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1.
Front Psychol ; 9: 1392, 2018.
Artigo em Inglês | MEDLINE | ID: mdl-30135668

RESUMO

Suspense is a key narrative issue in terms of emotional gratifications. Reactions in response to this type of entertainment are positively related to enjoyment, having a significant impact on the audience's immersion and suspension of disbelief. Related to computational modeling of this feature, some automatic storytelling systems include limited implementations of suspense management system in their core. In this way, the interest of this subject in the area of creativity has resorted to different definitions from fields as narratology and the film industry, as much as several proposals of its constituent features. Among their characteristics, uncertainty is one of the most discussed in terms of impact and need: while many authors affirm that uncertainty is essential to evoke suspense, others limit or reject its influence. Furthermore, the paradox of suspense reflects the problem of including uncertainty as a component required in suspense creation systems. Due to this need to contrast the effects of the uncertainty in order to compute a general model for automatic storytelling systems, we conducted an experiment measuring suspense experienced by a group of subjects that read a story. While a group of them were told the ending of the story in advance, the members of the other group experimented the same story in chronological order. Both the subjects' reported suspense and their physiological responses are gathered and analyzed. Results provide evidence to conclude that uncertainty affects the emotional response of readers, but independently and in a different form than suspense does. It will help to propose a model in which uncertainty is processed separately as management of the amount of knowledge about the outcome available to the spectator, which acts as a control signal to modulate the input features, but not directly in suspense computing.

2.
Springerplus ; 5(1): 1305, 2016.
Artigo em Inglês | MEDLINE | ID: mdl-27547679

RESUMO

In the context of European Higher Education students face an increasing focus on independent, individual learning-at the expense of face-to-face interaction. Hence learners are, all too often, not provided with enough opportunities to negotiate in the target language. The current case study aims to address this reality by going beyond conventional approaches to provide students with a hybrid game-based app, combining individual and collaborative learning opportunities. The 4-week study was carried out with 104 German language students (A1.2 CEFR) who had previously been enrolled in a first-semester A1.1 level course at a Spanish university. The VocabTrainerA1 app-designed specifically for this study-harnesses the synergy of combining individual learning tasks and a collaborative murder mystery game in a hybrid level-based architecture. By doing so, the app provides learners with opportunities to apply their language skills to real-life-like communication. The purpose of the study was twofold: on one hand we aimed to measure learner motivation, perceived usefulness and added value of hybrid game-based apps; on the other, we sought to determine their impact on language learning. To this end, we conducted focus group interviews and an anonymous Technology Acceptance Model survey (TAM). In addition, students took a pre-test and a post-test. Scores from both tests were compared with the results obtained in first-semester conventional writing tasks, with a view to measure learning outcomes. The study provides qualitative and quantitative data supporting our initial hypotheses. Our findings suggest that hybrid game-based apps like VocabTrainerA1-which seamlessly combine individual and collaborative learning tasks-motivate learners, stimulate perceived usefulness and added value, and better meet the language learning needs of today's digital natives. In terms of acceptance, outcomes and sustainability, the data indicate that hybrid game-based apps significantly improve proficiency, hence are indeed, effective tools for enhanced language learning.

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