The user’s experience with a recommender system is significantly shaped by the dynamics of user-algorithm interactions. These interactions are often evaluated using interaction qualities, such as controllability, trust, and autonomy, to gauge their impact. As part of our effort to systematically categorize these evaluations, we explored the suitability of the interaction qualities framework as proposed by Lenz, Dieffenbach and Hassenzahl. During this examination, we uncovered four challenges within the framework itself, and an additional external challenge. In studies examining the interaction between user control options and interaction qualities, interdependencies between concepts, inconsistent terminology, and the entity perspective (is it a user’s trust or a system’s trustworthiness) often hinder a systematic inventory of the findings. Additionally, our discussion underscored the crucial role of the decision context in evaluating the relation of algorithmic affordances and interaction qualities. We propose dimensions of decision contexts (such as ‘reversibility of the decision’, or ‘time pressure’). They could aid in establishing a systematic three-way relationship between context attributes, attributes of user control mechanisms, and experiential goals, and as such they warrant further research. In sum, while the interaction qualities framework serves as a foundational structure for organizing research on evaluating the impact of algorithmic affordances, challenges related to interdependencies and context-specific influences remain. These challenges necessitate further investigation and subsequent refinement and expansion of the framework.
LINK
Algorithmic affordances are defined as user interaction mechanisms that allow users tangible control over AI algorithms, such as recommender systems. Designing such algorithmic affordances, including assessing their impact, is not straightforward and practitioners state that they lack resources to design adequately for interfaces of AI systems. This could be amended by creating a comprehensive pattern library of algorithmic affordances. This library should provide easy access to patterns, supported by live examples and research on their experiential impact and limitations of use. The Algorithmic Affordances in Recommender Interfaces workshop aimed to address key challenges related to building such a pattern library, including pattern identification features, a framework for systematic impact evaluation, and understanding the interaction between algorithmic affordances and their context of use, especially in education or with users with a low algorithmic literacy. Preliminary solutions were proposed for these challenges.
LINK
Stimulating patients to approach their pain from a biopsychosocial perspective is central to chronic pain rehabilitation. However, conversations between patients and their healthcare professionals about the social and psychological factors that may contribute to the continuation of pain and disability can be challenging. The current scientific literature does not sufficiently pinpoint the difficulties in patient–practitioner interaction on chronic pain, and it falls short of answering the question of how a joint exploration of the social and psychological factors that might be involved in the patient’s pain and evolving disability can be enhanced. In this theoretical article, we introduce discursive psychology as a potentially valuable research perspective to gain a better understanding of the difficulties in patient–practitioner interaction in the context of chronic pain rehabilitation. Discursive psychology focuses on features of people’s talk (e.g. that of patients and practitioners) and is concerned with the social practices that people perform as part of a specific interactional context. In this paper, we provide an introduction to the main theoretical notions of discursive psychology. We illustrate how discursive psychological analyses can inform our understanding of the specific sensitivities in conversations between patients with chronic pain and their practitioners. Finally, we address how a better understanding of these sensitivities offers a gateway towards improving these conversations. Een belangrijk principe in revalidatie bij chronische pijn is de benadering van de pijn vanuit een biopsychosociaal perspectief. Het blijkt echter een uitdaging voor patiënten en behandelaars om de sociale en psychologische factoren die een rol spelen bij chronische pijn te bespreken. In de huidige wetenschappelijke literatuur is hier nog niet voldoende aandacht voor; en wordt geen perspectief geboden voor verbetering van de gezamenlijke verkenning van sociale en psychologische factoren. In dit theoretische artikel introduceren we discursieve psychologie als een mogelijk waardevol onderzoeksperspectief om een beter begrip tot stand te brengen van de complexiteit van interactie in de context van chronische pijn revalidatie. Discursieve psychologie richt zich op kenmerken van interactie, in het bijzonder de sociale praktijken die tot stand worden gebracht binnen een specifieke interactionele context. We beschrijven de belangrijkste theoretische principes van discursieve psychologie en illustreren hoe een DP analyse licht kan werpen op de specifieke gevoeligheden in conversaties tussen patiënten met chronische pijn en hun behandelaars. Tot slot bespreken we hoe een beter begrip van deze gevoeligheden een ingang biedt tot het verbeteren van deze conversaties.
