Media comparison studies are often confounded because relevant factors of the learning scenario are not considered.
Media comparison studies would be more meaningful if the conditions during investigations were standardized, and additional moderator and mediator variables were incorporated into the experimental design.
Other research approaches, e.g., value added studies, may offer insights relevant to educational practice.
{"title":"Confounding in Educational Research: An Overview of Research Approaches Investigating Virtual and Augmented Reality","authors":"Miriam Mulders","doi":"10.24989/dp.v4i1s.2227","DOIUrl":"https://doi.org/10.24989/dp.v4i1s.2227","url":null,"abstract":"
 Media comparison studies are often confounded because relevant factors of the learning scenario are not considered.
 Media comparison studies would be more meaningful if the conditions during investigations were standardized, and additional moderator and mediator variables were incorporated into the experimental design.
 Other research approaches, e.g., value added studies, may offer insights relevant to educational practice.
","PeriodicalId":119095,"journal":{"name":"Digital Psychology","volume":"112 33","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135137800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Highlights:
Highlight 1:
Media comparison studies on AR and VR raise questions about research relevance and methodology, tracing back to historical and philosophical debates.
Highlight 2:
The rise of immersive technologies like AR and VR complicates the evaluation of their educational efficacy, challenging traditional media comparison paradigms.
Highlight 3:
A shift from technocentric research to understanding AR and VR's unique learning affordances is essential, emphasizing collaboration for transformative educational experiences.
{"title":"Redefining Immersive Technology Research: Beyond Media Comparisons to Holistic Learning Approaches","authors":"Noah Glaser, Stephanie Moore","doi":"10.24989/dp.v4i1s.2272","DOIUrl":"https://doi.org/10.24989/dp.v4i1s.2272","url":null,"abstract":"Highlights: 
 
 Highlight 1:
 Media comparison studies on AR and VR raise questions about research relevance and methodology, tracing back to historical and philosophical debates.
 
 Highlight 2:
 The rise of immersive technologies like AR and VR complicates the evaluation of their educational efficacy, challenging traditional media comparison paradigms.
 
 Highlight 3:
 A shift from technocentric research to understanding AR and VR's unique learning affordances is essential, emphasizing collaboration for transformative educational experiences.","PeriodicalId":119095,"journal":{"name":"Digital Psychology","volume":"112 45","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135137962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Buchner, J. (2023). Beyond Media Comparison: Investigating When and How Learning with Augmented and Virtual Reality Works. Digital Psychology, 4(1S), 1–3. https://doi.org/10.24989/dp.v4i1S.2419
{"title":"Beyond Media Comparison: Investigating When and How Learning with Augmented and Virtual Reality Works","authors":"Josef Buchner","doi":"10.24989/dp.v4i1s.2419","DOIUrl":"https://doi.org/10.24989/dp.v4i1s.2419","url":null,"abstract":"Buchner, J. (2023). Beyond Media Comparison: Investigating When and How Learning with Augmented and Virtual Reality Works. Digital Psychology, 4(1S), 1–3. https://doi.org/10.24989/dp.v4i1S.2419","PeriodicalId":119095,"journal":{"name":"Digital Psychology","volume":"113 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135137955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Gea Elena Spada, Roberta Bortolla, Greta Pittelli, C. Maffei
The habit to share edited pictures through social networks have been reported in young people and associated to psychological vulnerabilities. The research addresses the effects of the exposure to edited pictures on guilt, shame, social comparison tendencies, body image dissatisfaction. Moreover, the study assesses the mediating role of borderline organization on perceived identification and attractiveness in edited and original personal pictures. We asked seventy young women to rate perceived identification and attractiveness in their original and edited pictures. Subjects report higher identification in the original picture compared to the edited ones; attractiveness does not change between original and edited pictures, but high identification in edited ones negatively affects the score of attractiveness in original versions. They report negative associations between the level of identification and attractiveness in the original picture and dysphoria, guilt and body image. Identification and attractiveness in personal pictures are influenced by psychological vulnerabilities. Eventually, borderline organization features mediate the association between guilt and body image satisfaction with identification and attractiveness respectively. Furthermore, psychopathological features might affect individual self-perception and behavior in social network.
