scenario. Participants showed different privacy preferences across scenarios, but their selections on control of privacy were similar. The results of our study are informative for the design of more transparent networked autonomous vehicles.

Aiping Xiong (Purdue University) and Robert Proctor (Purdue University)

Perceptions of Smartphone App Data Security and Privacy LeakageDecades of research examining attitudes toward technology and privacy have consistently found that while many Americans self-report caring deeply about their privacy, most do not take sufficient steps to protect their private data when they use tech-nological devices such as smartphones. In the literature, this pattern of incongruent privacy related attitudes and behavior has been described as the privacy paradox. As a result, the loss of privacy becomes a norm for most people. For many privacy-con-cerned smartphone users, this pattern of behavior may leave them vulnerable to a variety of threats to their data security such as improper data handling in apps and privacy tracking behav-ior of third-party libraries. Several studies have attempted to use and develop third-party apps that detect smartphone privacy leakage, and educate users about the risks. These studies have frequently investigated how these mobile app prototypes can be used to raise user awareness of privacy leakage issues. However, no previous research has examined how factors related to user perceptions and reactions to the source-application or messages themselves may affect users’ responses to being informed about app data-sharing or privacy leakage issues.

Results of the present study (N=235) indicated that some study manipulations resulted in participants being more likely to change their permission settings but there was no correla-tion between the same manipulations and whether a participant would use a third-party app to monitor privacy leakage. The results suggest that alerting app users to incidents of data leak-age may lead them to be more willing to engage in some privacy protecting behaviors than other behaviors.

The current project is a collaboration between computer scientists and law-psychologists. It is a first step in an interdis-ciplinary understanding of this privacy paradox by investigating whether perceptions of trust, accuracy, and the effectiveness of the mobile app influence the effectiveness of messaging inform-ing users of privacy leakage and related risks.Eve Brank (University of Nebraska, Lincoln), Qiben Yan (University of Nebraska, Lincoln), Emma Marshall (University of Nebraska, Lincoln), and Jennifer Groscup (Scripps College)


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SYMPOSIUM

Growing Up a Digital Native: Effects on Cognition, Parent-Child Interaction, and Healthy DevelopmentSession ChairRebecca Dore (University of Delaware)

Children today are growing up as “digital natives” and mobile media affect almost every aspect of their lives. This symposium describes projects investigating how technology and media are influencing children’s lives in the do-mains of cognition, learning, and parent-child interaction, as well as how medical professionals might support fam-ilies in promoting healthy media use. The first talk explores how children understand and learn from two forms of mobile media—e-books and digital games. Findings highlight the potential of digital devices for children’s indepen-dent learning. The second talk focuses on digital and technology-enhanced toys—a form of childhood technology that is often overlooked. This talk will take a Science of Learning approach to assess the role of these tech toys in children’s play, learning, and interactions with parents. Our third talk focuses on parents’, rather than children’s, de-vice use, using an app logger to track smartphone use over 2 weeks. Results show significant differences in father and mother smartphone use and demonstrate that parents with higher usage report higher parent-child interaction dysfunction. Finally, the fourth talk focuses on the role that pediatricians can play in helping families navigate to-day’s digital world. The talk will describe a pilot study examining a toolkit to help clinicians talk to patients and their parents about media use and promote healthy media use in families with young children.

Is There an App for That? Children’s Learning From Media on Mobile DevicesCan children profit from using e-books and digital games, even without adult support? From 2013 to 2017, the percent of children under 8 with access to mobile devices increased from 75% to 98% and the amount of time children spent using mobile devices tripled (Common Sense Media, 2017). However, research on chil-dren’s learning from these devices is still sparse. We explored how children understand and learn from tablet-based media. In Study 1, preschoolers’ (N=86) comprehension was not signifi-cantly different after parent-child reading with a paper book, unembellished e-book, audio e-book, or activities e-book, d=.02, p=.55. However, across conditions a trend emerged: comprehen-sion was greatest when parents connected the story to children’s lives, p=.07. In Study 2, we investigated children’s (N = 135) inde-pendent comprehension of an audio narration e-book when used without an adult. Comprehension was best after reading with a parent, but children benefited from hearing the audio narration: they had significantly better comprehension than children who saw the book without narration. In Study 3, we investigated preschoolers’ (N=29) vocabulary learning from a digital game. Children who played the game outperformed children with no exposure on an immediate receptive test, d=1.4, p=.001. In Study 4, low-SES preschoolers (N=33) played the game weekly over one month in a classroom setting. Children’s expressive knowledge showed gains from pre- to posttest, d=.65, p=.01. Gains were sig-nificantly larger than for five nonexposure control words, d=.65, p=.01. These studies highlight the promise of digital devices for learning when caregivers are unavailable. Rebecca Dore (University of Delaware), Brenna Hassinger-Das (Pace University), Marcia Shirilla (University of Delaware), Tara Valladares (University of Virginia), Lindsey Foster (University of Delaware), Emily Hopkins (Temple University), Molly Collins (Vanderbilt University), Tamara Spiewack Toub (Temple

University), Molly Scott (Temple University), Jacob Shatz (Temple University), Jessica Lawson (Vanderbilt University), Natalie Brezack (University of Chicago), Alexis Paller (University of Delaware), Lien Vu (Temple University), David Dickinson (Vanderbilt University), Roberta Michnick Golinkoff (University of Delaware), and Kathy Hirsh-Pasek (Temple University)

The Forgotten “Other” Tech: Toys That Talk, Light Up, and MoveThe alarm bells are ringing. From the 80,000+ “educational” apps in the Apple AppStore to numerous channels on YouTube catering to young children (and even infants!), screens and wor-ries about screens seem to naturally saturate parents’ concerns. This talk will suggest that perhaps by concentrating on apps and screens, we are forgetting about the other technological

“enhancements” that are impacting the experiences that parents and children share when playing together. Namely, we cannot forget technologically-enhanced toys. From shape sorters that sing, to dolls enhanced with artificial intelligence, technology is not limited to the screen. Indeed, apps are not the first time technology has changed children’s play. From the introduction of remote control cars in the 1960’s to the invention of the talking Teddy Ruxpin of the 1980’s, “technological enhancements” are nothing new. In this talk, two studies—one using an electronic toy and the other using a real-life versus an onscreen toy—will be reviewed. Through findings from the science of learning that sug-gest that children learn best when they are active and engaged in learning meaningful information in socially interactive contexts (Hirsh-Pasek et al., 2015), this talk will explore findings that tech-nologically enhanced toys may impair parent language directed towards toddlers and that interactions with screens may be more like those with real toys than previously thought. Jennifer Zosh (Pennsylvania State University Brandywine)


