A comparative study of users' subjective feeling collection instruments

Silva, Letícia G. Zacano da; Guimarães, Patrícia Deud; Gomes, Luciana Oliveira de Souza; Neris, Vânia Paula de Almeida

doi:10.1145/3424953.3426642

Cited by 5 publications

(3 citation statements)

References 14 publications

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“…Use of the PAD scale to establish emoji meanings was successful and there was good agreement between the average PAD scores of this study and the scores for valence and arousal obtained by Jaeger, Roigard et al [22] using Self-Assessment Manikins (SAM: Bradley and Lang [21]). Since each PAD dimension is an average of six semantic differential, this measurement approach requires more effort than the SAMs, but it may be worthwhile considering that the manikins are not intuitive to everybody [40]. The use of the three different PAD dimensions and 7-point scale has the advantage that it offers a more nuanced perspective compared to traditional sentiment analysis which generally only provides a three-way classification of positive, neutral and negative sentiments [41].…”

Section: Emoji Meaningsmentioning

confidence: 99%

Emoji for Food and Beverage Research: Pleasure, Arousal and Dominance Meanings and Appropriateness for Use

Jaeger

Jin

Ryan

et al. 2021

Foods

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Emoji have been argued to have considerable potential for emotion research but are struggling with uptake in part because knowledge about their meaning is lacking. The present research included 24 emoji (14 facial, 10 non-facial) which were characterized using the PAD model (Pleasure-Arousal-Dominance) of human affect by 165 consumers in New Zealand and 861 consumers in the UK. The results from the two countries were remarkably similar and contributed further evidence that emoji are suitable for cross-cultural research. While significant differences between the emoji were established for each of the PAD dimensions, the mean scores differed most on the Pleasure dimension (positive to negative), then on the Arousal dimension (activated to deactivated), and lastly on the Dominance dimension (dominance to submissive). The research also directly measured the perceived appropriateness of the 24 emoji for use with foods and beverages. The emoji face savoring food, clapping hands and party popper were in the top-5 for the highest appropriateness in food and beverage context for both studies, as was a strong negative expression linked to rejection (Study 1: face vomiting; Study 2: nauseated face). On the other hand, zzz and oncoming fist were considered as the least appropriate to be used in a food and beverage context in both studies. Again, the results from the UK and NZ were in good agreement and identified similar groups of emoji as most and least suitable for food-related consumer research.

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Section: Emoji Meaningsmentioning

confidence: 99%

Emoji for Food and Beverage Research: Pleasure, Arousal and Dominance Meanings and Appropriateness for Use

Jaeger

Jin

Ryan

et al. 2021

Foods

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“…In this regard, the encoding of emotional information has received so far greater attention than decoding, since it is tightly related to the action of detecting, representing or measuring emotions (da Silva et al, 2020;Fuentes et al, 2017;Mauss & Robinson, 2009;Mortillaro & Mehu, 2015). In their review of technologies for emotion-enhanced interaction already cited in Section 1.2, Cernea and Kern (2015) distinguishes between three types of techniques commonly adopted to estimate emotions: (1) perception-based estimation, derived from efferent manifestations of emotion such as facial expressions, vocal prosody or body posture (Bänziger et al, 2009;Martinez, Falvello, Aviezer, & Todorov, 2016); (2) physiological estimation, based on the detection of physiological patterns such as heart rate, blood pressure, or skin conductance (Shu et al, 2018); and (3) subjective feelings, based on the person's self-report of her own emotional experience (da Silva et al, 2020;Lavoué et al, 2017;Ritchie et al, 2016). As stated in the introduction, the thesis focuses on this last category.…”

Section: Theoretical Underpinningsmentioning

confidence: 99%

“…On the one hand, researchers that are primarily interested in the affect-related consequences of the use of the tool (Cernea & Kerren, 2015;Lavoué et al, 2020;Lavoué et al, 2017). For them, setting up an appropriate affective space and disposing of accurate measures would probably be the most important features (da Silva et al, 2020;Mortillaro & Mehu, 2015;Ritchie et al, 2016). On the other hand, researchers or practitioners that are primarily interested in learning processes and outcomes.…”

Section: Usability Test Of the Toolboxmentioning

confidence: 99%

Implementation and Assessment of a Multipurpose Appraisal-Driven Emotion Awareness Tool Based on Self-Report

Fritz

2023

Preprint

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In computer-mediated learning environments, especially in remote conditions, learners often lack the socio-affective cues that are usually available in face-to-face interactions. Socio-affective phenomena are known to play a prominent role at various levels of learning processes and outcomes, spanning high-order cognitive functions, motivation, sense of belonging, and quality of interaction with colleagues. Emotions, in particular, are nowadays considered dynamic and multifaceted phenomena that serve a wide range of adaptive functions. As a result, an interdisciplinary interest has recently emerged on ways by which computer-mediated learning environments may be endowed with emotional awareness, that is, information about one’s own emotions and/or the emotions of colleagues, which is instrumental to the learning task at hand. Emotion Awareness Tools are one such attempt to bestow learners with the possibility to produce and peruse emotional awareness through a dedicated interface that coexists with the overall learning environment. The thesis provides the details of the implementation and empirical assessment of an Emotion Awareness Tool with the following main characteristics. First, it is based on voluntary self-report of emotion. Second, it implements a computational structure of emotion rooted in appraisal theories of emotion, for which emotion elicitation and differentiation is a dynamic and ongoing process driven by a cognitive evaluation of the situation. Third, learners can produce and peruse emotional awareness through the tool on a moment-to-moment basis. Adopting an iterative design process, the implementation and assessment of the tool are guided by evidence gathered through empirical contributions aimed at investigating which factors – intrinsic to the tool, deriving from the interaction between learners and the tool, between learners themselves, as well as between learners and the instructional design – determine whether and how emotional awareness may be beneficial in computer-mediated learning environments. The main outcomes of the thesis are a toolbox that allows researchers and practitioners to configure an instance of the tool according to their own scientific or instructional goals, a structural causal model of the influence of emotional awareness on learning in computer-mediated environments, and methodological techniques or instruments that may be applied in similar contexts.

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