{"title":"Edited Pictures in Social Network and Borderline Personality Organization: Focusing on Shame, Guilt, Social Comparison, and Body Image","authors":"Gea Elena Spada, Roberta Bortolla, Greta Pittelli, C. Maffei","doi":"10.24989/dp.v4i1.2171","DOIUrl":"https://doi.org/10.24989/dp.v4i1.2171","url":null,"abstract":"The habit to share edited pictures through social networks have been reported in young people and associated to psychological vulnerabilities. The research addresses the effects of the exposure to edited pictures on guilt, shame, social comparison tendencies, body image dissatisfaction. Moreover, the study assesses the mediating role of borderline organization on perceived identification and attractiveness in edited and original personal pictures. \u0000We asked seventy young women to rate perceived identification and attractiveness in their original and edited pictures. Subjects report higher identification in the original picture compared to the edited ones; attractiveness does not change between original and edited pictures, but high identification in edited ones negatively affects the score of attractiveness in original versions. They report negative associations between the level of identification and attractiveness in the original picture and dysphoria, guilt and body image. Identification and attractiveness in personal pictures are influenced by psychological vulnerabilities. Eventually, borderline organization features mediate the association between guilt and body image satisfaction with identification and attractiveness respectively. Furthermore, psychopathological features might affect individual self-perception and behavior in social network.","PeriodicalId":119095,"journal":{"name":"Digital Psychology","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122349986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Artificial intelligence (AI) is a rapidly growing and highly interdisciplinary field that touches all areas of science. However, the impact of generative AI in the scientific publication process is currently still uncertain, although some problem areas and dilemmas are already emerging. Currently, it is ChatGPT (Generative Pre-trained Transformer) from OpenAI, that produces very naturalistic texts, seemingly written by humans, on specific prompts or context. ChatGPT has been trained on a large dataset of texts from the Internet to understand and (re)produce a wide range of topics and language styles. While AI can be helpful in the academic process to transform large amounts of data into useful and actionable information, which would not be possible for a human researcher. Specifically, ChatGPT can facilitate the text production of scientific papers, assist the editing processes within scientific journals, but it also runs the risk of leading to poorer quality scientific papers, as the linguistic design and also the revision process itself can highlight errors that have crept in, as well as stimulate new ideas and be part of the engagement with a subject matter. In addition, AI only knows the content it has been trained with and it has a lack of ability to generalize from one task to another. All of these are among the topics that will continue to occupy us in this journal in the future. Digital Psychology does not intend to ban AI-generated texts completely but would like to ask authors to mark passages or graphics of their scientific work that were created with the help of AI and to reference the respective program. It is not desired to cite AI as the author, but it is desired to cite AI as the software used. We would like to point out that AI is also just a tool to produce content and therefore the authors have a corresponding obligation to check and critically use the products of AI. In this issue we also discussed different opinions about AI. We are also expanding our Editorial Board and would like to welcome Michael Zeiler (Medical University of Vienna) as Associate Editor. Furthermore, we would like to point out the possibility for proposals of Special Issues. We have also included three articles on different areas of Digital Psychology in the current issue and wish everyone an interesting read.
{"title":"ChatGPT, who?","authors":"O. Kothgassner, A. Felnhofer","doi":"10.24989/dp.v4i1.2268","DOIUrl":"https://doi.org/10.24989/dp.v4i1.2268","url":null,"abstract":"Artificial intelligence (AI) is a rapidly growing and highly interdisciplinary field that touches all areas of science. However, the impact of generative AI in the scientific publication process is currently still uncertain, although some problem areas and dilemmas are already emerging. Currently, it is ChatGPT (Generative Pre-trained Transformer) from OpenAI, that produces very naturalistic texts, seemingly written by humans, on specific prompts or context. ChatGPT has been trained on a large dataset of texts from the Internet to understand and (re)produce a wide range of topics and language styles. While AI can be helpful in the academic process to transform large amounts of data into useful and actionable information, which would not be possible for a human researcher. Specifically, ChatGPT can facilitate the text production of scientific papers, assist the editing processes within scientific journals, but it also runs the risk of leading to poorer quality scientific papers, as the linguistic design and also the revision process itself can highlight errors that have crept in, as well as stimulate new ideas and be part of the engagement with a subject matter. In addition, AI only knows the content it has been trained with and it has a lack of ability to generalize from one task to another. All of these are among the topics that will continue to occupy us in this journal in the future. Digital Psychology does not intend to ban AI-generated texts completely but would like to ask authors to mark passages or graphics of their scientific work that were created with the help of AI and to reference the respective program. It is not desired