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How Do Parents of Young Children Use Their Smartphones? Implications for Parent-Child InteractionHeavy parent smartphone use is associated with negative parent-child interactions and child externalizing/internalizing behavior. However, prior studies are limited by use of self-report or brief observational methods. To objectively measure parent smartphone use throughout the day, we recruited 25 parents of children ages 12 months-5 years to install an app logger on their smartphone for 14 days. We calculated average daily smartphone use duration, checking frequency, and categorized app usage in terms of social media min/day and according to the Uses and Gratifications model into ritualistic versus instrumental uses. Parents completed demographic surveys, the Parenting Stress Index, and the CES-D. Participating parents were primarily moth-ers (80%), college-educated (56%), and married (80%), were an average 34 years old, and used their smartphone for 240 min/day (range 38-735). Daily duration of smartphone and social media use were correlated with child age (both R=.43, p=.03). Mothers showed more social media usage (50 min/day) compared to fathers (2 min/day, p=.05) and more overall usage (258 vs. 165 min/day, NS). Smartphone usage was inversely correlated with income (R= -.47, p=.02), and checking frequency was higher in parents with less than a college education (98 vs. 53/day, p=.01). There were no differences in smartphone use by child sex, parent race, or depression symptoms, but usage was higher in parents reporting high parent-child interaction dysfunction (321 vs. 214 min/day). Results from this small pilot sample suggest differences in smartphone and app usage by parent characteristics, but more data are needed to test associations with child outcomes. Jenny Radesky (University of Michigan), Heidi Weeks (University of Michigan), Nalingna Yuan (University of Michigan), Michael Ho (National Chiao Tung University), Stanley Chang (National Chiao Tung University), and Mark Newman (University of Michigan)

Center on Media and Child Health Clinician Toolkit: Assessing and Addressing the Interaction Between Media Use and Children’s Health and Development Media are arguably one of the most powerful environmental health influences facing today’s youth. As a result of excessive and problematic media use, more and more children and ado-lescents are suffering from health complications such as obesity, heightened anxiety, exacerbated depression, eating and sleep disorders, and additional health concerns impacting their quality of life. A rubric for diagnosing problematic media use remains elusive, although efforts pointing to a need for one have made inroads within leading organizations such as the American Academy of Pediatrics (AAP) and prominent medical literature such as the Diagnostic Statistical Manual (DSM). In continuing these efforts, the Center on Media and Child Health at Boston Children’s Hospital developed a Clinician Toolkit to help clinicians optimize the level of care they provide their patients and their families. The Toolkit is designed to help clinicians talk to their patients and their patients’ parents about their media exposure and use. Additionally, the Toolkit contains the research, guidance, and materials clinicians need to inform patients about the effects of media on their health, instruct them on how to best use media, and set them up for success by providing guidance, tips and tools that they can use in their everyday lives. The focus of this pre-sentation will be an examination of the Toolkit’s components, its reception during a pilot study within a clinic, and an examination of preliminary results based on anecdotal data collection looking at implementation, ease-of-use, and perceived effectiveness.Kristelle Lavallee (Harvard University), Michael Rich (Harvard University), Jill Kavanaugh (Harvard University), and David Bickham (Harvard University)


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11:30 a.m.–12:30 p.m.Liberty Ballroom

LUNCH

12:30–1:45 p.m. Archives

SYMPOSIUM

Leveraging Technology to Enhance Mental Health Interventions and ServicesSession ChairAdam Haim (National Institute of Mental Health)

In this symposium, we aim to highlight four programs of mental health services and intervention research that align with the research priorities of the National Institute of Mental Health (NIMH), as well as the recommendations recently published in The National Advisory Mental Health Council Workgroup on Behavioral and Social Science Research re-port, Opportunities and Challenges of Developing Information Technologies on Behavioral and Social Science Clinical Research: use of machine learning to predict risk of suicide attempt; development of technology-based provider train-ing to support the treatment of first episode psychosis; implementation of digitally-based and empirically-supported mental health interventions in the treatment of schizophrenia; and user experience research to support the develop-ment of behavioral health software and apps that are most likely to be utilized and efficacious.The symposium will bring together aspects of basic research using information technology (i.e., predictive analytics) with questions and challenges that arise in arenas of implementation and dissemination, and thus will focus on the im-pact of digital mental health on researchers, providers, consumers and health care systems. The discussion will illus-trate the potential of technology, not only for accelerating research, but also for improving the accuracy and efficiency of clinical assessment and for extending the efficiency, reach, and quality of mental health interventions and services.

Leveraging Data Science to Predict and Prevent Suicidal BehaviorsSuicide remains a leading cause of death worldwide with 800,000 people dying of suicide globally. In 2015, more than 44,000 Americans died by suicide, with nonfatal attempts and suicidal thoughts 5x and 20x more common than deaths, respec-tively. This presentation will discuss current and future research in data science and machine learning applied to suicide risk. Recently, a number of studies have applied data science and machine learning to attempt to predict suicidal outcomes before they occur. One of these studies used routinely collected elec-tronic health record (EHR) data to predict suicide attempts and death over time: as imminently as seven days and as distantly as two years prior to suicidal behaviors. This research applied algo-rithms ranging from penalized regression to random forests and neural networks, as well as compared predictive performance across a number of clinically relevant cohorts, e.g., all adults; those with depression; those with chronic pain; adolescents. These algorithms performed with good to excellent discrimina-tory ability to identify suicide risk (c-statistics of 0.83-0.92 with 0.5 being chance and 1 being perfect). Furthering this work, a trial in clinical decision support is underway to predict and prevent suicide in primary.Colin G. Walsh (Vanderbilt University Medical Center Departments of Biomedical Informatics, Medicine, and Psychiatry)

mHealth for Mental Health: Systematic Development and Testing of a Patient-Centered Smartphone Intervention for SchizophreniamHealth interventions can play an important role in 21st cen-tury healthcare. This presentation will review the development, testing, refinement, and deployment of a smartphone-based ill-ness management system for people with schizophrenia. Needs Assessment: 904 outpatients completed surveys reporting on their use of mobile devices and interest in mHealth. 8 clinicians engaged in a focus group and completed surveys examining their attitudes and organizational needs. A community treatment team helped identify relevant treatment targets. Development: The study team integrated patient /practitioner input, content from two conceptual models, and design principles for resources for people with cognitive impairment to develop a patient-centered smartphone intervention for schizophrenia. Usability Testing: 12 outpatients participated in “think aloud” sessions. Usability testing informed system adaptation. At the end of development, most participants could use the system and expressed interest in doing so. Feasibility Field Trial: 33 outpatients used the inter-vention over 30 days. Post deployment evaluations indicated patients found the intervention to be usable, acceptable, and clinically promising with significant reductions in the severity of psychotic symptoms and depression. Comparative Effectiveness Trial: 163 patients were randomized to receive the intervention or a clinic-based group intervention. Among the trial findings, the mHealth intervention showed superior patient engagement and