DOCUMENT
Previous investigations of consumer subcultures in the CCT tradition focused primarily on consumer behaviours, feelings, experiences and meanings of consumption. This paper advocates that in order to deeply understand and interpret a particular subculture, researchers in consumer culture should consider more thoroughly the interaction between consumers and producers in consumption markets. This argument is illustrated with a research project on lifestyle sports. From the results of this study it appears that producers play a vital and interdependent role in meaning and interpretation processes. It is argued that processes in which consumers give meaning to activities can not be isolated from the processes in which producers ascribe meanings to activities, settings and markets. In this 'circuit of culture', production and consumption are not completely separate spheres of existence but rather are mutually constitutive of one another (Du Gay, Hall, Janes, Mackay, & Negus, 1997).
DOCUMENT
Abstract Background Although family photos are often used in the psychosocial care for people with dementia, little is known about the use and efectiveness of generic photos. This systematic literature review explored psychosocial interventions using generic photos for people with dementia, and the efects they have on their social interaction and/or mood and/or quality of life. In addition, it was investigated whether these interventions made use of technol‑ ogy in its implementation. Methods A systematic search on the following databases was performed: PubMed, Embase, APA PsychInfo, Cinahl, Web of Science, Scopus and Cochrane Central. Inclusion and exclusion criteria were based on the PICO model (Popu‑ lation, Intervention, Comparison, Outcome), and quality assessment was undertaken using the Weight of Evidence Framework. Narrative synthesis was undertaken to summarize study characteristics- settings and designs, type of psy‑ chosocial interventions identifed, type of photos and technology used, outcome measures, and results. Results A total of 2,035 results were found, however after title, abstract and full-text screening, a total of 8 studies were included. The most common psychosocial intervention using generic photos was found to be reminiscence therapy, followed by art-viewing activities. In studies that used technology, it was reported that viewing digitalized photos were either similar or better to conventional printed photos. Despite photos being generic, it was found that generic photos could still hold personal signifcance to the person with dementia. Some positive and signifcant efects were found for the outcomes social interaction, mood and quality of life, though no study evaluated all three outcomes. Two studies were rated as having high overall quality, 4 were rated as fair, and 2 studies had a low quality assessment rating. Conclusion Studies found using generic photos were limited, showing varying outcomes and methodological quality. Firm conclusions on the efectiveness of interventions using generic photos are not possible. However, the use of generic photos in psychosocial interventions is a promising area for future research. Researchers should consider studies with better methodological quality and larger samples; and qualitative studies where the intention is to get better insight into successful implementation and impact mechanisms of such psychosocial interventions.
DOCUMENT
In March 2020 schools in The Netherlands closed to contain the spread of Covid-19 virus. Shortly after, schools took to online education. The condensed setting of the Covid-19 situation provided a background to study which learning activities and tools teachers choose in online education and how they use them to promote interaction. Interaction is quintessential to learning but in online education it is not easy to provide room for interaction. Our central research question therefore is how interaction within online education activities change over time. An online longitudinal survey amongst teachers was conducted. The first four rounds took place in the early stages of the lockdowns and shortly after. In total 179 different secondary school teachers participated of whom 16 responded three rounds or more. Most teachers use tools in online education that can facilitate more interaction than necessary for the Instructional Design. This means that improving interaction in online education is more a pedagogical challenge than a technical one. It was also found that teachers who deploy Instructional Designs that require more interaction use more and different tools. However, only few of these tools seem to facilitate the interactive quality the teachers pursued. Over time we saw the interactive quality of Instructional Design and tools converge. We are in awe of the artful way in which some teachers manage to combine the possibilities of different tools to establish high interactive quality in the online learning processes they conduct.
