Emotional analysis of multiplayer online battle arena games addiction.

Introduction: Multiplayer Online Battle Arena (MOBA) games have garnered widespread popularity as a form of recreational activity. The launch of League of Legends (LoL), a prominent MOBA game, has captivated the enthusiastic pursuit of gamers in the MOBA community. The surge in MOBA game fervor, coupled with the influence of personal emotions, can result in excessive engagement, ultimately leading to addiction. Objective: This study aimed to investigate the moderating effects of visceral perception, behavior, and reflection on game players' addiction within the framework of Leisure Theory (LT), Uses and Gratification Theory (UGT), and Emotional Design Theory (EDT). Methods: A hypothesized theoretical model was developed and empirically evaluated based on 236 self-reported validated responses from MOBA gamers. SPSS (version 26) was employed for demographic analysis and game duration analysis. The measurement model and structural model analyses were conducted in two stages using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4.1.0 to validate the nine theoretical hypotheses. Results: It has been observed that personal emotions significantly contributes to MOBA game addiction during gamers' leisure time or moments of gratification. Specifically, a noteworthy connection exists between two dimensions, namely gamers' behavior and reflection, demonstrating a positive correlation with gaming addiction. Without taking entertainment as a motivating factor, there is no significant relationship between gamers' leisure-time and visceral perception. Conclusion: This study enhances the theoretical model of gamers' behavioral motives in engaging with MOBA gaming and contributes to the expansion of research on game addiction theory. These findings offer valuable theoretical insights for emotional design in games and the design of mechanisms for preventing game addiction.

Exploring the importance of a usable and emotional product design from the user's perspective.

Usability and emotionality are important components of user experience. However, an equal consideration of both constructs in product design is not always possible due to sometimes competitive objectives. In order to foster a user-oriented design decision in such conflicting situations, this paper examines the general importance of both constructs and their dimensions from the user's perspective while taking into account socio-demographic variables. Examination was realised by conducting a product independent anonymous online survey (n = 130). The findings confirm that both constructs are important, yet in a direct comparison, usability is perceived as more important than emotionality. Taking selected dimensions of both constructs into account, an intuitive, easy and learnable usage, suitability for the user's task and freedom from impairment are particularly important in terms of usability. An aesthetic and pleasurable product design as well as originality is essential in terms of emotionality.Practitioner summary: This paper aims for supporting user-oriented design decisions in the context of conflicting objectives occurring in the consideration of usability and emotionality in product design. The conducted survey (n = 130) revealed usability as perceived more important than emotionality. Usability may thus be prioritised within conflicting design decisions.Abbreviations: DFG: German Research Foundation; e.g.: for example; GESIS: Leibniz Institute for the Social Sciences; m: metric; M: Mean; n: number of participants; n: nominal; o: ordinal; p level: level of statistical significance; RQ: Research question; r: correlation coefficient; V: Cramer's V; χ2: Chi-square.

I am Alexa, your virtual tutor!: The effects of Amazon Alexa's text-to-speech voice enthusiasm in a multimedia learning environment.

Modern text-to-speech voices can convey social cues ideal for narrating multimedia learning materials. Amazon Alexa has a unique feature among modern text-to-speech vocalizers as she can infuse enthusiasm cues into her synthetic voice. In this first study examining modern text-to-speech voice enthusiasm effects in a multimedia learning environment, a between-subjects online experiment was conducted where learners from a large Asian university (n = 244) listened to either Alexa's: (1) neutral voice, (2) low-enthusiastic voice, (3) medium-enthusiastic voice, or (4) high-enthusiastic voice, narrating a multimedia lesson on distributed denial-of-service attack. While Alexa's enthusiastic voices did not enhance persona ratings compared to Alexa's neutral voice, learners could infer more enthusiasm expressed by Alexa's medium-and high-enthusiastic voices than Alexa's neutral voice. Regarding cognitive load, Alexa's low-and high-enthusiastic voices decreased intrinsic and extraneous cognitive load ratings compared to Alexa's neutral voice. While Alexa's enthusiastic voices did not impact affective-motivational ratings differently from Alexa's neutral voice, learners reported a significant increase of positive emotions from their baseline positive emotions after listening to Alexa's medium-enthusiastic voice. Finally, Alexa's enthusiastic voices did not enhance the learning performance on immediate retention and transfer tests compared to Alexa's neutral voice. This study demonstrates that a modern text-to-speech voice enthusiasm can positively affect learners' emotions and cognitive load during multimedia learning. Theoretical and practical implications are discussed through the lens of the Cognitive Affective Model of E-learning, Integrated-Cognitive Affective Model of Learning with Multimedia, and Cognitive Load Theory. We further outline this study's limitations and recommendations for extending and widening the text-to-speech voice emotions research.

