A Multimethod Evaluation of Online Trust and Its Interaction with Metacognitive Awareness: An Emotional Design Perspective

Pengnate, Supavich; Antonenko, Pavlo D.

doi:10.1080/10447318.2012.735185

Cited by 27 publications

(15 citation statements)

References 61 publications

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“…The positively framed status was perceived, as expected from the Elaboration Likelihood Model (ELM), as more credible than the negatively framed status, with no differences in the readability or understandability of the text itself. This clearly demonstrates the effects of the visual framing, a finding in line with previous studies of the role of framing in credibility or trust assessment (Harris, Sillence, & Briggs, 2009;O'Keefe & Jensen, 2008;Pengnate & Antonenko, 2013). In addition, positive/negative affect was associated with the positive/negative framings, a finding in line with previous studies of affect in information processing (Fang, 2014;Kim, Kiousis, & Molleda, 2015).…”

Section: Discussionsupporting

confidence: 90%

Positive vs. Negative Framing of Scientific Information on Facebook Using Peripheral Cues: An Eye-Tracking Study of the Credibility Assessment Process

Rotboim

Hershkovitz

Laventman

2019

IJELL

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Aim/Purpose: To examine how positive/negative message framing – based on peripheral cues (regarding popularity, source, visuals, and hyperlink) – affects perceptions of credibility of scientific information posted on social networking sites (in this case, Facebook), while exploring the mechanisms of viewing the different components. Background: Credibility assessment of information is a key skill in today's information society. However, it is a demanding cognitive task, which is impossible to perform for every piece of online information. Additionally, message framing — that is, the context and approach used to construct information— may impact perceptions of credibility. In practice, people rely on various cues and cognitive heuristics to determine whether they think a piece of content is true or not. In social networking sites, content is usually enriched by additional information (e.g., popularity), which may impact the users' perceived credibility of the content. Methodology: A quantitative controlled experiment was designed (N=19 undergraduate students), collecting fine grained data with an eye tracking camera, while analyzing it using transition graphs. Contribution: The findings on the mechanisms of that process, enabled by the use of eye tracking data, point to the different roles of specific peripheral cues, when the message is overall peripherally positive or negative. It also contributes to the theoretical literature on framing effects in science communication, as it highlights the peripheral cues that make a strong frame. Findings: The positively framed status was perceived, as expected from the Elaboration Likelihood Model, more credible than the negatively framed status, demonstrating the effects of the visual framing. Differences in participants' mechanisms of assessing credibility between the two scenarios were evident in the specific ways the participants examined the various status components. Recommendations for Practitioners: As part of digital literacy education, major focus should be given to the role of peripheral cues on credibility assessment in social networking sites. Educators should emphasize the mechanisms by which these cues interact with message framing, so Internet users would be encouraged to reflect upon their own credibility assessment skills, and eventually improve them. Recommendation for Researchers: The use of eye tracking data may help in collecting and analyzing fine grained data on credibility assessment processes, and on Internet behavior at large. The data shown here may shed new light on previously studied phenomena, enabling a more nuanced understanding of them. Impact on Society: In an era when Internet users are flooded with information that can be created by virtually anyone, credibility assessment skills have become ever more important, hence the prominence of this skill. Improving citizens' assessment of information credibility — to which we believe this study contributes — results on a greater impact on society. Future Research: The role of peripheral cues and of message framing should be studied in other contexts (not just scientific news) and in other platforms. Additional peripheral cues not tested here should be also taken into consideration (e.g., connections between the information consumer and the information sharer, or the type of the leading image).