DOCUMENT
Recommenders play a significant role in our daily lives, making decisions for users on a regular basis. Their widespread adoption necessitates a thorough examination of how users interact with recommenders and the algorithms that drive them. An important form of interaction in these systems are algorithmic affordances: means that provide users with perceptible control over the algorithm by, for instance, providing context (‘find a movie for this profile’), weighing criteria (‘most important is the main actor’), or evaluating results (‘loved this movie’). The assumption is that these algorithmic affordances impact interaction qualities such as transparency, trust, autonomy, and serendipity, and as a result, they impact the user experience. Currently, the precise nature of the relation between algorithmic affordances, their specific implementations in the interface, interaction qualities, and user experience remains unclear. Subjects that will be discussed during the workshop, therefore, include but are not limited to the impact of algorithmic affordances and their implementations on interaction qualities, balances between cognitive overload and transparency in recommender interfaces containing algorithmic affordances; and reasons why research into these types of interfaces sometimes fails to cross the research-practice gap and are not landing in the design practice. As a potential solution the workshop committee proposes a library of examples of algorithmic affordances design patterns and their implementations in recommender interfaces enriched with academic research concerning their impact. The final part of the workshop will be dedicated to formulating guiding principles for such a library.
LINK
Aim: There is often a gap between the ideal of involving older persons iteratively throughout the design process of digital technology, and actual practice. Until now, the lens of ageism has not been applied to address this gap. The goals of this study were: to voice the perspectives and experiences of older persons who participated in co-designing regarding the design process; their perceived role in co-designing and intergenerational interaction with the designers; and apparent manifestations of ageism that potentially influence the design of digital technology. Methods: Twenty-one older persons participated in three focus groups. Five themes were identified using thematic analysis which combined a critical ageism ‘lens’ deductive approach and an inductive approach. Results: Ageism was experienced by participants in their daily lives and interactions with the designers during the design process. Negative images of ageing were pointed out as a potential influencing factor on design decisions. Nevertheless, positive experiences of inclusive design pointed out the importance of “partnership” in the design process. Participants defined the “ultimate partnership” in co-designing as processes in which they were involved from the beginning, iteratively, in a participatory approach. Such processes were perceived as leading to successful design outcomes, which they would like to use, and reduced intergenerational tension. Conclusions: This study highlights the potential role of ageism as a detrimental factor in how digital technologies are designed. Viewing older persons as partners in co-designing and aspiring to more inclusive design processes may promote designing technologies that are needed, wanted and used.
DOCUMENT
Although Pedagogical Content Knowledge (PCK) is traditionally defined as a static quality that teachers possess and apply in practice, we conceive of PCK as constituted by a dynamic, mutually influencing process between teacher and students. This co-constructing process is expressed in real-time interaction and defined by us as Expressed Pedagogical Content Knowledge (EPCK). The aim of this study is to develop a practically usable instrument that can track the microgenetic moment-to-moment interaction that embodies EPCK, and that enables us to observe different features and levels of EPCK in the form of changes in this interaction dynamics. We were interested to know how EPCK emerges and develops on the short-term time scale of classroom interaction. After presenting a general account of complex dynamic systems based measurement of psychological constructs (e.g., PCK), we describe a coding scheme for teacher-student interactions, based on theoretical EPCK components. The instrument was applied in an empirical observation study of a visit to a mobile planetarium by a grade 3 primary school class. A principal factor analysis was used to find latent EPCK components. Results show, firstly, that the instrument was reliable. Secondly, the variables in the coding scheme were relevant in view of the underlying theory. Thirdly, over the time course of the teaching session, latent components displayed various levels of EPCK – high, low or no ECPK. Instead of being an enduring or stable property of teaching-learning interactions, EPCK is a dynamic property occurring in the form of sequences of high and low levels, and corresponding peaks in the latent factors. Notably, EPCK did not appear in the form of a continuous steady state level but occurred in the form of bursts of high-level EPCK. We conclude that our coding scheme provides an adequate method for studying pedagogical content knowledge as it self-organizes in the form of real-time activity in the classroom.
LINK
afstudeerscriptie van studente Psychologie Yasmin Gharavi gepubliceerd in BMC Psychiatry: Background: Family members who care for patients with severe mental illness experience emotional distress and report a higher incidence of mental illness than those in the general population. They report feeling inadequately prepared to provide the necessary practical and emotional support for these patients. The MAT training, an Interaction- Skills Training program (IST) for caregivers, was developed to meet those needs. This study used a single-arm pretestposttest design to examine the impact of the training on caregivers’ sense of competence (self-efficacy) and burden.
LINK
