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The Wundt Curve (1874, left) shows the hedonic function used to calculate interest; the hedonic function is shown as a solid line, the reward and punishment sigmoidal curves summed to form the hedonic function are shown dashed. Relationship between cortical arousal level and pleasingness (right, adapted from Berlyne, 1960, p. 201).
Source publication
In this paper a new framework for entertainment computing is intro- duced and discussed. Based on already existing models and concepts the differ- ent links and relationships between enjoyment, flow, presence, and different forms of experiences are shown and their contributions to the new framework reviewed. To address the more fundamental and theo...
Context in source publication
Context 1
... with medium level of uncertainty (and a positive hedonic tone) produce the most positive aesthetic judgments. Sufficient empirical support exists for Berlyne's curvilinear, inverted U-shape relationship that has been obtained at least for the complexity dimension that determines the arousal level (see Figure 1; based on former work of Wundt, 1874). Similar relationships have been obtained for other dimensions: more novel, more surprising, and less incongruous environments are preferred. ...
Citations
... Reflection on Multisensory Experience Design for PWD 7.3.1. Passive vs. Active Experience: Is Interaction a Necessity When Designing Multisensory Experience for PWD? Nakatsu et al. (2005) proposed a framework for categorizing human activities in relation to entertainment experience using a dimension of two poles: passive versus active experience. The passive experience emphasizes a series of internal mental activities (e.g., watching a movie), while active experience addresses active participation in a dynamic situation (e.g., playing a sport). ...
... Many constructs like immersion, fun, presence, involvement, engagement and flow have been used to describe UX in games (Brown & Cairns, 2004;IJsselsteijn et al., 2007;McMahan, 2003;Nakatsu et al., 2005;Sweetser & Wyeth, 2005). The concept of immersion is commonly associated with gaming; however, there has been a lack of understanding of what it actually means (IJsselsteijn et al., 2007). ...
Namibia, a southern African country with an Ubuntu culture that emphasizes interrelations, generally displays a low reading culture. In this study, we explored a social approach to reading to engage Namibian primary learners. Inspired by promising reading approaches, such as shared group reading enhanced by embodied actions, we created Spin Da Bottle—a multiplayer reading‐action game to draw Namibian learners into reading while keeping them captivated in action. The game was co‐designed with 36 learners and then evaluated by 32 learners with an adapted immersion questionnaire, post‐experience survey and individual interviews. 50 learners were then observed while playing at a public event. Our findings confirm that learners are engaged and enjoy the collective embodied reading experience. We observed different group behaviours scaffolding individual readers. We contribute to the field of reading technologies a digital tool that creates a collective and embodied reading experience, and an adapted immersion instrument.
Practitioner notes
What is already known about this topic It has been recognized that shared reading increases learners engagement and participation.
Dialogic reading experience is enhanced through embodied actions.
What this paper adds Through a design‐based research approach, a digital multiplayer reading‐action game was developed to explore whether a social, embodied, group game could increase interest and engagement of children in reading. The game was co‐designed and the immersion validated with primary school learners in Namibia.
An adapted immersion instrument was derived for reading games.
Implications for practice and/or policy Collective reading games offer weak readers support from their peers.
A Namibian inclusive education for all, considering an Ubuntu pedagogy, can be supported with appropriate technologies.
Teachers can integrate this game in the classroom by authoring their content in order to engage learners.
... Despite theoretical disagreements, curiosity is universally positively regarded (Von Stumm et al., 2011;Jirout et al., 2018; and a number of studies have explored methods to stimulate curiosity. For instance, Berlyne's incongruity theory prompted a number of studies that stimulated curiosity by designing "optimally incongruent" stimuli (Berlyne, 1963;Nakatsu et al., 2005). Loewenstein's "information-gap" theory has been used by many researchers to induce curiosity in education (Pluck & Johnson, 2011;Gentry et al., 2014), design (Law et al., 2016), and marketing (Menon & Soman, 2002). ...
Our actions and decisions are regularly influenced by the social environment around us. Can social cues be leveraged to induce curiosity and affect subsequent behavior? Across two experiments, we show that curiosity is contagious: The social environment can influence people's curiosity about the answers to scientific questions. Participants were presented with everyday questions about science from a popular on-line forum, and these were shown with a high or low number of up-votes as a social cue to popularity. Participants indicated their curiosity about the answers, and they were given an opportunity to reveal a subset of those answers. Participants reported greater curiosity about the answers to questions when the questions were presented with a high (vs. low) number of up-votes, and they were also more likely to choose to reveal the answers to questions with a high (vs. low) number of up-votes. These effects were partially mediated by surprise and by the inferred usefulness of knowledge, with a more dramatic effect of low up-votes in reducing curiosity than of high up-votes in boosting curiosity. Taken together, these results highlight the important role social information plays in shaping our curiosity.
