D7.2 1st experiment planning and community management

The present deliverable, outlines the overall strategy for approaching the tasks of (a) developing and sustaining an engaged school-based community of ProsocialLearn users; and (b)planning and facilitating small-scale and large-scale school-based evaluation studies of the Prosocial Learn technological solution. It also presents the preliminary work undertaken so far, and details the activities planned for M9-15 with respect to community development and small-scale studies

Creating opportunities to learn social skills at school using digital games

Acquiring skills for social and emotional well-being is important for inclusive societies and academic achievement. Studies have demonstrated the beneficial link between prosocial behaviours and improved results in curriculum topics. This paper describes a Prosocial Learning (PSL) process for creation and delivery of digital games for children (7-10 yrs) within educational systems that support learning of prosocial skills. The approach combines prosocial pedagogies with advanced ICT technologies and cloud delivery models to create attractive and exciting learning opportunities for children; produce novel digital game-based pedagogies and simplify deployment.Prosociality is a concept that refers to an individual’s propensity towards positive social behaviours. Individuals with prosocial skills are, for example, able to join in conversations, talk nicely, identifying feelings and emotions in themselves and others, identify someone needs help and ask for help. PSL classifies these skills in terms of Friendship, Feelings and Cooperation. By using interactive digital games supported by additional instructive and reflective activities, PSL allows children to learn social skills that can be generalised to real life situations in the classroom, playground and at home.PSL is implemented through a technology platform offering systematic pedagogical support for prosocial games developed by an ecosystem of teachers and games companies. Capabilities include multi-modal sensors to observe emotional affect, game interaction and decision-making. Information is acquired through standard protocols (e.g. xAPI) and evaluated by learning analytics algorithms to provide real-time feedback on player behaviours that are be used for in-game feedback and adaptation, and by teachers to shape follow-up activities. PSL is validated through short and longitudinal studies at European schools to gather evidence for effectiveness. This paper provides early evidence from short studies that will steer larger pan-European trials to test hypotheses, promote to policy makers and to increase adoption of game-based learning in school

ProsocialLearn: D2.5 evaluation strategy and protocols

This document describes the evaluation strategy for the assessment of game effectiveness, market value impact and ethics procedure to drive detailed planning of technical validation, short and longitudinal studies and market viability tests

Conceptualization and Measurement of Adolescent Prosocial Behavior: A Two-Study Mixed Methods Investigation

Prosocial behavior is a multifaceted construct that may be expressed and received in a myriad of ways, thereby posing several challenges in measurement. Undoubtedly, significant advancements in the measurement of prosocial behavior have been made since the construct first found its way onto the research stage; however, a few fundamental problems persist with regard to: 1) the absence of a universally employed definition, 2) substantial variation in operationalization and measurement of the construct, and 3) inconsistent reports regarding the nature of prosocial development during the transition between adolescence and young adulthood. These issues are further compounded under conditions of adversity or in consideration of cultural influence. Researchers often face challenges conceptualizing and developing standardized metrics of prosocial behavior that are representative of adolescent experiences across cultures. The overarching aim of this multiphase mixed methods investigation was to place the construct under scrutiny, examining both measurement and conceptual equivalence across diverse youth

Designing Persuasively using Playful Elements

Alongside productivity and communication, computers are a valuable tool for diversion and amusement. Game Designers leverage the multifaceted world of computing to create applications that can be developed persuasively; designs can be formulated to compel users towards actions and behaviours which range from engaging in the game’s mechanics, micro-transactions, or in more complex manifestations such as encouraging reflection via the evaluation of the moral argument presented in the gameplay narrative. In my dissertation, I explore how to create compelling experiences during playful interactions. Particularly, I explore how design decisions affect users’ behaviours, and evaluations of the gaming experience to learn more about crafting persuasive mechanics in games. First, I present research on calibrating aspects of difficulty and character behaviour in the design of simple games to create more immersive experiences. My work on calibration of game difficulty, and enemy behaviour contribute insight regarding the potential of games to create engaging activities, which inspire prolonged play sessions. Further work in my dissertation explores how players interact with in-game entities they perceive as human and explores the boundaries of acceptable player interaction during co-located gaming situations. My early work gives rise to deeper questions regarding perspectives on co-players during gaming experiences. Specifically, I probe the question of how players perceive human versus computer-controlled teammates during a shared gaming experience. Additionally, I explore how game design factors in the context of a tightly-coupled shared multi-touch large display gaming experience can influence the way that people interact and, in turn, their perspectives on one another to ask: ‘how can games be used persuasively to inspire positive behaviours and social interaction?’. Issues of perspectives are a theme I carry forward in my work by exploring how game dynamics – in particular the use of territoriality – can be used to foster collaborative behaviours. Further, I discuss how my work contributes to the study of persuasive game design, games with purpose, and cement my findings in relation to the games studies and computer science literature. Last, I discuss future work, in which I discuss my ambitions for using persuasive design for social good via Games4Change