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produced satisfaction and clinical outcomes that were compara-ble to those from clinic-based care.Dror Ben-Zeev (University of Washington School of Medicine, Department of Psychiatry and Behavioral Sciences)

CSC OnDemand: An Innovative Online Learning Platform to Support Implementation of Evidence-Based Practices for Treatment of First Episode PsychosisRecent research has documented the positive impact of Coordinated Specialty Care, or CSC, in the treatment of first episode psychosis (FEP). CSC uses a team approach, bringing together specialists to work together with clients to develop and implement a personalized treatment plan. A gap remains, how-ever, between this emerging research and wide scale adoption of CSC. To address this gap, a partnership was established with the nation’s leading CSC researchers to develop and test an innovative training and implementation platform to support the dissemination of CSC in settings providing FEP care. This pre-sentation will offer a demonstration of the online learning tool for providers, discuss findings from a Phase I pilot study, and outline plans for ongoing product development and conducting a Phase II effectiveness trial.Jeff Olivet (Center for Social Innovation)

Enhancing the User Experience of Digital Mental HealthWithin recent years a multitude of digital mental health interven-tions have been developed, deployed, and evaluated. Although considerable research evidence suggests that such interventions can work, uptake and impact in real-world settings has been more limited. One reason for this gap is due to the design of such interventions. Many products adapt content and interactions from traditional mental health services, resulting in interventions that do not leverage the affordances and patterns of use of technol-ogies. Furthermore, the design has largely been top down, cre-ating products that we as clinicians and clinical researchers think people should want, without exploring the goals, needs, or pref-erences of the ultimate end users. This talk will discuss efforts to make development, deployment, and evaluation more user-cen-tric, leveraging practices from user-centered design processes typically used in technologies more broadly. Such practices incor-porate stakeholder input from the start to increase the usefulness and usability of resultant products. This includes efforts to better understand people’s expectations for digital mental health inter-ventions such as mobile apps, to use crowdsourcing to under-stand as well as drive interventions, and the collection, curation, and dissemination of information with regards to publicly avail-able digital mental health products.Stephen M. Schueller (Northwestern University Feinberg School of Medicine, Center for Behavioral Intervention Technologies)


SATURDAY

12:30–1:45 p.m. Capitol

PAPER SESSION

Technology Design: Future Directions Session ChairJing Chen (Old Dominion University)

Designing Future Disaster Response Team Wearables From a Grounding in PracticeWearable computers are poised to impact disaster response, so there is a need to determine the best interfaces to support situation awareness, decision support, and communication. We present a disaster response wearable design created for a mixed reality live-action role playing design competition, the Icehouse Challenge. The challenge, an independent event in which the authors were competitors, offers a simulation game environment in which teams compete to test wearable designs. In this game, players move through a simulated disaster space that requires team coordination and physical exertion to mitigate virtual haz-ards and stabilize virtual victims. Our design was grounded in disaster response and team coordination practice. We present our design process to develop wearable computer interfaces that integrate physiological and virtual environmental sensor data and display actionable information through a head-mounted display. We reflect on our observations from the live game, discuss chal-lenges, opportunities, and design implications for future disaster response wearables to support collaboration.Sultan Alharthi (New Mexico State University), Hitesh Nidhi Sharma (New Mexico State University), Sachin Sunka (New Mexico State University), Igor Dolgov (New Mexico State University), and Zachary Toups (New Mexico State University)

Why HCI and Creativity Research Must Collaborate to Develop New Creativity Support ToolsDigital creativity support tools (CST) are an integrated part of many professions in the creative industries. While CST play a central role in the daily practices of creative professionals, we have limited understanding of how these tools affect the creative process. This lack is problematic, as the need for designing new CST to help leverage societal challenges continues to grow. Part of the reason for our scarce understanding of CST is an untapped potential for collaboration between two research communities whose joint effort is key to increasing our understanding of the role and nature of CST in creative practices. We review semi-nal work from creativity-oriented Human-Computer Interaction research (HCI) and psychology-based Creativity Research (CR) to demonstrate a discrepancy between a) HCI’s insight into CST practices and technologies, but rather limited awareness of cur-rent relevant studies in CR, and, conversely, b) CR’s long expertise in psychological studies of creative processes and cognition, but rather limited insight into CST technologies and practices. To help enable mutually complementary collaboration between the two disciplines, we propose four CST-based research initiatives—inte-gration and development of theory, adaptation and development of methods, collection of exemplars and cases, and prototyping of novel CST. We discuss these initiatives in the light of trends in the two research communities, and suggest potential next steps.Jonas Frich (Aarhus University), Michael Mose Biskjaer (Aarhus University), and Peter Dalsgaard (Aarhus University)

Towards a Framework for Mobile Behavior Change ResearchBehavior change is one of the most important problems faced by people and researchers today. Behavioral researchers have begun adopting smartphones as data-collection tools in psycho-logical and behavioral science because these devices can study people in their everyday life, objectively measure behavior (using mobile sensing) and implement interventions. From literature review of recent research on mobile behavior change, we rec-ognize three design themes: mobile sensing, user contexts, and digital nudges. Informed by these themes, we designed three mobile research applications that study user engagement, digital overload and differential emotions respectively. Based on these experiences, we identify an opportunity to move towards a sys-tematic framework for deploying behavior change studies using mobile phones. We explore exciting future directions for research in psychological and behavioral science as these fields embrace mobile technology.Fabian Okeke (Cornell Tech), Michael Sobolev (Cornell Tech and Technion), and Deborah Estrin (Cornell Tech)


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12:30–1:45 p.m.Congress

PAPER SESSION

Confidence and TrustSession ChairTara Behrend (George Washington University)