to cite AI as the author, but it is desired to cite AI as the software used. We would like to point out that AI is also just a tool to produce content and therefore the authors have a corresponding obligation to check and critically use the products of AI. In this issue we also discussed different opinions about AI. We are also expanding our Editorial Board and would like to welcome Michael Zeiler (Medical University of Vienna) as Associate Editor. Furthermore, we would like to point out the possibility for proposals of Special Issues. We have also included three articles on different areas of Digital Psychology in the current issue and wish everyone an interesting read.","PeriodicalId":119095,"journal":{"name":"Digital Psychology","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131882721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Adelais Reichmann, Ines Bauda, Bettina Pfeffer, A. Goreis, Mercedes M Bock, P. Plener, O. Kothgassner
Direct (e.g. being in contact with the virus) and indirect traumatic experiences (e.g. Distressing Social Media Exposure: DSME) of the COVID-19 pandemic led to a variety of psychological and psychosocial consequences. They represent COVID-19-related Posttraumatic Stress Symptoms (PTSS) risk factors, whereby their interactions and their relations to gender have not yet been explored. 1368 participants filled in an online survey between the January and March 2021. Risk Ratios and 95% CIs were calculated to estimate the magnitude of the risk related to a reported COVID-19 infection, reported COVID-19 symptom severity, gender and DSME on COVID-19-related PTSS. A 2x2x2 ANOVA was used to determine the main and interaction effects of a COVID-19 infection, gender and DSME on COVID-19 PTSS. 174 (13%) participants reported COVID-19-related PTSS, which was more prominent in female (n=127; 15%), than in male participants (n=49; 9%). Individuals, who reported to have or have had a COVID-19 infection showed a significantly higher risk (RR=2.50, LCI=1.87, UCI=3.32) for COVID-19-related PTSS, especially when severe COVID-19 symptoms were reported (RR=4.01, LCI=2.66, UCI=6.03). Whereas non-infected females were at higher risk than males (p≤.001, LCI=16.96,UCI=23.81), a non-significant mean difference of 6.54 (p=.159, LCI=-14.62,UCI=1.54) between males and females was found when COVID-19 infections were reported. DSME increased the Risk Ratios by 2.81 (LCI=2.08, UCI=3.79) and was more prominent in males. The results from this study indicate that severe COVID-19 symptoms, DSME and female gender are risk factors for COVID-19 related PTSS. This underlines the need for effective public health measures for prevention.
{"title":"Post-Traumatic Stress after Corona Virus Disease 19 (COVID-19): The Role of Gender and Distressing Social Media Exposure as Risk Factors","authors":"Adelais Reichmann, Ines Bauda, Bettina Pfeffer, A. Goreis, Mercedes M Bock, P. Plener, O. Kothgassner","doi":"10.24989/dp.v4i1.2183","DOIUrl":"https://doi.org/10.24989/dp.v4i1.2183","url":null,"abstract":"Direct (e.g. being in contact with the virus) and indirect traumatic experiences (e.g. Distressing Social Media Exposure: DSME) of the COVID-19 pandemic led to a variety of psychological and psychosocial consequences. They represent COVID-19-related Posttraumatic Stress Symptoms (PTSS) risk factors, whereby their interactions and their relations to gender have not yet been explored. \u00001368 participants filled in an online survey between the January and March 2021. Risk Ratios and 95% CIs were calculated to estimate the magnitude of the risk related to a reported COVID-19 infection, reported COVID-19 symptom severity, gender and DSME on COVID-19-related PTSS. A 2x2x2 ANOVA was used to determine the main and interaction effects of a COVID-19 infection, gender and DSME on COVID-19 PTSS. \u0000174 (13%) participants reported COVID-19-related PTSS, which was more prominent in female (n=127; 15%), than in male participants (n=49; 9%). Individuals, who reported to have or have had a COVID-19 infection showed a significantly higher risk (RR=2.50, LCI=1.87, UCI=3.32) for COVID-19-related PTSS, especially when severe COVID-19 symptoms were reported (RR=4.01, LCI=2.66, UCI=6.03). Whereas non-infected females were at higher risk than males (p≤.001, LCI=16.96,UCI=23.81), a non-significant mean difference of 6.54 (p=.159, LCI=-14.62,UCI=1.54) between males and females was found when COVID-19 infections were reported. DSME increased the Risk Ratios by 2.81 (LCI=2.08, UCI=3.79) and was more prominent in males. \u0000The results from this study indicate that severe COVID-19 symptoms, DSME and female gender are risk factors for COVID-19 related PTSS. This underlines the need for effective public health measures for prevention. ","PeriodicalId":119095,"journal":{"name":"Digital Psychology","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134153333","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
HighlightsVirtual Reality interventions are a relatively new approach in pain management for children and adolescents,however, research in this field is growing.Two not mutually exclusive theories emerged on how VR can decrease acute and chronic pain:(1) via distraction – VR has been repeatedly tested as a distraction tool in experiments as well as in clinical contexts,especially for acute pain. There are strong indications in literature pointing towards a pain-relieving effect ofVR, however the evidence is weak and relevant studies are not systematically comparable due to unstandardizedmethods and different age groups, as well as partially insufficient sample sizes and open questions regarding theused paradigms.(2) via embodiment – experimental studies indicate that ownership and visual modification of a virtual bodypart may decrease pain perception in this body part, however this approach has not been sufficiently tested in aclinical context yet; in particular, more evidence for children and adolescents and with regards to acute versuschronic pain is needed.
