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The Halos of Devices: The Neo-Nimbus of Electronic Objects

We live in a world of glowing rectangles. Our devices emit a bluish light, akin to that from the cerulean sky. Even when they sleep, computers softly pulse tiny LEDs on and off, making their presence known through light. And where they were once uniformly black and dark gray, devices are now white, shiny, and reflective: they add light not just by emitting it, but by reflecting it. The airbrushed aluminium of Macintosh computers has a luminous flux that ranks higher on light meters than pure, snowy white.

Effects of advertisements and questionnaire interruptions on the player experience

Effects of advertisements and questionnaire interruptions on the player experience

New online stores and digital distribution methods have led to the development of alternative monetization models for video-games, such as free-to-play games with advertisements. Although there are many games using such models, until now the effect on the player experience from such interruptions has not been studied. In this controlled experiment, we requested that participants (N=236) play one of three different versions of a platformer game with: 1) no interruptions, 2) 30-second video advertisements, and 3) a multiple-choice questionnaire. We then evaluated the effects on the player experience. The study shows differences in their experiences, namely in: competence, immersion, annoyance, affects, and the reliability of the questionnaire answers. The contribution of this work is to identify which player experience variables are affected by interruptions, which can be valuable for selecting the business model and guiding the game design process.

Using brain potentials to functionally localise stroop-like effects in colour and picture naming : perceptual encoding versus word planning.

The colour-word Stroop task and the picture-word interference task (PWI) have been used extensively to study the functional processes underlying spoken word production. One of the consistent behavioural effects in both tasks is the Stroop-like effect: The reaction time (RT) is longer on incongruent trials than on congruent trials. The effect in the Stroop task is usually linked to word planning, whereas the effect in the PWI task is associated with either word planning or perceptual encoding. To adjudicate between the word planning and perceptual encoding accounts of the effect in PWI, we conducted an EEG experiment consisting of three tasks: a standard colour-word Stroop task (three colours), a standard PWI task (39 pictures), and a Stroop-like version of the PWI task (three pictures). Participants overtly named the colours and pictures while their EEG was recorded. A Stroop-like effect in RTs was observed in all three tasks. ERPs at centro-parietal sensors started to deflect negatively for incongruent relative to congruent stimuli around 350 ms after stimulus onset for the Stroop, Stroop-like PWI, and the Standard PWI tasks: an N400 effect. No early differences were found in the PWI tasks. The onset of the Stroop-like effect at about 350 ms in all three tasks links the effect to word planning rather than perceptual encoding, which has been estimated in the literature to be finished around 200-250 ms after stimulus onset. We conclude that the Stroop-like effect arises during word planning in both Stroop and PWI.

Inhakers met een twist

Blog in het kader van het onderzoeksproject ‘The Network is the Message‘ Met dit onderzoek willen Hogeschool Rotterdam en Hogeschool Utrecht een antwoord geven op de vraag: “Hoe kan de effectiviteit van communicatie in online sociale netwerken worden beoordeeld en verbeterd?” In deze blog: Inhakers werken! Ze worden gemiddeld drie keer vaker gedeeld op sociale media dan niet-inhakers (zoals branded content of advertenties) en bereiken bovendien meer mensen buiten de fanbase van de organisatie zelf (Waardenburg & Mazerant, 2018). Dit is nu niet direct een oproep aan alle merken om meteen met inhakers aan de slag te gaan: inhaakmoeheid ligt namelijk op de loer. Deze blog is een oproep om met kwalitatief goede inhakers aan de slag te gaan, want ze zijn alleen effectief als ze ook de moeite waard zijn om te delen.

I’m not your stereotype: gendering entrepreneurial education (EE)

Questions we care about (objectives) This study contributes to the body of knowledge of entrepreneurial educators’ strategies to work towards gender inclusion in entrepreneurial education (EE). By illustrating how gender stereotypes and gender bias are constructed and reconstructed in EE. An important insight is taken from the study by (Jones, 2014), this author shows that entrepreneurs are presented in EE as a homogeneous group with similar character traits and an equal 'entrepreneurial mindset' (p. 244). This description portraits a right way to be an entrepreneur which is traditionally been associated with a white western man, masculine behaviour and masculine abilities (Jones, 2014). As a consequence, a paradox in EE appears; training and education reduces the gender gap on the one hand (Cheraghi and Schøtt, 2015), but at the same time it is also the place where the gender gap is maintained because these gender stereotypes are intertwined in this training and education (Korhonen, Komulainen and Räty, 2012). The aim of this paper is to use Social Role Theory in order to better understand the dynamics of gender in EE. This leads to the following research questions: what are the main mechanisms that contribute to gender-inclusive entrepreneurship education (EE) and how are the different mechanisms that contribute to gender inclusive entrepreneurship education (EE) integrated into the current curriculum?Approach In-depth interviews with 12 lecturers that teach/coach in the field of EE from across various faculties in a large University for Applied Sciences combined with newsletters created by one of largest EE programs at this institution (267 pages in 2020) is carried out. A semi-structured questionnaire was used to guide the in-depth interviews. Subsequently, discourse analysis gives insight into gendering in EE at the investigated institution. Results The main findings suggests that when questioned about the topic all respondents stressed the importance of gender equally, only a few seem to be aware of the need to address the issue in their classroom(s) while none of the programs currently adopt a gender perspective while coaching their potential entrepreneurs or when addressing how the entrepreneurial ecosystem functions. Implications These findings and perspectives point to the importance of recognizing that a “one size fits all” approach to curricula may not be appropriate, and that gender-sensitive programming, especially related to dealing with these gender stereotypes and gender bias, are needed. This means that in educational development there are opportunities to create better education and create equal opportunities for male and female students. Value/originalityWomen still form the minority amongst the population of (potential) entrepreneurs and find it more difficult to grow their venture due to a range of (institutional) barriers. This study shows that, thus far, EE insufficiently addresses this topic and points to opportunities for interventions for increasing the gender inclusiveness of the entrepreneurial ecosystem, especially for female ones, instilling in them the awareness and knowledge that as a female entrepreneur starting a business isn’t without gendered challenges. This research therefore adds to the body of knowledge on the construction and reconstruction of gender stereotypes and gender bias in the field of EE.