Building better than we know: The residential built environment, trust, social behaviour, biology, and health

Over the last decade there has been a renewed interest in identifying exactly how aspects of the residential built environment “get under the skin” and affect the physical health of not only of those who dwell within, but reside and commute among, disorderly and deteriorating neighbourhoods. This thesis is focused on better understanding how aspects of the social environment are crystallised in the residential built environment, and in particular the proximate environmental, behavioural, and perceptual mechanisms that account for how our interaction with the residential built environment modulates both our social behaviour and physical health. Building on Wilson and O’Brien’s evolutionary construct of Community Perception, Chapter 1 reviews the relevant literature from across the evolutionary human sciences, social psychology, applied social epidemiology, and social neuroscience to propose a biologically plausible pathway from the residential built environment to physical health. The empirical chapters (Chapters 2 to 4), then test this framework through both experimental and observational studies. Employing an eye tracking paradigm, in Chapter 2 we learn about the perceptual mechanisms that account for how residential maintenance has a significant impact on our assessment of the social environment. In Chapter 3 we find no significant difference in social behaviour, assayed through a behavioural economics paradigm, following affective priming via different levels of residential maintenance. A result which could be a consequence of methodological factors, or a finding due to the absence of task-specific relevance of the maintenance cue in a socially neutral experimental framing. In Chapter 4, through an analysis of the UK Household Longitudinal Study biomarker data asset, we find that residential maintenance is significantly associated with poor physical health. Chapter 5 then assesses the validity of the thesis’s proposed framework, the thesis’s contribution to the burgeoning field of inquiry, and considers future work towards generating impactful evidence-based public policy proposals

Cross-cultural evidence for the influence of positive self-evaluation on cross-cultural differences in well-being

Poster Session F - Well-Being: abstract F197We propose that cultural norms about realism and hedonism contribute to the cross-cultural differences in well-being over and above differences in objective living conditions. To test this hypothesis, we used samples from China and the United States. Results supported the mediating role of positive evaluative bias in cross-cultural differences in well-being.postprin

Values and need satisfaction across 20 world regions

Poster Session F - Motivation/Goals: abstract F78Intrinsic valuing predicts the satisfaction of psychological needs (Niemiec, Ryan, & Deci, 2009). We conceptually replicate and extend this finding across 20 world regions. In multi-level models, Schwartz’s (1992) self-transcendence value was positively related to autonomy, competence, and relatedness satisfaction, even when controlling for the Big Five.postprin

Bridging the gap between emotion and joint action

Our daily human life is filled with a myriad of joint action moments, be it children playing, adults working together (i.e., team sports), or strangers navigating through a crowd. Joint action brings individuals (and embodiment of their emotions) together, in space and in time. Yet little is known about how individual emotions propagate through embodied presence in a group, and how joint action changes individual emotion. In fact, the multi-agent component is largely missing from neuroscience-based approaches to emotion, and reversely joint action research has not found a way yet to include emotion as one of the key parameters to model socio-motor interaction. In this review, we first identify the gap and then stockpile evidence showing strong entanglement between emotion and acting together from various branches of sciences. We propose an integrative approach to bridge the gap, highlight five research avenues to do so in behavioral neuroscience and digital sciences, and address some of the key challenges in the area faced by modern societies