Confidence Levels for Empirical Research Using Twitter DataConcerns of a “reproducibility crisis” in scientific research have become increasingly prevalent. The field of meta science—the scientific study of science itself—is thriving and has examined the existence and prevalence of threats to reproducible and robust research in designed experiments or surveys. Nonetheless, largely missing are replication efforts devoted to examining empir-ical studies with “organic data”—e.g., data organically generated by ubiquitous sensors or mobile applications, twitter feeds, click streams, etc. Given the growing popularity of using Twitter as the source of research data in psychology, we must take proper care of the data handling process if Twitter as a data source is to be a robust, reliable, and reproducible endeavor into the future. Our research studies scholarly publications in psychology to establish the confidence (or the lack thereof) in their handling practices of Twitter data.Heng Xu (Pennsylvania State University) and Nan Zhang (Pennsylvania State University)

Trust in Artificial Voices: A “Congruency Effect” of First Impressions and Behavioural ExperienceSocieties, including human-machine societies, and communi-cation, including human-machine communication, need trust to function. Therefore, it is essential to design machines to elicit trust, so as to make interactions with them acceptable and suc-cessful. However, while there is a substantial literature on first impressions of trustworthiness based on various characteristics, including voice, not much is known about the trust develop-ment process. Are first impressions maintained over time? Or are they influenced by the experience of an agent’s behaviour? We addressed these questions in three experiments using the

“iterated investment game”, a methodology derived from game theory that allows to collect implicit measures of trust over time. Participants played the game with various agents having different voices: in the first experiment, participants played with a computer agent that had either a Standard Southern British English accent or a Liverpool accent; in the second experiment, they played with a computer agent that had either an SSBE or a Birmingham accent; in the third experiment, they played with a robot that had either a natural or a synthetic voice. All these agents behaved either trustworthily or untrustworthily. In all three experiments, participants trusted the agent with one voice more when it was trustworthy, and the agent with the other voice more when it was untrustworthy. This suggests that participants might change their trusting behaviour based on the congruency of the agent’s behaviour with the participant’s first impression. Implications for human-machine interaction design are discussed.Ilaria Torre (Trinity College Dublin), Jeremy Goslin (Plymouth University), Laurence White (Plymouth University), and Debora Zanatto (Plymouth University)

Making Sense of RecommendationsComputer algorithms are increasingly being used to predict peo-ple’s preferences and make recommendations. These recom-mender systems, however, differ from prior prediction algorithms. Prior algorithms still relied on human input and expertise. Those algorithms simply improved human judgment by making it more consistent. But modern recommendation algorithms are not built on human models of judgment. These are the primary algorithms people encounter today, but we do not know how they compare to human judgment. Here, we compare computer recommender systems to human recommenders in a highly subjective domain: predicting which jokes people will find funny. We find that recom-mender systems outperform humans, whether strangers, friends, or family. Yet people are averse to relying on these recommender systems. This aversion partly stems from the fact that people believe the human recommendation process is easier to under-stand. It is not enough for recommender systems to be accurate, they must also be understood.Michael Yeomans (Harvard University), Anuj Shah (University of Chicago Booth School of Business), Sendhil Mullainathan (Harvard University), and Jon Kleinberg (Cornell University)


SATURDAY

12:30–1:45 p.m. Monument

SYMPOSIUM

Harnessing the Potential of Technology to Support Early LearningSession ChairStephanie Reich (University of California, Irvine)

Children under 8 years of age spend an average of 2 hours and 19 minutes interacting with screens daily (Rideout, 2017). While exposure rates have remained relatively stable over the past 5 years, the content format and the num-ber of devices available have expanded rapidly. Although televised content is still the most frequent format (~70% of all screen time) children now use educational applications (apps), eBooks, and videochat on a daily basis. These new formats provide opportunities for increased interactivity and contingency, as well as more tailored learning. The utility of these new formats, however, depends on their design. Parental scaffolding research and content anal-ysis of educational programming has provided important principles on which to base design. However, these mech-anisms remain largely untested with young children. The approach taken by this panel is to test design strategies and underlying mechanisms in 3- to 8-year-olds with eBooks, educational apps, and videochat. Research approach-es are complementary, ranging from examining commercially available applications, highly controlled lab-based materials, and neuroimaging techniques. The eBooks study tested differences between print and eBooks. They tested different interactivity conditions with and without distractors. The educational apps study tested the effects of leveling and contingent feedback. The videochat study examined neural mechanisms while children learned a difficult sequence from videochat or from a live experimenter. Taken together, the studies examine the effects of contingency, interactivity, and cognitive load on learning from new formats. Implications for design will be discussed.

Preschoolers’ Learning From Interactive and Non-Interactive Print and eBooks The present research was designed to disentangle the separate effects of interactivity and platform on children’s learning from books. To maximize experimental control, a researcher reads aloud lab-created stories presented in different formats. The story is designed to teach new words and contains 5 novel word-object pairs from the NOUN Database (Horst & Hout, 2015). After book reading, children are tested on word learning (i.e., selecting target object from an array) and story comprehension (i.e., placing five story events in correct sequence). In Study 1, pre-schoolers (3-5 years, N=82) were randomly assigned to one of four book conditions: print–noninteractive, electronic–interactive, print–interactive, or electronic–noninteractive. Participants either listened only (noninteractive conditions) or used the manipula-tive features to reveal each object (interactive conditions). Older children learned more words from electronic books, regardless of interactivity. In Study 2, preschoolers (2-5 years, N=122) were read one of the four books from Study 1, but observed the exper-imenter activate the manipulative features in the interactive con-ditions. Findings from the noninteractive conditions replicated those in Study 1, providing further evidence that preschoolers learn more words from electronic (vs. print), but only when chil-dren interacted with the book. The experimenter-interactive conditions took away the benefit of the eBook for word learning, but buffered the negative effect of interactivity on story compre-hension. In Study 3, we investigated the role of interactive eBook features that distract from vs. draw attention to named objects. Preschoolers (3-5 years, N=104) read similar books to Study 1 and 2, with relevant and irrelevant interactive features. We found that irrelevant, distracting features did not reduce word learning and story comprehension. Together, findings from this series of studies will help to identify the specific conditions that support

preschoolers’ learning from print and eBooks.Roxanne A. Etta (University of Wisconsin Madison) and Heather L. Kirkorian (University of Wisconsin Madison)