... Despite theoretical disagreements, curiosity is universally positively regarded (Von Stumm et al., 2011;Jirout et al., 2018; and a number of studies have explored methods to stimulate curiosity. For instance, Berlyne's incongruity theory prompted a number of studies that stimulated curiosity by designing "optimally incongruent" stimuli (Berlyne, 1963;Nakatsu et al., 2005). Loewenstein's "information-gap" theory has been used by many researchers to induce curiosity in education (Pluck & Johnson, 2011;Gentry et al., 2014), design (Law et al., 2016), and marketing (Menon & Soman, 2002). ...
Our actions and decisions are regularly influenced by the social environment around us. Can social cues be leveraged to induce curiosity and affect subsequent behavior? Across two experiments, we show that curiosity is contagious: the social environment can influence people's curiosity about the answers to scientific questions. Participants were presented with everyday questions about science from a popular on-line forum, and these were shown with a high or low number of up-votes as a social cue to popularity. Participants indicated their curiosity about the answers, and they were given an opportunity to reveal a subset of those answers. Participants reported greater curiosity about the answers to questions when the questions were presented with a high (vs. low) number of up-votes, and they were also more likely to choose to reveal the answers to questions with a high (vs. low) number of up-votes. These effects were partially mediated by surprise and by the inferred usefulness of knowledge, with a more dramatic effect of low up-votes in reducing curiosity than of high up-votes in boosting curiosity. Taken together, these results highlight the important role social information plays in shaping our curiosity.
... Gamification researchers identified the effectiveness of the game through the perception that the player develops for IGA and the game experience through which the player's willingness to pursue a game is developed (Francisco-Aparicio, Gutiérrez-Vela, Isla-Montes, & Sanchez, 2013; Seaborn & Fels, 2015). Nakatsu, Rauterberg, and Vorderer (2005) illustrated that playing games as an integrated experience of physical and mental presence that lead to a higher degree of activation and arousal. Games thus make it possible to convey messages through simulation and direct interaction (Ritterfeld & Weber, 2006). ...
Gamification on the mobile platform through the concept of online games has the potential to create unprecedented engagement with customers. With the growth in the gamification market due to the increase in internet penetration and the number of mobile devices, it has become one of the potential channels to reach and influence young consumers who spend more time on gaming. There is a shortage of empirical evidence on the impact of gamification on online consumer decisions. This study uses 'psychological ownership theory' and 'schema theory' to examine the effects of gameful experience (GFUL) on the attitudes of online gamers (N = 326). Data were analyzed using AMOS 25 and Process Macro for SPSS. The analytical results indicated that GFUL is mediated through both the intervening variables (perceived in-game advertisement effectiveness and psychological ownership), which positively influence gamers' attitudes towards the game and in-game advertising. Further, the study investigated the impact of in-game advertisement intrusiveness. Based on the research findings, this study proposed the theoretical and managerial implications.
... The level of engagement of students is a central aspect of experiential learning for entrepreneurial education (Schindehutte and Morris, 2016). One important dimension to building and maintaining such engagement is the gap between the students' skills and the contextual complexity of the experiential challenge at any point in time (Nakatsu et al., 2005). If the challenge exceeds the skills that the students can potentially have or develop, they will experience positive incongruity that may stimulate them to develop their skills. ...
... With the focus on home and leisure, entertainment also became an appealing topic for design and research. Aspects of experiences, such as enjoyment, are central, and in turn, require active experience (i.e., a cognitively and emotionally enhanced body; Nakatsu, Rauterberg, & Vorderer, 2005). This active experience is again related to a user's level of attention, as it requires cognitive and emotional commitment from users in the interaction with an artifact, leading to a high manifestation of unordinariness. ...
Experiences with technology often are described as exciting and outstanding, for instance, in relation to novel technologies at home or at work. In this article, we aim to complement this perspective by emphasizing people's mundane and ordinary experiences with technology, that is, unremarkable experiences happening in the background of people's attention. Based on our investigations of user experience in a semiconductor factory, we show how such ordinary experiences are substantial in workers' everyday interactions with technology, which are mainly shaped by repetitive activities and routines. However, current conceptions of user experience seem to overlook those mundane experiences and how they can contribute to positive experiences with technology, as well as work engagement in the factory. In this article, we describe how ordinary experiences can be understood and described to amend current user experience conceptions by discussing theoretical, methodological, and design consequences. © 2018 Thomas Meneweger, Daniela Wurhofer, Verena Fuchsberger, & Manfred Tscheligi, and the Open Science Centre, University of Jyväskylä.