{"title":"Overcoming Pain with Virtual Reality: Exploring the Potential of VR as a Tool for Pediatric Pain Management","authors":"A. Felnhofer, Lisa Weiss","doi":"10.24989/dp.v4i1.2224","DOIUrl":"https://doi.org/10.24989/dp.v4i1.2224","url":null,"abstract":"HighlightsVirtual Reality interventions are a relatively new approach in pain management for children and adolescents,however, research in this field is growing.Two not mutually exclusive theories emerged on how VR can decrease acute and chronic pain:(1) via distraction – VR has been repeatedly tested as a distraction tool in experiments as well as in clinical contexts,especially for acute pain. There are strong indications in literature pointing towards a pain-relieving effect ofVR, however the evidence is weak and relevant studies are not systematically comparable due to unstandardizedmethods and different age groups, as well as partially insufficient sample sizes and open questions regarding theused paradigms.(2) via embodiment – experimental studies indicate that ownership and visual modification of a virtual bodypart may decrease pain perception in this body part, however this approach has not been sufficiently tested in aclinical context yet; in particular, more evidence for children and adolescents and with regards to acute versuschronic pain is needed.","PeriodicalId":119095,"journal":{"name":"Digital Psychology","volume":"338 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129686199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background Learning videos are widely used in higher education and design principles are established. Immersive learning environments (e.g., augmented reality, virtual reality) are so far barely used for educational purposes, resulting in a lack of recommendations for their design. Therefore, when designing immersive learning environments, potential users should be involved from the beginning. Objective The objective of this paper was to explore learners’ needs and perspectives regarding learning videos and immersive learning environments, to examine their fit with established design principles, and to derive new design recommendations. Furthermore, we aimed to identify suitable application fields from learners’ perspectives. Methods In total, 14 current and former students participated in two online focus groups. They were asked about their usage habits for learning videos, their experience with immersive learning environments, and potential fields of useful implementation for immersive learning in their studies. Thematic analysis was used to identify relevant themes. Results Results confirm established principles (e.g. coherence, minimalism, pacing, guided activity); however, additional design recommendations were found (brevity, focus, merry, accessibility). Learning videos are mostly used for demanding and dry subjects, when a different approach is needed, or to catch up on lacking previous knowledge. Empathy, three-dimensional space, and tangibility were identified as suitable applications for immersive technologies. Conclusion Experience with immersive learning technologies is scarce among students, nonetheless they have ideas about how the design of immersive learning environments could contribute to their learning activities. The recommendations presented should be implemented and their effect on learning outcomes should be empirically tested.
{"title":"Assessment of Learners’ Needs Regarding Learning Videos and Immersive Learning Environments","authors":"Ingrid Wahl, Stefanie Kuso, Barbara Wimmer","doi":"10.24989/dp.v3i2.2050","DOIUrl":"https://doi.org/10.24989/dp.v3i2.2050","url":null,"abstract":"Background \u0000Learning videos are widely used in higher education and design principles are established. Immersive learning environments (e.g., augmented reality, virtual reality) are so far barely used for educational purposes, resulting in a lack of recommendations for their design. Therefore, when designing immersive learning environments, potential users should be involved from the beginning. \u0000Objective \u0000The objective of this paper was to explore learners’ needs and perspectives regarding learning videos and immersive learning environments, to examine their fit with established design principles, and to derive new design recommendations. Furthermore, we aimed to identify suitable application fields from learners’ perspectives. \u0000Methods \u0000In total, 14 current and former students participated in two online focus groups. They were asked about their usage habits for learning videos, their experience with immersive learning environments, and potential fields of useful implementation for immersive learning in their studies. Thematic analysis was used to identify relevant themes. \u0000Results \u0000Results confirm established principles (e.g. coherence, minimalism, pacing, guided activity); however, additional design recommendations were found (brevity, focus, merry, accessibility). Learning videos are mostly used for demanding and dry subjects, when a different approach is needed, or to catch up on lacking previous knowledge. Empathy, three-dimensional space, and tangibility were identified as suitable applications for immersive technologies. \u0000Conclusion \u0000Experience with immersive learning technologies is scarce among students, nonetheless they have ideas about how the design of immersive learning environments could contribute to their learning activities. The recommendations presented should be implemented and their effect on learning outcomes should be empirically tested.","PeriodicalId":119095,"journal":{"name":"Digital Psychology","volume":"188 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114589833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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