Testing the Effects of Scaffolded App Feedback and Challenge on Preschool Learning Educational scaffolding is the use of guiding hints and gradual increasing challenge to help learners develop skills beyond what they would achieve independently (Vygotsky, 1978). Years of developmental research have examined this within face-to- face interactions, finding that when experts (e.g., parents) scaffold novice child learners, those children learn more than children who do not receive scaffolding (Hsin & Wu, 2011). The interactive and adaptive capabilities of digital tablets could allow educa-tional applications (apps) to support learning through scaffolding in their designs. Apps can collect data on individuals’ progres-sion, enabling them to tailor feedback and level of challenge to meet the needs of individual players (Sharma & Hannafin, 2007). However, little research has tested the effects of scaffolding apps on young children’s learning. This two-part study, with 180 pre-schoolers (4-5 yrs), experimentally tested how apps with scaffold-ing feedback and leveling designs impact children’s novel-word learning. Using a between-subjects design, we tested how three types of app feedback—non-verbal (sound effects), basic verbal (e.g., “Great job”), or scaffolded (e.g., “You selected the green Plickatoo!”)—influenced children’s learning of three novel words. Then, we tested how scaffolded challenge (gradual increasing difficulty) versus randomized challenge (no systematic leveling of difficulty) may have differently affected children learning three additional novel words. This presentation describes the impact of scaffolding on accuracy, number of attempts, and response times, when mobile app design is informed by developmental and educational psychology. These findings provide meaningful


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guidance for future digital app design to be effective for teaching young children.Melissa N. Callaghan (University of California Irvine), Jannell Lee (University of California Irvine), Amrit Sidhu (University of California, Irvine), and Stephanie M. Reich (University of California Irvine)

Activation Pattern Differs in Young Children During Videochat Versus Live Interaction on a Novel Spatial Imitation Task Due to the high cognitive load associated with transferring knowl-edge between 2D and 3D dimensions, young children exhibit a transfer deficit (Barr, 2013). Children’s learning improves when support is provided within applications (apps; Kirkorian, Choi, & Pempek, 2016), as well as when children engage in respon-sive videochat interactions (Roseberry, Golinkoff, & Hirsh-Pasek, 2014). However, no studies to date have investigated neural mechanisms associated with transfer of learning from media during early childhood. In this within-subjects study, we collected functional near infrared spectroscopy (fNIRS) data from 5- to 8-year-olds during two multi-step spatial imitation tasks (Subiaul et al., 2015, 2014; Sawaf et al., 2017). An experimenter demon-strated a sequence of actions and then the child was tested in both live interaction and videochat conditions. Task difficulty was manipulated by length of sequence (2 to 5 steps). Behavioral per-formance was similar across the live interaction and videochat conditions. We also analyzed brain activation measured by fNIRS during the test phases of both tasks. There was an age-related difference (p < .05) during the live interaction, such that older children exhibited stronger frontal-parietal activation during the more difficult relative to easier sequences. Comparing the video-chat relative to the live interaction, all children exhibited stronger frontal-parietal activation (p < .05) during more difficult relative to easier sequences. This finding suggests that cognitive load may be higher during videochat. Data collection with 5- to 8-year-olds is ongoing. Understanding the neural mechanisms underlying transfer of learning in young children has important implications for supporting early digital media use.Sylvia Rusnak (Georgetown University), Andrei Medvedev (Georgetown University), Francys Subiaul (Georgetown University), Frank Fishburn (Georgetown University), and Rachel Barr (Georgetown University)


SATURDAY

2:00–3:15 p.m. Archives

SYMPOSIUM

Leveling Up: Cognitive Development and Gaming in the Digital AgeSession Chair Erica Kleinknecht (Pacific University)

In this symposium, we discuss how the context of digital games (i.e. playing and making) informs our understanding of the development of cognitive abilities such as executive functioning, metacognition, and self-regulation among child and early adolescent students, a demographic that comprises 29% of game players nationwide (ESA, 2017). Surprisingly, these students remain largely understudied within the literature concerning digital game play despite their increasing access to digital games via mobile devices. We seek to redress this gap through consideration of game play and design as a vehicle for examining cognitive development in the digital age. The four panelists will examine this issue from varying perspectives using methodologies ranging from structured/systematic observation of game play in research lab settings to field work assessment of an after school program centering on video game design. The work presented here nicely illustrates the effectiveness of using the gaming landscape to examine the development of higher-order cognitive skills. It provides insight into the relationship between engagement with an everyday activity (i.e. video game play) and cognitive development. Digital games are a prevalent and popular activity with youth therefore understanding how these games contribute to cognitive development is particularly relevant for understanding the rapidly changing environment in which children live. As this work progresses it can provide key stakeholders—parents, educators, clinicians—with a valuable answer to the question of whether games are good for children. In some cases, games can, it appears, enable kids to level-up their cognitive skill sets in key ways.

Executive Functioning (EF) and Video Game Achievement: Children With Higher EF Get Higher Scores Executive Functioning (EF) may relate to videogame play as these games require planning and memory skills. This study explored the relationship between EF and videogame play for neuro-typi-cal (n = 147; Mage = 9.05, SDage = 1.5; 48% female) and non-neu-rotypical children (n= 56; Mage = 12.31, SDage = 2.70; 31% female; 50% ADHD, 25% ASD, 25% other mental disorders). EF was mea-sured using a Flanker task at baseline and postvideogame play. The neuro-typical sample had an average baseline EF score of 79% (SD = .13) where the nonneurotypical had an average score of 52% (SD = 13.1). Preliminary analysis examined the relationship between EF and game performance. In both the neuro-typical (r = .45, p = .005) and the non-neurotypical (r = .42, p < .001) sample, higher baseline EF related to game performance. Game perfor-mance also related to post-test EF for both the neuro-typical (r = .28, p = .021) and the non-neurotypical (r = .86, p < .001) sample. Multiple linear regression controlling for baseline EF indicated that game The author(s) retain copyright, but ACM receives an exclusive publication license. performance did not predict post-test EF beyond baseline for either sample. Children who have higher EF skills may be able to achieve higher game scores. However, higher levels of play did not promote greater growth in EF. If a videogame places high EF demands on players, this chal-lenge may be beneficial for children with high EF yet not so for those with lower EF for whom the cognitive load may be too great.Rachel Flynn (Northwestern University)