Reflections on the battle against COVID-19: The effects of emotional design factors on the communication of audio-visual art.

Fighting against the epidemic is an arduous and prolonged battle where many artists hope to inspire people with the power of art through cultural creativity. To explore the effects of emotional design factors on the communication of audio-visual art and the audience's perceptive experience, this research takes the original anti-epidemic song and the film China Braves Headwind as the research object. The research also uses such methods as questionnaires, Structural Equation Models, and dependent samples t-tests to conduct statistical analysis. The results are as follows: First, the emotional design evaluation matrix based on the emotional communication model is reasonable, and the scales of this research are feasible. Second, the emotional design of audio-visual works can significantly affect the audience's emotional experience and further improve sharing intention. Third, Attribute A2 (Artistic style, Thematic perception) and attribute C3 (Emotional resonance, Spiritual sublimation) serve as common factors affecting the emotional experience in terms of both musical works and film and television works. Fourth, compared with musical works, film and television works are likely to resonate with the audience. The combination of music and visual sensation can help open up the conception of artistic works and convey their meanings to viewers. Therefore, it's necessary to explore the emotional communication mode between audio-visual artists and the audience. It helps artists think about how to create works innovatively and is conducive to marketizing works and stimulating cultural consumption demand.

Human-computer interaction emotional design and innovative cultural and creative product design.

To make the interface design of computer application system better, meet the psychological and emotional needs of users, and be more humanized, the emotional factor is increasingly valued by interface designers. In the design of human-computer interaction graphical interfaces, the designer attaches great importance to the emotional design of the interface, and enhances the humanized design of the interface, which cannot only improve the comfort of the interface, but also improve the fun of the interface, to ensure the psychological and emotional needs of users can be better satisfied. It may acquire information that is favorable to innovative design by utilizing cluster analysis algorithm to tackle the problem of complicated cultural information, and then utilize cellular genetic algorithm to carry out creative design of cultural items. It increases the availability of cultural and creative goods. The classic cluster analysis technique offers the maximum data clustering effect of 53.3%, according to the findings of this paper's experiments. While the improved cluster analysis algorithm has the highest data clustering effect of 90%. It can be seen that the improved cluster analysis algorithm can effectively perform cluster analysis on a large amount of data in cultural and creative products. It thus finds out the most suitable designer's creative information, which helps designers create better products.

Brain activity changes with emotional words in different stages of psychosis.

BACKGROUND: To date, a large number of functional magnetic resonance imaging (fMRI) studies have been conducted on psychosis. However, little is known about changes in brain functioning in psychotic patients using an emotional auditory paradigm at different stages of the disease. Such knowledge is important for advancing our understanding of the disorder and thus creating more targeted interventions. This study aimed to investigate whether individuals with first-episode psychosis (FEP) and chronic schizophrenia show abnormal brain responses to emotional auditory processing and to compare the responses between FEP and chronic schizophrenia. METHODS: Patients with FEP (n = 31) or chronic schizophrenia (n = 23) and healthy controls (HCs, n = 31) underwent an fMRI scan while presented with both emotional and nonemotional words. RESULTS: Using HC as a reference, patients with FEP showed decreased right temporal activation, while patients with chronic schizophrenia showed increased bilateral temporal activation. When comparing the patient groups, individuals with FEP showed lower frontal lobe activation. CONCLUSION: To the best of our knowledge, this is the first study with an emotional auditory paradigm used in psychotic patients at different stages of the disease. Our results suggested that the temporal lobe might be a key issue in the physiopathology of psychosis, although abnormal activation could also be derived from a connectivity problem. There is lower activation in the early stage and evolution to greater activation when patients become chronic. This study highlights the relevance of using emotional paradigms to better understand brain activation at different stages of psychosis.

