Negative affective environments improve complex solving performance

Based on recent affect-cognition theories (Bless et al., 1996; Fiedler, 2001; Sinclair, 1988), the present study predicted and showed a differentiated influence of nice and nasty environments on complex problem solving (CPS). Environments were constructed by manipulating the target value ‘capital’ of a complex scenario: Participants in the nice environment (N=42) easily raised the capital and received positive feedback, whereas those in the nasty environment (N=42) hardly enhanced the capital and got negative feedback. The results showed that nasty environments increased negative and decreased positive affect. The reverse was true for nice environments. Furthermore, nasty environments influenced CPS by leading to a higher information retrieval and a better CPS performance. Surprisingly, the influence of environment on CPS was not mediated through affect (cf. Soldat & Sinclair, 2001), as recent affect-cognition theories suggest. The missing influence of affect and the strong impact of environment are discussed

Goal Driven Interaction (GDI) vs. Direct Manipulation (MD), an empirical comparison

Interacción'15, September 07-09, 2015, Vilanova i la Geltrú, Spain ACM 978-1-4503-3463-1/15/09. http://dx.doi.org/10.1145/2829875.2829892This paper presents a work in process about Goal Driven Interaction (GDI), a style of interaction intended for inexperienced, infrequent and occasional users, whose main priorities are to use a system and achieve their goals without cost in terms of time or effort. GDI basic philosophy is to guide the user about the "what" to do and the "how" to do it in each moment of the interaction process, without requiring from the user a previous knowledge to use the interface. This interaction style was introduced in previous work, where a description of its characteristics and the most appropriate user interface for it, were described. Those works included a methodology for the analysis and synthesis of the whole interactive process through a language of specification. This paper presents partial results we are collecting in real user testing, with the main aim of comparing GDI with direct manipulation interfaces (MD), nevertheless the most extended and commonly regarded as the most suitable for novice and experienced users.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Review on learning orientations

The need has arises towards the consideration of individual difference to let learners engage in and responsible for their own learning, retain information longer, apply the knowledge more effectively, have positive attitudes towards the subject, have more interest in learning materials, score higher and have high intrinsic motivation level. As regard to the importance of individual differences, Martinez (2000) has grounded a new theory, which is Intentional Learning Theory that covered individual aspects of cognitive, intention, social and emotion. This theory hypothesizes that the fundamental of understanding how individual learns, interact with an environment, performs, engages in learning, experiences learning, and assimilate and accommodate the new knowledge is by understanding individual’s fundamental emotions and intentions about how to use learning, why it is important, when the suitable time, and how it can accomplish personal goals and change. The intent of this theory is to focus on emotions and intentions of an individual regarding why, when and how learning goals are organized, processed, and achieved. In conclusion, Learning Orientations introduced by this theory describes the disposition of an individual in approaching, managing and achieving their learning intentionally and differently from others

Drops on soft solids: Free energy and double transition of contact angles

The equilibrium shape of liquid drops on elastic substrates is determined by minimising elastic and capillary free energies, focusing on thick incompressible substrates. The problem is governed by three length scales: the size of the drop $R$, the molecular size $a$, and the ratio of surface tension to elastic modulus $\gamma/E$. We show that the contact angles undergo two transitions upon changing the substrates from rigid to soft. The microscopic wetting angles deviate from Young's law when $\gamma/Ea \gg 1$, while the apparent macroscopic angle only changes in the very soft limit $\gamma/ER \gg 1$. The elastic deformations are worked out in the simplifying case where the solid surface energy is assumed constant. The total free energy turns out lower on softer substrates, consistent with recent experiments