Interactive Gaming, Executive Functioning, and Metacognition in Middle Childhood: What You Play Matters Interactive media is a cultural tool that may influence the devel-opment of metacognitive skills. This study investigated how

different types of gaming impacted cognitive development in middle childhood by examining the relationships between video game exposure, executive functioning (EF), and meta-cognitive-skills. Participants were 97 children (49.5% Female) ages 6 to 11 (Mage=8.54, SDage=1.48). Parents reported time spent by their child playing different videogames based on the hypothesis that videogames may provide differential opportu-nities for metacognitive-experiences. Games were rated on lev-el-of-control, feedback, and adaptivity (coded: High-Opportunity vs. Low-Opportunity). Children also completed a Flanker task to measure EF and a metacognition interview (8-item sum, α =.77). Metacognitive skills and EF were positively associated (r =.29, p =.004). Multiple-regression results indicated that together videog-ame exposure and EF significantly predicted 18% of the variance in children’s metacognitive-skills (F3,93 =6.61, p < .001, R 2 =.18). However, when controlling for the positive association between EF and metacognitive skills (β=.27, p=.005), exposure to High-Opportunity gaming was predictive (β =.31, p =.002) unlike expo-sure to LowOpportunity gaming (β =-.15, p =.131). These results support the hypothesis that different types of videogames pro-vide children with differential opportunities for metacognitive-ex-perience and suggest that these associations are meaningful beyond what EF can explain in metacognition. The findings pro-vide insight into the potential underlying mechanisms involved in the impacts of video gaming on metacognition. Ashley Ricker (Chapman University)

Children’s and Adolescents’ Characterizations of Their Educational Digital PlayThis study is part of a larger investigation examining fifth-seventh graders’ problem-solving during digital game play. Students’ com-ments were recorded (and later coded for type of response) during


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10 minutes of playing an educational digital game, Lightbot, that emphasizes the basics of computer coding. Students had largely no prior experience playing the game. Debriefing comments among 52 students immediately after playing showed frequent referencing of insight about game play, rules for playing the game, and move by move progress. A principal components analysis of the number of comments made of each type yielded four factors accounting for 63% of the variance and identified as: game oper-ations (games cues and game rules), game execution (strategies and evaluations of game performance), game mastery (evalua-tions of the game were negatively associated with impasse and insight), and getting through (short term goals for game play and progress). Performance on the game was measured by the high-est number of levels reached and the highest level completed. References to impasse during recall were negatively correlated with the highest level reached. When examining the first six lev-els of the game completed, fifth-graders were significantly less likely than sixth-graders to complete the third through sixth levels and significantly less likely than seventh-graders to complete the fourth level. These preliminary findings show that fifth-seventh graders’ characterizations of their game play concern their prob-lem-solving approach during play, which may inform how they transfer their learning from game play to school tasks.Fran Blumberg (Fordham University)

Change in the Making: Self-Efficacy Improvements in a Game-Education After School Program Though the socio-cultural notion of a generation of “digital natives” may be more urban legend than reality, the fact remains that the vast majority of youth today are integrally connected to digital media. The digital landscape defined by both game play-ing and game making is fertile ground for psychological scien-tists to examine the social-cognitive implications of digital media engagement. This presentation showcases fieldwork comprised of consultation and ongoing assessment of self-regulatory out-comes for a nonprofit organization that provides urban youth with free-of-charge after school programs centering on video game design. This work highlights how a maker-based gameeducation experience enhances youths’ learning skill sets (LSS: self-efficacy, metacognitive self-regulation, and selfdetermined achievement motivation). Evaluation assessments of LSS-change as a function of game-making coursework vary across samples. Here an analy-sis of 24 middle-schoolers participating in an afterschool program at a public school in a low-income neighborhood is presented. A 2 (pre, post) x 2 (first-time, repeater) mixed-model ANOVA shows that repeated participation improves learning self-efficacy. Examination of youths’ qualitative pre- and post- learning-goal statements adds value to the interpretation of this statistical out-come. First-time participants’ stated goals at the outset were gen-eral (“How do I make games?”) and only 33% of youth remarked at program-end that their goals were met. Repeater youth, in contrast, entered making more specific goal statements (“I want to make a repeat …”) and 53% stated explicitly that their learning goals were met. These results highlight the societal benefits of wise technology use in education.Erica Kleinknecht (Pacific University)


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2:00–3:15 p.m.Capitol

PAPER SESSION

AnthropomorphismSession ChairDiana Tamir (Princeton University)

Can Semi-Anthropomorphism Influence Trust and Compliance? Exploring Image Use in App InterfacesHumans rely on automated suggestions from technology every day to make decisions, from self-driving cars to which movie to watch next. Most existing research examines trust in automation for high-risk domains as well as vast recommender systems for low-risk consumer use. This research aims to evaluate human trust in automated decision aids for low-risk everyday use, where one automated suggestion is presented and a few alternative options are available. In the current study, we investigate whether anthropomorphic imagery and information reliability can influ-ence perceived trust of the automated decision aid. We report on results from 105 participants, which suggest that levels of semi-anthropomorphic imagery do not influence trust in the way that a full anthropomorphic image of a human might. Our work contributes to a deeper understanding of how to utilize design, specifically visual imagery, to appropriately calibrate trust in auto-mated decision aids for everyday use.Dara Gruber (University of Minnesota), Wilma Koutstaal (University of Minnesota), and Ashley Aune (University of Minnesota)

Differences in Working-Memory Capacity Modulate Top-Down Control of Social AttentionGaze following, or our ability to attend to where others are look-ing can be top-down controlled by context information about the social relevance of the gaze signal. In particular, it has been shown that gaze signals are followed more strong-y when the gazer is believed to have a mind with the ability to show inten-tional behavior (i.e., human) compared to being pre-programmed (i.e., robot). Perceiving human traits in nonhuman agents (i.e., anthropomorphism) occurs naturally in human-robot interaction, where it has positive effects on performance. It can also atten-uate performance, if the robot is designed in a way that makes it hard to categorize as human or nonhuman (e.g., humanoid appearance), and inflicts additional working memory load due to categorical ambiguity. Here, we examine if gaze signals of ambiguous humanoid agents are followed differently than those of unambiguous human or robot agents, and to what extent gaze following is affected by individual differences in working memory capacity (WMC). We assume participants with high versus low WMC to be more capable of suppressing reflexive gaze following behaviors to the cued location in a counterpredictive paradigm (where targets appear with high likelihoods at uncued locations), particularly when being cued by humanoid gazers (top-down control, which requires cognitive resources). While the analysis showed no effect of categorical ambiguity on top-down control abilities overall, it revealed that participants with low WMC had weaker top-down control than participants with high WMC for the most ambiguous humanoid agent. The results are discussed with regard to the design of social agents and human-robot interaction.Ali Momen (George Mason University) and Eva Wiese (George Mason University)