Using refined kano model and decision trees to discover learners' needs for teaching videos.

With the advancement of technology and the spread of the COVID19 epidemic, learning can no longer only be done through face-to-face teaching. Numerous digital learning materials have appeared in large numbers, changing people's learning mode. In the era of information explosion, how to capture the learners' attention to teaching videos and improve learning effectiveness is the common goal of every designer of e-leaning teaching content. Previous researches focused on the analysis of learning effectiveness and satisfaction. Instructional designers only provided design elements with high learning effectiveness or high satisfaction, and lacked in-depth analysis of the learners' perspectives. The opinions of these e-learning users are often the key to the success of online teaching videos. Therefore, this study aims at the design elements that will be used in the teaching film. The operation mode of the piano mechanism will be employed as the content of the teaching film. Based on eight elements including arrow cueing, dynamic arrow cueing, spreading-color cueing, contrary to cueing, font style, color application, anthropomorphic, and audiovisual complementarity, we use Refined Kano Model to analyze learners' needs of categorization of each element, and discover learners' expectations for teaching videos. In addition, this study also conducts in-depth data analysis through decision trees algorithm, and stratification analyses using different variables (such as design expertise, using frequency, and usage experience, etc.) to find out the key design factors that affect learners' learning. Depending on the learner's background, the use of e-learning experience, using frequency, and the length of the learning video, our results could provide for reference when designing teaching videos. Instructional designers can better understand how to effectively use design elements, so that the teaching videos can achieve the best learning effect.

Emotional design pictures: Pleasant but too weak to evoke arousal and attract attention?

A new field of research builds on the theoretical assumption that distinct design manipulations, such as human-like features with appealing colors (emotional design), foster multimedia learning by influencing the learners' affective state (i.e., valence and arousal) and attention. Empirical studies, however, provide inconsistent findings of the affective potential of emotional design, underlining the need for psychophysiological measurements to assess the affective state and attention more objectively. The effects of differently designed stimuli (picture-text combinations with anthropomorphic pictures in bright and saturated colors [emotional design], picture-text combinations with non-anthropomorphic pictures in grayscale [neutral design], and plain text [control design]) on junior high school students' valence (N = 15), arousal (N = 18), and attention (N = 27) were examined. Valence was determined by students' judgments on a rating scale; arousal and attention were assessed by psychophysiological parameters (electrodermal activity of students and their dwell time on stimuli, respectively). To allow the examination of valence and arousal as separate dimensions, two independent experiments were conducted. Results of experiment I show that students perceived emotional design stimuli as more pleasant than stimuli in neutral or control design. Besides, an interaction with the content of the stimuli was found. While the positive effect of the emotional design was found for concepts that could be interpreted as potentially positive (e.g., sunlight) or neutral (e.g., consumer), stimuli representing potentially negative concepts (e.g., dead consumer) were not perceived as more pleasant if presented in emotional design. Experiment II shows that emotional design did not induce higher arousal than neutral and control designs and did not attract more attention. Instead, the text within picture-text combinations (emotional and neutral designs) attracted more attention when pictures were presented in neutral than in emotional design. By investigating the emotional state more differentiated and by examining arousal and attention using psychophysiological parameters, the present study helps to understand the heterogeneous findings of previous studies.

The positivity principle: do positive instructors improve learning from video lectures?