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Section: Discussionsupporting

confidence: 90%

Positive vs. Negative Framing of Scientific Information on Facebook Using Peripheral Cues: An Eye-Tracking Study of the Credibility Assessment Process

Rotboim

Hershkovitz

Laventman

2019

IJELL

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“…Behavioral design is closely related with whether or not or how the product allows users to interact with the task (Kirschner et al, 2004;Sánchez-Franco et al, 2014). The reflective design is at the top of the model and is associated with the rationalization and intellectualization of a product or environment (Norman, 2004;Miller, 2011;Pengnate and Antonenko, 2013). The Emotional Design Model provides a general framework for designing and evaluating the learning materials in the multimedia learning environment (Norman, 2004).…”

Section: Emotional Design In Multimedia Learningmentioning

confidence: 99%

More Attractive or More Interactive? The Effects of Multi-Leveled Emotional Design on Middle School Students’ Multimedia Learning

et al. 2020

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Previous studies on multimedia learning have provided shreds of evidence for the positive effect of visually attractive emotional design on college students' emotion and learning outcomes. However, the effect may vary among middle school students. The aim of this study was to examine the impacts of visual and behavioral emotional design on the emotional, motivational and cognitive outcomes of middle school students. In Experiment 1, 50 participants (ages 13-15) were randomly assigned to one of two conditions: visual positive emotional design (colorful and anthropomorphic design) and visual neutral emotional design (achromatic and without anthropomorphic design). In Experiment 2, 173 participants (ages 13-16) were randomly assigned to one of four conditions created by the two factors: visual emotional design (positive vs. neutral) and behavioral emotional design (positive vs. neutral). The behavioral positive emotional design allows learners to interact with learning materials, whereas behavioral neutral emotional design only allows learners to watch learning video. Results showed that both visually attractive and behaviorally interactive design (visual positive emotion design and behavioral positive emotional design) had positive effect on learners' positive emotions. Combining visual positive with behavioral positive emotional design could facilitate learning performance.

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“…Despite these findings, emotions and affective reactions have played minor roles in research on information privacy (Nyshadham & Castano, ). Only recently, scholars have started to measure pre‐existing emotional states and correlate them with constructs like intention to disclose information (Anderson & Agarwal, ), risk beliefs (Li et al ., ), or trust (Pengnate & Antonenko, ; Wakefield, ). Although these studies generally support the idea that emotional states impact privacy‐related decision making, there has been no attempt to experimentally manipulate affect in the context of privacy calculus research.…”

Section: Conceptual Model and Hypothesesmentioning

confidence: 99%

Blissfully ignorant: the effects of general privacy concerns, general institutional trust, and affect in the privacy calculus

Kehr

Kowatsch

Wentzel

et al. 2015

Information Systems Journal

306

193

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Existing research on information privacy has mostly relied on the privacy calculus model, which views privacy-related decision-making as a rational process where individuals weigh the anticipated risks of disclosing personal data against the potential benefits. In this research, we develop an extension to the privacy calculus model, arguing that the situation-specific assessment of risks and benefits is bounded by (1) pre-existing attitudes or dispositions, such as general privacy concerns or general institutional trust, and (2) limited cognitive resources and heuristic thinking. An experimental study, employing two samples from the USA and Switzerland, examined consumer responses to a new smartphone application that collects driving behavior data and provided converging support for these predictions. Specifically, the results revealed that a situation-specific assessment of risks and benefits fully mediates the effect of dispositional factors on information disclosure. In addition, the results showed that privacy assessment is influenced by momentary affective states, indicating that consumers underestimate the risks of information disclosure when confronted with a user interface that elicits positive affect.

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A Multimethod Evaluation of Online Trust and Its Interaction with Metacognitive Awareness: An Emotional Design Perspective

Cited by 27 publications

References 61 publications

Positive vs. Negative Framing of Scientific Information on Facebook Using Peripheral Cues: An Eye-Tracking Study of the Credibility Assessment Process

Positive vs. Negative Framing of Scientific Information on Facebook Using Peripheral Cues: An Eye-Tracking Study of the Credibility Assessment Process

More Attractive or More Interactive? The Effects of Multi-Leveled Emotional Design on Middle School Students’ Multimedia Learning

Blissfully ignorant: the effects of general privacy concerns, general institutional trust, and affect in the privacy calculus

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