Minions for the Rich? Financial Status Changes How Consumers See Products With Anthropomorphic FeaturesThe present research distinguishes between marketers’ efforts to design products with human features and consumers’ perceived agency. Four studies assessed the hypothesis that consumers’ financial status influences their expectations about how a product with humanlike features would treat them, affecting their motiva-tion to perceive the marketer-designed anthropomorphic features as signaling human agency and influencing their evaluations of the humanlike entity. In study 1, participants who perceived them-selves to have high financial status expected a humanized entity (a self-driving car) would prioritize their well-being over that of others, whereas people who perceived themselves to have low financial status expected the opposite. The results of study 2 indi-cate that participants with higher perceived financial status both afforded greater agency to humanized products and liked these products better than did participants with lower perceived finan-cial status. These effects were mediated by commercial treat-ment expectations, controlling for perceived control and self-effi-cacy. Further confirming the role of treatment expectations, when participants believed people with low financial status would be treated better than those with high financial status, we observed the reverse pattern (study 3). Finally, study 4 replicated the effect of financial status on consumers’ product evaluations using a measured, not manipulated, variable of financial status. Findings support the view that effective anthropomorphism requires mar-keters to take into account consumers’ motivation to interpret a target with humanlike features as having positive agency, which results from treatment expectations.Hye-young Kim (University of Chicago) and Ann L. McGill (University of Chicago)


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2:00–3:15 p.m. Congress

PAPER SESSION

Navigating Online InformationSession ChairNicole Krämer (University of Duisburg-Essen)

What Do People Attend to When Searching for Information on the Web: An Eye-Tracking StudyThe perceived credibility of information plays a major role in information selection and influence (Metzger & Flanagin, 2015). Accordingly, past research has examined people’s information selection and their decision outcomes, in both web and social media environments (e.g., Knobloch-Westerwick, 2015; Winter & Krämer, 2012). Yet, in spite of this research, the specific processes of people’s information selection and credibility assessment are not fully understood. To better specify credibility evaluation behaviors, we employed eye-tracking methods as a means to determine precisely which web page cues (i.e., author, introduc-tion, short advance summary, social media information, pro & con arguments, peer comments, poll on the topic) people attend to as they form opinions about web site credibility. Additionally, we induced participants’ information search motivations (i.e., accuracy, defense, impression motivation, or a control). 87 par-ticipants in our study viewed a web page for 3.5 minutes while their eye movements were tracked. Think-aloud techniques and post-hoc credibility ratings were used to assess their approaches. Surprisingly, although author information has been shown to have an important impact on both selection and credibility assessment (Winter & Krämer, 2012), results showed that it is consulted last. Primary attention is given to arguments on the web page, and the introduction and short advance summary. Social informa-tion appears to be less relevant. Moreover, there is no correla-tion between duration of browsing various cues and credibility assessment. Also, the patterns of observation are not dependent on information search motivations.Nicole Krämer (University of Duisburg-Essen), Andrew Flanagin (University of Southern California, Santa Barbara), Miriam Metzger (University of Southern California, Santa Barbara), Nadine Preko (University of Duisburg-Essen), and Stephan Winter (University of Amsterdam)

On the (Dis-)Similarity of Online and Offline Social RewardsFrom neuroscience research, we know that social stimuli are rewarding analogue to primary reinforcers. Activations in the brain’s reward network can be found not only when seeing food or sex pictures, but also when seeing smiling faces, being liked (Izuma et al., 2008), and disclosing information to others (Tamir & Mitchell, 2012). This reflects what people see and do in social net-working sites: they disclose information to others and experience that their content is being liked by others. Especially experiencing social acceptance in form of positive feedback should therefore be perceived as rewarding. However, there is an ongoing debate on whether these social rewards experienced online are as valu-able as offline social rewards (Tamir & Ward, 2015). In two stud-ies with a 2x2x2 within subjects design, participants evaluated offline and online feedback that was either verbal or nonverbal and either neutral or positive. In the first online study, participants had as much time as they wanted to evaluate all stimuli. In study 2, participants rated the same stimuli under time pressure in order to receive evaluations more unbiased by demand characteristics

and social desirability. In study 1, positive feedback was more rewarding offline than online. However, regarding neutral feed-back, message notifications or friend requests (online) were perceived as more rewarding than neutral looking faces (offline). In the second study, there was again a significant difference between offline and online nonverbal stimuli (offline>online), but in contrast to study 1, there was no significant effect for verbal stimuli. Again, neutral nonverbal stimuli were rated more reward-ing online than offline.Astrid Rosenthal-von der Pütten (RWTH Aachen University), Yannic Meier (University of Duisburg-Essem), and Nicole Krämer (University of Duisburg-Essen)

Managing Privacy While Managing Pain: A Mixed Methods Study of Health Disclosures on Social MediaHealth disclosures are common online, yet there is limited under-standing of how people manage privacy while sharing sensitive personal data about their health conditions publicly on social media. In this paper, we explore how people with chronic pain manage their privacy and disclosure online.

We examine how the profile openness of Twitter users with chronic pain, defined by the degree of available personally iden-tifiable information (PII), is related to content they share on Twitter, with a focus on emotional, social, stigma, and health-related characteristics of tweets. Linguistic analysis reveals an overall normative bias towards expressing positivity online, an inverse relationship between the amount of PII revealed in profiles and disclosures in tweets, and a tendency for women to make fewer disclosures overall.

To complement our computational analyses, we interviewed people with chronic pain who use multiple social media platforms to publicly communicate about their illnesses. Our findings shed light on how they make decisions about what to share or withhold across multiple social media platforms, and the privacy manage-ment strategies they use to mitigate online risks, on both the indi-vidual and community level.

Our results identify a range of perceived risks and actual pri-vacy violations faced by this population online, both from within and outside of the chronic pain community. Despite sharing sen-sitive information online, people with chronic pain are extremely conscious of the privacy risks of their public disclosures, and their decision to make these disclosures is based on a nuanced pri-vacy calculus of costs and benefits.Shruti Sannon (Cornell University), Elizabeth Murnane (Stanford University), Natalya Bazarova (Cornell University), Geri Gay (Cornell University)


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2:00–3:15 p.m. Monument

SYMPOSIUM

Designing Technology to Improve the Lives of Older Adults at Risk for Social Isolation: Findings From the PRISM Randomized Controlled TrialSession ChairWalter Boot (Florida State University)

This symposium describes a multidisciplinary randomized controlled trial that investigated benefits of technology for older adults at risk for social isolation. Intuitively, it would seem that technology that allows for communication, information gathering, and social support can enhance the well-being and quality of life of older adults, yet few randomized controlled trials have explored this issue, and an early trial showed little benefit. The objective of the Personal Reminder Information and Social Management (PRISM) trial was to gather rigorous evidence about the value of technology for older adults and the impact of an easy-to-use computer system, designed for older adults, on outcomes including social isolation, social support, computer attitudes/proficiency, and technology acceptance. Presenters will discuss the iterative, user-centered design process used in the design of PRISM, that involved older adults, software engineers, and human factors specialists. This process shaped the look and functionality of the PRISM system. Also key was the iterative development of training and instructional support materials used during the trial to ensure that the older adults could use the PRISM system. Presenters will highlight significant changes observed in outcomes over one year, individual difference predictors of system and feature use, the development of new assessments to measure technology proficiency, and other lessons learned during the design and imple-mentation of PRISM. A design process that incorporates the needs, abilities, and preferences of older adults can encourage and facilitate the use of technology, and technology can enhance the well-being and quality of life of older adults.