The positivity principle states that people learn better from instructors who display positive emotions rather than negative emotions. In two experiments, students viewed a short video lecture on a statistics topic in which an instructor stood next to a series of slides as she lectured and then they took either an immediate test (Experiment 1) or a delayed test (Experiment 2). In a between-subjects design, students saw an instructor who used her voice, body movement, gesture, facial expression, and eye gaze to display one of four emotions while lecturing: happy (positive/active), content (positive/passive), frustrated (negative/active), or bored (negative/passive). First, learners were able to recognize the emotional tone of the instructor in an instructional video lecture, particularly by more strongly rating a positive instructor as displaying positive emotions and a negative instructor as displaying negative emotions (in Experiments 1 and 2). Second, concerning building a social connection during learning, learners rated a positive instructor as more likely to facilitate learning, more credible, and more engaging than a negative instructor (in Experiments 1 and 2). Third, concerning cognitive engagement during learning, learners reported paying more attention during learning for a positive instructor than a negative instructor (in Experiments 1 and 2). Finally, concerning learning outcome, learners who had a positive instructor scored higher than learners who had a negative instructor on a delayed posttest (Experiment 2) but not an immediate posttest (Experiment 1). Overall, there is evidence for the positivity principle and the cognitive-affective model of e-learning from which it is derived.

Designing Acceptable Robots for Assisting Older Adults: A Pilot Study on the Willingness to Interact.

The aim of this paper was to explore the psychosocial determinants that lead to acceptability and willingness to interact with a service robot, starting with an analysis of older users' behaviors toward the Robot-Era platform, in order to provide strategies for the promotion of social assistive robotics. A mixed-method approach was used to collect information on acceptability, usability, and human-robot interaction, by analyzing nonverbal behaviors, emotional expressions, and verbal communication. The study involved 35 older adults. Twenty-two were women and thirteen were men, aged 73.8 (±6) years old. Video interaction analysis was conducted to capture the users' gestures, statements, and expressions. A coded scheme was designed on the basis of the literature in the field. Percentages of time and frequency of the selected events are reported. The statements of the users were collected and analyzed. The results of the behavioral analysis reveal a largely positive attitude, inferred from nonverbal clues and nonverbal emotional expressions. The results highlight the need to provide robotic solutions that respect the tasks they offer to the users It is necessary to give older consumers dedicated training in technological literacy to guarantee proper, long-lasting, and successful use.

The Effects of Emotional Design on Multimedia Learning and Appreciation of Chinese Poetry.

Painting, music, literature, and other art forms embody the essence of human wisdom and induce esthetic experience, among which poetry is inherently creative, because it contains a wealth of symbols, imageries, insights, and so forth. The appreciation and learning of Chinese poetry is an important part of the curriculum in secondary schools. However, studies have mainly focused on textual characters of poetry, with little literature focusing on esthetic appreciation and in-depth learning of poetry. In this vein, we ask whether emotional designs will promote the appreciation and learning of Chinese poetry. To answer this question, we explored the influence of the combination of external emotion induction (positive and neutral movie clips) and internal colorful design (chromatic and achromatic) on esthetic preference and learning of poetry. One hundred and sixty-six participants (14-15 years old) were randomly assigned to one of four conditions created by two factors (external emotion induction and internal colorful design). The results showed that the combination of external emotion induction and internal colorful design promoted positive emotions, retention, and transfer performances of learners. Furthermore, perceived difficulty of learners decreased significantly when external emotional induction and internal colorful design were both positive. Consequently, these findings indicated that emotional designs in multimedia facilitated the learning performance of middle school students in Chinese poetry, and supported the cognitive-affective theory of learning with media. This research was a preliminary exploration of emotional design in humanities.

The Cognitive-Emotional Design and Study of Architectural Space: A Scoping Review of Neuroarchitecture and Its Precursor Approaches.

Humans respond cognitively and emotionally to the built environment. The modern possibility of recording the neural activity of subjects during exposure to environmental situations, using neuroscientific techniques and virtual reality, provides a promising framework for future design and studies of the built environment. The discipline derived is termed "neuroarchitecture". Given neuroarchitecture's transdisciplinary nature, it progresses needs to be reviewed in a contextualised way, together with its precursor approaches. The present article presents a scoping review, which maps out the broad areas on which the new discipline is based. The limitations, controversies, benefits, impact on the professional sectors involved, and potential of neuroarchitecture and its precursors' approaches are critically addressed.

First-Episode Psychotic Patients Showed Longitudinal Brain Changes Using fMRI With an Emotional Auditory Paradigm.

