Cognitive Science Overview Emotional Design Cognitive Science Emotional

Cognitive Science Overview • Emotional Design

Cognitive Science Emotional Design�� Emotions and Moods • Psychiatry: "mood" routinely used to denote states of happiness and sadness and their extremes • Emotions: person's mental state of being, normally based in or tied to the person's internal (physical) and external (social) sensory feeling

Cognitive Science Emotional Design�� Seven emotions • fear (or terror, shock, phobia) • anger (or rage, which can be directed to the self or others) • sorrow (or sadness, or grief or depression, which some people think of a separate emotionﾑsee depression) • joy (happiness, glee, gladness). • disgust･acceptance･anticipation･surprise Source: Wikipedia

Cognitive Science Observation Task Scenario I will demonstrate a number of sites/materials. Please take notes on the following observations: · List the strongest emotions you experienced. · What was your general emotional response to the site? Elaborate why. Later: · How can the site be described in terms of the three levels of processing (visceral, behavioral, reflective?

Cognitive Science Emotional Design�� Impact on Learning • Emotions impact cognition • Mood-dependant retrieval • Mood-congruent processing

Cognitive Science Emotional Design�� Mood-dependent retrieval

Cognitive Science Emotional Design�� Mood-dependent retrieval

Cognitive Science Emotional Design�� Mood-congruent processing

Cognitive Science Emotional Design Model�� Astleitner (2000) FEASP Model

Cognitive Science Emotional Design�� Levels of Information Processing • Visceral Level • Behavioral Level • Reflective Level

Cognitive Science Emotional Design�� Levels of Information Processing • Visceral Level –automatic, ‘prewired, ’ genetically programmed –response based on recognizing sensory information –incapable of reasoning –uses pattern matching: * positive affect based on food, warmth, protection * negative affect based on unknowns, danger indicators –but: this biological mechanism is only resulting in predispositions –Product characteristics: appearance –Learning environments: _________ from: Norman (2004)

Cognitive Science Emotional Design�� Levels of Information Processing • Behavioral Level –controls human action and behavior –not conscious -- automatic, routine operations –actions can be enhanced or inhibited by reflective level –can enhance or inhibit visceral level –Product characteristics: pleasure and effectiveness of use –Learning environments: _________ from: Norman (2004)

Cognitive Science Emotional Design�� Levels of Information Processing • Reflective Level –contemplative part of brain –not bound to the immediate feelings - includes past and future –Most vulnerable to variability through culture, experience, education, individual differences –can override other levels –Product characteristics: self-image, personal satisfaction, memory –Learning environments: _________ from: Norman (2004)

Cognitive Science Group Discussion Scenario Based on the games reviewed so far, consider: · What, if anything, can games teach us about the design of learning environments? · How do games evoke emotions? · Do certain types of games represent certain aspects of some of theoretical frameworks we have discussed? · Sort Gee’s principles based on a theoretical approach you devise, using theories discussed to date.

Cognitive Science Group Work Scenario Review the one of the Games-To-Teach frameworks. [http: //www. educationarcade. org/gtt/proto. html] Discuss the following questions · Is the approach taken effective for the content and audience specified? · Does the approach appear to be based on a theoretical framework? · What emotional impact do you expect this game to have on learners?