The Design of the PRISM SystemTo improve well-being and quality of life, the technology must first be perceived as both valuable and easy to use to encourage adoption. The PRISM system was specifically designed with the needs, preferences, and abilities of older adults in mind. This was accomplished through a usercentered, iterative design approach employing a variety of human factors methods. We describe the development process. Initially, focus groups (N = 113) with high and low education participants assessed likes and dislikes for technology. Then survey studies (N = 281) were conducted to better understand the content and features that older adult com-puter users employ and find valuable, which then informed the content of PRISM functions and training. Formative evaluation of prototypes with older adults with no prior computer experience identified how the design of the system might be improved. Two phases of user testing were conducted with representative par-ticipants first being asked to perform PRISM tasks while perfor-mance was recorded. Participants also rated the ease of use and usability of the system and features. This phase of user testing resulted in a modified version of PRISM that was then experi-enced by participants in the second phase. Critically, the help sys-tem, supporting materials (e.g., PRISM user guides), and PRISM training were also tested. This initial design phase was crucial to the success of the PRISM trial; as will be discussed in subsequent talks PRISM participants found the system valuable, easy to use, used it frequently, and the PRISM system had its intended effect on social outcome measures. Neil Charness (Florida State University)

The PRISM Trial and Primary Outcomes Due to changes in life circumstances, many older adults confront problems with social isolation and loneliness, both of which are associated with declines in physical, emotional and cognitive health and lower quality of life. The PRISM trial was a multi-site randomized field trial that was conducted at three sites and involved 300 participants (Mage = 76) that explored whether tech-nology can enhance social connectivity and reduce loneliness and social isolation among older adults at risk for social isolation. Participants lived alone independently in the community, didn’t work, volunteered and socialized minimally, and had minimal previous computer experience. Participants were randomized to either receive the PRISM system in their home for an entire year, or were assigned to a control condition that received similar infor-mation as the PRISM system but in paper form (Binder condition). After six months the PRISM group, as compared to the control group, reported significantly less loneliness, increased social support, and enhanced well-being. There was also a trend indi-cating a decline in social isolation. Large increases in computer proficiency, comfort, and self-efficacy were also observed at six and twelve months. Primary outcome measures confirmed that technology applications like PRISM, when designed and imple-mented using a usercentered design approach, can improve the lives of older adults by reducing loneliness and enhancing social connectivity, while also boosting self-efficacy and attitudes toward technology as well as technology proficiency. Sara J. Czaja (University of Miami)


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PRISM Use and Predictors of UseIn addition to a focus on changes in outcome measures, the PRISM trial explored computer usage over the length of the year-long trial. The use of all PRISM features (e-mail, Internet, Games, Classroom, Calendar, Photos, Community, Help) was recorded and sent to a central server. This allowed for the identification of the most used features to determine which features were most valuable to older adults, as well the study of predictors of PRISM usage. Despite the fact that the sample consisted of very low computer proficient older adults, PRISM use was high and continued over 12 months. On average, participants accessed the PRISM system about 4 days a week, and the most frequently accessed features were e-mail and Internet, followed by games. Use data provide insight into the features most valuable to older adults at risk for social isolation, and predictors of use inform and advance existing models of technology acceptance and adoption. However, there were also substantial individual differences with respect to PRISM use. Individual differences in cognitive ability, earlier use of the system, and interest in computers predicted later use. These data provide insights for broader-based mod-els of technology acceptance to guide design, instruction, and deployment of products for older adults. Specifically, the provi-sion of opportunities to foster interest and gain experience with computer technologies may play a critical role in the likelihood that older adults adopt such technologies. Wendy A. Rogers (University of Illinois at Urbana-Champaign)

Leisure Activity and The PRISM SystemWhile the main focus of PRISM was to facilitate social interaction and information access, PRISM also offered leisure opportunities for older adults, including a suite of eleven digital games. This talk will explore game use, game preferences, and predictors of use and preference in the PRISM trial. There is a substantial dig-ital divide with respect to video game play, with half of all adults reporting playing digital games, compared to only 25% of older adults. While a number of studies have examined potential barri-ers to gameplay faced by older adults, these studies have largely been focus group and survey studies. PRISM allowed for the unique opportunity to study digital game use and preferences

“in the wild.” Game use was high with participants accessing the games feature, on average, 197 days out of the year-long inter-vention period. However, game use was also highly variable, ranging from 3 days of gameplay to 359 days. Solitaire was by far the most popular game, but groups of participants exhibited different patterns of preference. Some evidence suggested that cognition and personality shaped game use and preference, but these effects were small. Interestingly, analyses indicated that gameplay predicted future use of other PRISM features, even after controlling for previous game and feature use. This provides initial evidence that the presence of games on the system had a benefit in that they encouraged the use and exploration of other features of the PRISM system, which may partly be responsible for the success of the intervention.Walter R. Boot (Florida State University)


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KEYNOTE ADDRESSIntroductionHoward Kurtzman (APA)

ALEX PENTLANDProfessor of Media Arts and Sciences, Director of the Connection Science and Human Dynamics programs Massachusetts Institute of Technology

Social Physics: Quantitative Modeling and Shaping of Behavior by Social Context

Social Physics was a dream of early 1800s French idealists, and is the idea of using statistics to quantify and manage change in culture. This idea inspired the modern national census, but the difficulty of acquiring data limited what could be accomplished. Today modern technology produces a continuous trail of digital breadcrumbs that allows human behavior to be examined even in complex natural environments. I will describe large scale studies that demonstrate that quantitative but privacy-preserving measures of social con-text can be used to accurately predict and shape a wide range of important common behaviors. Similar quantitative measures are now mandated within the UN Sustainable Development Goals, and we are deploying country-scale experimental prototypes in Africa and Latin America.


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CLOSING RECEPTIONWITH REMARKS AND OPEN DISCUSSION OF NEXT STEPS

Howard Kurtzman (APA)

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