Most previous longitudinal studies of functional magnetic resonance imaging (fMRI) in first-episode psychosis (FEP) using cognitive paradigm task found an increased activation after antipsychotic medications. We designed an emotional auditory paradigm to explore brain activation during emotional and nonemotional word processing. This study aimed to analyze if longitudinal changes in brain fMRI BOLD activation is present in patients vs. healthy controls. A group of FEP patients (n = 34) received clinical assessment and had a fMRI scan at baseline and follow-up (average, 25-month interval). During the fMRI scan, both emotional and nonemotional words were presented as a block design. Results were compared with a pair of healthy control group (n = 13). Patients showed a decreased activation at follow-up fMRI in amygdala (F = 4.69; p = 0.04) and hippocampus (F = 5.03; p = 0.03) compared with controls. Middle frontal gyrus was the only area that showed a substantial increased activation in patients (F = 4.53; p = 0.04). A great heterogeneity in individual activation patterns was also found. These results support the relevance of the type of paradigm in neuroimaging for psychosis. This is, as far as we know, the first longitudinal study with an emotional auditory paradigm in FEP. Our results suggested that the amygdala and hippocampus play a key role in psychotic disease. More studies are needed to understand the heterogeneity of response at individual level.

Hand Rehabilitation and Telemonitoring through Smart Toys.

We describe here a platform for autonomous hand rehabilitation and telemonitoring of young patients. A toy embedding the electronics required to sense fingers pressure in different grasping modalities is the core element of this platform. The system has been realized following the user-centered design methodology taking into account stakeholder needs from start: clinicians require reliable measurements and the ability to get a picture remotely on rehabilitation progression; children have asked to interact with a pleasant and comfortable object that is easy to use, safe, and rewarding. These requirements are not antithetic, and considering both since the design phase has allowed the realization of a platform reliable to clinicians and keen to be used by young children.

Design para empatia: brinquedos e brincadeiras como oportunidade para promover o desenvolvimento emocional / Design for empathy: toys and play activities as opportunities to promote emotional development / Diseño para empatía: juguetes y juegos como oportunidad para promover el desarrollo emocional

Para além da área de design emocional, que trabalha com a evocação e prevenção de emoções efêmeras, destacam-se novas pesquisas que tem como foco a experiência afetiva de uma forma mais abrangente e duradoura. Entre elas destaca-se o design para o bem-estar, que trabalha com tópicos relacionados ao desenvolvimento humano saudável. A empatia é uma expressão afetiva que viabiliza a compreensão e o compartilhamento das experiências do outro, apresentando-se como habilidade-chave para o desenvolvimento social e emocional da criança. Seu desenvolvimento adequado tende a proporcionar importantes habilidades de socialização, influenciando diversas relações sociais, como amor, amizades e trabalho. O objetivo deste artigo consiste em explorar, em nível teórico, formas em que o design pode auxiliar no estímulo da experiência empática em crianças, apresentando, por fim oportunidades de projeto para pesquisadores e designers.

Beyond the field of emotional design that studies ways to evoke and prevent ephemeral emotions, it is possible to highlight new research that focus on affective experience in a more embracing and lasting view. Among them is the design for well-being, which works with topics related to a health human development. Empathy is an affective expression that enables the understanding and sharing of the experiences of the other, presenting itself as a key ability for the child's social and emotional development. A proper development of empathy tends to provide important socialization skills, influencing diverse social relationships, such as love, friendships and work. This paper aims to explore, in a theoretical level, ways in which design can help to stimulate empatic experience in children, presenting, finally, design opportunities for researchers and designers.

Para allá del área de diseño emocional que trabaja con la evocación y prevención de emociones efímeras, se destacan nuevas investigaciones que se centran en la experiencia afectiva de una forma más amplia y duradera. Entre ellas, se destaca el diseño para el bienestar, que trabaja con temas relacionados con el desarrollo humano sano. La empatía es una expresión afectiva que viabiliza la comprensión y el compartir las experiencias del otro, presentándose como una habilidad clave para el desarrollo social y emocional del niño. Su desarrollo adecuado tiende a proporcionar importantes habilidades de socialización, influenciando diversas relaciones sociales, como el amor, las amistades y el trabajo. El objetivo de este artículo consiste en explorar, a nivel teórico, formas en que el diseño puede auxiliar en el estímulo de la experiencia empática en niños, presentando, por fin, oportunidades de proyecto para investigadores y diseñadores.

