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School of Psychology

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https://hdl.handle.net/1853/70756

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College of Sciences

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Work Science Center

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https://finding-aids.library.gatech.edu/agents/corporate_entities/1133

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Publication Search Results

Now showing 1 - 10 of 19

Individual Differences in Deepfake Detection: Mindblindness and Political Orientation

(Georgia Institute of Technology, 2021-01-14) Tidler, Zachary R.

The proliferation of the capability for producing and distributing deepfake videos threatens the integrity of systems of justice, democratic processes, and the general ability to critically assess evidence. This study sought to identify individual differences that meaningfully predict one’s ability to detect these forgeries. It was hypothesized that measures of affect detection (theory of mind ability) and political orientation would correlate with performance on a deepfake detection task. Within a sample (N = 173) of college undergraduates and participants from Amazon’s Mechanical Turk platform, affect detection ability was shown to correlate with deepfake detection ability, r(171) = .73, p < .001, and general orientation to the political left was shown to correlate with deepfake detection ability, r(171) = .42, p < .001. Stronger correlations with deepfake detection ability were observed among specific facets of political orientation: economic liberalism, r(171) = .40, p < .001, and social progressivism, r(171) = .57, p < .001. Political orientation was shown to add incrementally predictivity in a model that included both, political orientation and affect detection as predictors of deepfake detection ability. The deepfake detection task was also assessed as a predictor of an autism spectrum disorder screening instrument, r(171) = -.23, p < .001. The results of this study serve to identify populations who are particularly susceptible to deception via deepfake video and to inform the development of interventions that may help defend the vulnerable from nefarious attempts to influence them.
Gender differences in verbal, mathematical, and overall academic self-concept: a meta-analytic review

(Georgia Institute of Technology, 2017-12-07) Velez, Chelsea Vance

The literature provides many examples suggesting that males have, on average, higher academic self-concept levels when compared to females, especially in mathematical domains. Three meta-analyses were conducted to examine the magnitude of differences in overall academic, verbal, and mathematical self-concept. For all three constructs, males scored significantly higher than females on measures of self-concept, with weighted mean effect sizes from d = 0.13 to d = 0.41. Additionally, moderator variables such as the publication year of the study, were examined in an attempt to identify potential sources of gender differences in academic self-concept domains. The results of moderator analyses were varied across overall academic, verbal, and mathematical self-concept.
Emotional and cognitive interest: How creating situational interest affects learning with multimedia

(Georgia Institute of Technology, 2016-12-09) Yoo, Angela

There is disagreement in scientific literature over the educational benefits of generating situational interest (Rey, 2012). Situational interest refers to the positive affect and sustained attention triggered by features of a particular context (Hidi & Renninger, 2006). Some studies show that interesting information can be highly motivating, thus enhancing learning. but other studies find it can hinder learning. There is some limited evidence that the seductive detail effect is due to additional cognitive load, disruption of meaningful information pathways, or the priming of inappropriate schema. Therefore, this effect may be weakened if the emotionally interesting information is relevant to the main idea. The findings from the following research show that irrelevant interesting material can produce the seductive detail effect only under certain conditions. No effects were found due to relevant and interesting details. Harp & Mayer (1997) had proposed that creating cognitive interest, rather than emotional interest, is a more effective strategy for engaging students and improving learning because the material can cue the relationships among concepts for easier processing. Hidi & Renninger (2006) argue that the distinction between emotional and cognitive dimensions is artificial and faulty. This research was able to replicate beneficial results from cognitive interest studies but did not find any evidence as to whether emotional and cognitive interests are the same or separate constructs. The problem was due to the operationalization of cognitive interest in previous studies, as well as the lack of validation for the strategies utilized to manipulate levels of cognitive interest.
The effects of background music on video game play performance, behavior and experience in extraverts and introverts

(Georgia Institute of Technology, 2015-12-04) Levy, Laura M.

For many, listening to music is an enjoyable experience pursued throughout one’s lifetime. Nearly 200 years of music psychology research has revealed the various ways music listening can impact human emotional states, as well as cognitive and motor performance. Music in video games has come a long way from the first chiptunes of 1978 to the full scores written specifically for games today. However, very little is understood of how background game music impacts game performance, behavior and experience. Even less is known for how music variables might affect performance, behavior and experience by individual differences, such as personality type. In this study, 78 participants scoring in the top 30% for their age range of either extraversion or introversion played a cognitive-training game in four music conditions (silence, low tempo, medium tempo, and high tempo). Performance, game play behavior, and flow experience scores were analyzed for each music condition by level of extraversion. While no statistically significant differences were found in game performance scores by level of extraversion, there were statistically significant differences found for play behavior (physical mouse motions) and flow experience for the music conditions. These results suggest that music can both alter the nature of physical game inputs and also provide a more engaging game experience, while not necessarily impacting one’s ability to perform in a game.
Interaction of instructional material order and subgoal labels on learning in programming

(Georgia Institute of Technology, 2015-12-04) Schaeffer, Laura M.

