We are the Change that we Seek: Information Interactions During a Change of Viewpoint

There has been considerable hype about filter bubbles and echo chambers influencing the views of information consumers. The fear is that these technologies are undermining democracy by swaying opinion and creating an uninformed, polarised populace. The literature in this space is mostly techno-centric, addressing the impact of technology. In contrast, our work is the first research in the information interaction field to examine changing viewpoints from a human-centric perspective. It provides a new understanding of view change and how we might support informed, autonomous view change behaviour. We interviewed 18 participants about a self-identified change of view, and the information touchpoints they engaged with along the way. In this paper we present the information types and sources that informed changes of viewpoint, and the ways in which our participants interacted with that information. We describe our findings in the context of the techno-centric literature and suggest principles for designing digital information environments that support user autonomy and reflection in viewpoint formation

A mixed-method approach on digital educational games for K12:Gender, attitudes and performance

Research on the influence of gender on attitudes towards and performance in digital educational games (DEGs) has quite a long history. Generally, males tend to play such games more engagingly than females, consequently attitude and performance of males using DEGs should be presumably higher than that of females. This paper reports an investigation of a DEG, which was developed to enhance the acquisition of geographical knowledge, carried out on British, German and Austrian K12 students aged between 11 and 14. Methods include a survey on initial design concepts, user tests on the system and two single-gender focus groups. Gender and cultural differences in gameplay habit, game type preferences and game character perceptions were observed. The results showed that both genders similarly improved their geographical knowledge, although boys tended to have a higher level of positive user experience than the girls. The qualitative data from the focus groups illustrated some interesting gender differences in perceiving various aspects of the game