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

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.

Why the Cells Look Like That - The Influence of Learning With Emotional Design and Elaborative Interrogations.

We investigated emotional design features that may influence multimedia learning with a self-generated learning (SGL) activity, namely answering elaborative interrogations. We assumed that a positive emotional design would be associated with a higher motivation to accomplish the additional SGL activity. Moreover, an interaction was expected: Learners learning with a positive emotional design should profit from learning with elaborative interrogations whereas learners learning with a negative emotional design would not profit from this strategy to the same extent but would rather benefit through reading. Since no negative emotional design existed yet, we additionally took the challenge to construct one. In a preliminary study, the emotional design features were pre-tested for their influence on emotional state and according to evaluation results, emotional design features were modified for the final versions. For the main study, German students (N = 228) were randomly assigned to one of six conditions that resulted from a 3 × 2 Design with emotional design (intended-positive vs. intended-neutral vs. intended-negative) and SGL activity (elaborative interrogations vs. no elaborative interrogations). Contrary to expectations, the intended-negative design worked not out as intended, but was rather comparable with the positive emotional design with respect to learners' emotional states. Learner motivation was higher when learning with the intended-negative emotional than the neutral design. The quality of the elaborated answers and learner motivation correlated positively with the performance of all learning outcome scores. For transfer questions which addressed the elaborated concepts, an interaction can be reported: learners learning with the positive emotional design benefitted from learning by reading compared to answering the elaborative interrogations. Regarding transfer questions whose concepts were explicitly described in the instructional material, it was better to learn with the intended-negative emotional than the neutral design. According to results of mediation analyses, the influence of motivation on learning outcomes could mostly be explained by the influence of motivation on answering the elaborative interrogations. Implications for creating emotional design as well as its effect on learning are discussed.

The influence of the dorsolateral prefrontal cortex on attentional behavior and decision making. A t-DCS study on emotionally vs. functionally designed objects.

Prior research has shown that right dorsolateral prefrontal cortex may be crucial in cognitive control of affective impulses during decision making. The present study examines whether modulation of r-DLPFC with transcranial direct current stimulation influences attentional behavior and decision-making in a purchase task requiring participants to choose either emotional/attractive or functional/useful objects. 30 participants were shown sixteen pairs of emotionally or functionally designed products while their eye-movements were recorded. Participants were asked to judge aesthetics and usefulness of each object, and to decide which object of each pair they would buy. Results revealed that participants decided to buy the functionally designed objects more often regardless of condition; however, participants receiving anodal stimulation were faster in decision making. Although stimulation of r-DLPFC did not affect the actual purchasing choice and had little effect on visual exploration during decision making, it influenced perceived usefulness and attractiveness, with temporary inhibition of r-DLPFC leading to evaluate functional objects as less attractive. Finally, anodal stimulation led to judge the objects as more useful. The implications of these results are discussed.

USER FRUSTRATION IN HIT INTERFACES: EXPLORING PAST HCI RESEARCH FOR A BETTER UNDERSTANDING OF CLINICIANS' EXPERIENCES.

User frustration research has been one way of looking into clinicians' experience with health information technology use and interaction. In order to understand how clinician frustration with Health Information Technology (HIT) use occurs, there is the need to explore Human-Computer Interaction (HCI) literature that addresses both frustration and HIT use. In the past three decades, HCI frustration research has increased and expanded. Researchers have done a lot of work to understand emotions, end-user frustration and affect. This paper uses a historical literature review approach to review the origins of emotion and frustration research and explore the research question; Does HCI research on frustration provide insights on clinicians' frustration with HIT interfaces? From the literature review HCI research on emotion and frustration provides additional insights that can indeed help explain user frustration in HIT. Different approaches and HCI perspectives also help frame HIT user frustration research as well as inform HIT system design. The paper concludes with a suggested directions on how future design and research may take.