Expository instructions, worked examples, and subgoal labels have all been shown to positively impact student learning and performance in computer science education. This study examined whether learning and problem solving performance differed based on the sequence of the instructional materials (expository and worked examples) and the presence of subgoal labels within the instructional materials. Participants were 138 undergraduate college students, age 17-25, who watched two instructional videos on creating an application in the App Inventor programming language before completing several learning assessments. A significant interaction showed that when learners were presented with the worked example followed by the expository instructions containing subgoal labels, the learner was better at outlining the procedure for creating an application. These manipulations did not affect cognitive load, novel problem solving performance, explanations of solutions, or the amount of time spent on instructions and completing the assessments. These results suggest that the order instructional materials are presented have has little impact on problem solving, although some benefit can be gained from presenting the worked example before the expository instructions when subgoal labels are included. This suggests the order the instructions are presented to learners does not impact learning. Previous studies demonstrating an effect of subgoal labels used text instructions as opposed to the video instructions used in the present study. Future research should investigate how these manipulations differ for text instructions and video instructions.
Metacognitive prompts and the paper vs. screen debate: how both factors influence reading behavior

(Georgia Institute of Technology, 2015-04-17) Chen, Dar-Wei

As online learning rises in popularity, students are increasingly learning through technology and without regular guidance from teachers. These learning environments differ from traditional classrooms in many ways and deliver different experiences. In this study, participants’ learning environments were manipulated using two independent variables, each with two levels for a total of four conditions: study medium (text was presented either on paper or a screen) and prompt type (text was interspersed with prompts designed either to induce metacognitive processes or to be interacted with non-metacognitively). Ninety-two participants were each assigned to one of the four conditions in a between-subject design, read three expository texts, completed a comprehension test after each text, and responded to a survey at the end of the study. Participants who read text on paper tended to take more notes and spend more time studying than those who read from a screen, but performance was equal between the mediums. Participants receiving metacognitive prompts performed better than non-metacognitive participants on multiple-choice questions with an effect size comparable to those generated by educational interventions in existing literature; however, the performance difference was not statistically significant unless prompt response scores were controlled for. In addition, behavioral differences emerged between metacognitive participants (re-read more) and non-metacognitive participants (summarized more while reading). The results from this study can be used to inform dialogue about technology in classrooms and instructional design.
Subgoal labeled instructional text and worked examples in STEM education

(Georgia Institute of Technology, 2014-01-13) Margulieux, Lauren Elizabeth

In science, technology, engineering, and mathematics (STEM) education, problem solving tends to be highly procedural, and these procedures are typically taught with general instructional text and specific worked examples. Instructional text broadly defines procedures for problem solving, and worked examples demonstrate how to apply procedures to problems. Subgoal labels have been used to help students understand the structure of worked examples, and this feature has increased problem solving performance. The present study explored using subgoal labels in instructional text to further improve learners’ problem solving performance. A factorial design examined the efficacy of subgoal labeled instructional text and worked examples for programming education. The results of the present study suggest that subgoal labels in instructional text can help learners in a different way than subgoal labels in worked examples. Subgoal labels in text helped the learner articulate the general procedure better, and subgoal labels in the example helped the learner apply those procedures better. When solving novel problems, learners who received subgoal labels in both the text and example performed better than those who received subgoal labels in only the example. Learners who received subgoal labels in only the example performed better than those who received subgoal labels in only the text and those who did not receive subgoal labels at all. The present study indicates that subgoal labeled instructional text can improve novices’ problem solving performance in programming, but subgoal labels must appear in both the text and example.
A framework of passive-active-constructive study techniques: a divergence between assigned and reported behaviors

(Georgia Institute of Technology, 2010-09-16) Bujak, Keith R.

An educational framework proposed by Chi (2009) aims to link overt study activities with outcomes via the underlying cognitive processes experienced by learners. Activities are classified along a continuum of passive, active, and constructive . Overt activities--¬such as reading, highlighting, and self-explaining--are grouped according to the hypothesized cognitive processes they engage. The framework posits that constructive activities yield the best learning, passive yield the poorest, and active is somewhere in between. Although these hypotheses are not supported by this experiment, there is evidence to suggest that college students employ study techniques that go beyond what they are asked to do. Also, the content of the text to be studied is potentially an important factor for determining the type of studying learners do regardless of what they are asked to do. In sum, although the framework is supported by many other studies, there might be additional variables that need to be considered when implementing this framework.
Strategies for Using Instructions in Procedural Tasks

(Georgia Institute of Technology, 2007-04-05) Eiríksdóttir, Elsa

The study examined whether an instruction-based strategy (studying the instructions before attempting the task) or a task-based strategy (attempting the task and referencing instructions) was more effective for procedural performance and learning. Four groups of participants learned to perform macram tasks and assembly tasks, and received detailed instructions at different times in the process of attempting the tasks. Performance was assessed at training and a week later by recording task completion time, correctness, and subjective cognitive load. The strategy for using instructions affected initial performance on the macram tasks, where instruction-based strategy was superior, but not later retention or transfer. This pattern of results was not found for the assembly tasks indicating that characteristics of the tasks influenced the effectiveness of the strategy for using instructions.
Social facilitation effects of virtual humans

(Georgia Institute of Technology, 2006-07-11) Park, Sung Jun

When people do an easy task, and another person is nearby, they tend to do that task better than when they are alone. Conversely, when people do a hard task, and another person is nearby, they tend to do that task less well than when they are alone. This phenomenon is referred to in the social psychology literature as "social facilitation" (the name derives from the "good" side of the effect). Different theories have been proposed to explain this effect. The present study investigated whether people respond to a virtual human the same way they do to a real human. Participants were given different tasks to do that varied in difficulty. The tasks involved anagrams, mazes, modular arithmetic, and the Tower of Hanoi. They did the tasks either alone, in the company of another person, or in the company of a virtual human on a computer screen. As with a human, virtual humans produced the social facilitation effect: for easy tasks, performance in the virtual human condition was better than in the alone condition, and for difficult tasks, performance in the virtual human condition was worse than in the alone condition. Implications for the design of instructional systems as well as other systems involving human-computer interactions are discussed.