... Since interest in UX (later shifted to PE) started to grow, numerous different concepts have been used (or proposed) to describe it (Brown and Cairns 2004;IJsselsteijn et al. 2007;McMahan 2003;Nakatsu, Rauterberg, and Vorderer 2005;Sweetser and Wyeth 2005). However, there is a degree of overlap among the concepts and as a consequence, numerous challenges to understanding and actually measuring them (Takatalo et al. 2010, 28). ...
While video games provide different Player Experiences (PE), some genres can provide particularly unique PEs driven by their particular features. Such is the case of MOBA (Multiplayer Online Battle Arena) games, currently led in number of players and popularity by League of Legends. In spite of this popularity, PE in MOBA games remains largely unexplored. We aim to explore this gap by presenting a PE study that focuses in League of Legends and its player base. After surveying more than 400 players in the database of the largest eSports organisation in Spain, a series of tests were run from multiple perspectives using the PENS (Player Experience of Need Satisfaction) model and the SPGQ (Social Presence in Gaming Questionnaire) as response variables. Among our findings, we show how PE differs across different levels of competence (or rank) inside the game. When looking at how team play impact PE, results show how PENS dimensions remain unaffected while empathy is driven by playing with known teammates. Role selection, on the other hand, has an arguably insignificant impact in PE. Last but not least, an invariant behavioural engagement across all dimensions shows how players perceive team collaboration as an essential factor for success.
... According to Nakatsu, the audience experience has turned from passive to more active throughout the years, due to the emergence of media innovations (Nakatsu et al., 2005). Multiplatform entertainment makes the experience of the movies more interactive; for instance, Odeon's Cinime (Cinime, 2017) and Disney's Second Screen (Disney Second Screen, 2017) open up new avenues for transforming the cinema-going experience. ...
... visual special effects) (Bottomore, 2012) has also been a focus of research. Related work has also explored the design of experiences that engage with cinema audiences, limited though to HCI-led interactive cinema experiments with artists (Nakatsu et al., 2005;Häkkilä et al., 2014a;2014b) and cinematic exhibitions using geospatial analysis and data visualisation (Arrowsmith et al., 2014a;2014b). The first interactive cinema system was Kinoautomat, where audience could actually choose between two scenes and influence the flow of the movie (Kinoautomat, nd). ...
... The availability of media platforms around us make interventions in experiences far easier and this is why eventually the audience experience has turned from passive to active (Nakatsu et al., 2005). This applies to cinema as a medium as well, since there has been a lot of research and innovation in cinematic and film technology and interactive cinema as discussed earlier. ...
The activity of cinema-going constantly evolves and gradually integrates the use of digital data and platforms to become more engaging for the audiences. Combining methods from the fields of Human Computer Interaction and Film Studies, we conducted two workshops seeking to understand cinema audiences’ digital practices and explore how the contemporary cinema-going experience is shaped in the digital age. Our findings suggest that going to the movies constitutes a trajectory during which cinemagoers interact with multiple digital platforms. At the same time, depending on their choices, they construct unique digital identities that represent a set of online behaviours and rituals that cinemagoers adopt before, while and after cinema-going. To inform the design of new, engaging cinemagoing experiences, this research establishes a preliminary map of contemporary cinema-going including digital data and platforms. We then discuss how audiences perceive the potential improvement of the experience and how that would lead to the construction of digital identities.
... Thus, a plethora of studies have explored methods to stimulate curiosity effectively. For instance, Berlyne's incongruity theory led the way for a number of studies that stimulated curiosity by designing "optimally incongruent" stimuli (Berlyne, 1963;Nakatsu et al., 2005). Loewenstein's "information-gap" theory has been used by many researchers to induce curiosity in education (Pluck & Johnson, 2011;Gentry et al., 2014), design (Law et al., 2016), and marketing (Menon & Soman, 2002). ...
Our actions and decisions are regularly influenced by the social environment around us. Can social environment be leveraged to induce curiosity and facilitate subsequent learning? Across two experiments, we show that curiosity is contagious: social environment can influence people's curiosity about the answers to scientific questions. Our findings show that people are more likely to become curious about the answers to more popular questions, which in turn influences the information they choose to reveal. Given that curiosity has been linked to better learning, these findings have important implications for education.
