To Binge or not To Binge: viewers’ moods and behaviors during the consumption of subscribed video streaming

The popularity of internet-distributed TV entertainment services, such as Netflix, has transformed TV consumption behavior. Currently, the level of control viewers have over their TV experiences, along with the release of com plete seasons at once, are some of the factors that stimulate the so-called binge watching phenomenon (the consumption of several episodes of a program in a single sitting). Most of binge-watching studies have focused on viewers’ habits and health effects. This paper presents a study that relates to viewers’ behaviors and moods. It was carried out with 13 young participants at their home, watching online content, collecting physiological, inertial, and self-reported data. We iden tify and compare binge-watching with non-binge-watching behaviors. Our results suggest that while viewers recur to online serial entertainment in pursuit of lei sure related needs, such as relaxation, relief from boredom and escapism, the act of binge-watching tends to make them feel rather unsatisfied with no change in Arousal. Nevertheless, in binge-watching the Positive Affect increases while the Negative decreases. Moreover, watching a single episode only, tends to result in increased arousal and but not necessarily in increased satisfaction. This prelimi nary finding can be the starting point of fruitful future investigations on unpack ing further motives and nuances from this outcome.info:eu-repo/semantics/publishedVersio

The Role of Individual Preferences in the Efficacy of Written Corrective Feedback in an English for Academic Purposes Writing Course

This study examined the effectiveness of written corrective and the role of individual differences (ID) in the uptake of the feedback. Data was taken from a nine-week, English as a foreign language (EFL) writing course from 101 intermediate (n=101) students at a private university in Kobe, Japan. Using an explanatory sequential mixed methods design, quantitative data was first collected concerning writing errors, followed by qualitative semi-structured interviews. Three classes were placed into either two treatment groups (direct and indirect) or a control group, and completed four writing tasks (pre-test, post-test and two delayed post-tests). The study found the two treatment groups showed significant improvements on local and global errors, whereas the control group did not. Additionally, the qualitative component elicited the influence of affective factors. The study adds to the body of literature addressing the impact of written corrective feedback, specifically on students’ self-editing strategies

microRNA-155 Regulates the Generation of Immunoglobulin Class-Switched Plasma Cells

SummarymicroRNA-155 (miR-155) is expressed by cells of the immune system after activation and has been shown to be required for antibody production after vaccination with attenuated Salmonella. Here we show the intrinsic requirement for miR-155 in B cell responses to thymus-dependent and -independent antigens. B cells lacking miR-155 generated reduced extrafollicular and germinal center responses and failed to produce high-affinity IgG1 antibodies. Gene-expression profiling of activated B cells indicated that miR-155 regulates an array of genes with diverse function, many of which are predicted targets of miR-155. The transcription factor Pu.1 is validated as a direct target of miR155-mediated inhibition. When Pu.1 is overexpressed in wild-type B cells, fewer IgG1 cells are produced, indicating that loss of Pu.1 regulation is a contributing factor to the miR-155-deficient phenotype. Our results implicate post-transcriptional regulation of gene expression for establishing the terminal differentiation program of B cells