The social life of information displays: How screens shape psychological responses in social contexts

Erica Robles, Clifford Nass, Adam Kahn

Research output: Contribution to journalArticle

Abstract

This article presents the results of two experimental laboratory studies that establish relationships between displays and people's attitudes, beliefs, and behaviors toward self, others, and social situations. Experiment I investigates how participants (N = 40) engaging in a trivia game respond when their answers and performance feedback evaluations are made public via either a large shared display or each person's laptop display. Using a 2 (answer display: shared vs. personal) × 2 (feedback display: shared vs. personal) between-participants, nested design, we find that participants exhibit differential levels of social anxiety, enjoyment, willingness to change answers, and attributions of coparticipant competence. Participants whose answers are shown on the shared display exhibit greater social anxiety but are attributed with greater competence by their peers. Viewing information on the shared display induces a greater degree of change in answers. Precisely because all information is public throughout the experiment, we are able to isolate the effects of sharing screens as opposed to sharing information. Experiment II (N = 40) builds from Experiment I by employing similar display configurations within an explicitly persuasive context. In a 2 (display: shared vs. personal) × 2 (context: common vs. personal) × 2 (content presentation style: common vs. interpersonal), mixed experimental design we produce systematic differences in the persuasiveness of information, people's engagement with content, and sense of social distance from each other. Through both experiments strong consistency effects are evident: enjoyment, engagement, and persuasiveness are all diminished where incongruencies are part of the experimental conditions. So too these mismatches increase the sense of social distance from others in the setting. We discuss the implications for future research and design of display ecologies and situated media.

Original languageEnglish (US)
Pages (from-to)48-78
Number of pages31
JournalHuman-Computer Interaction
Volume24
Issue number1-2
DOIs
StatePublished - Jan 2009

Fingerprint

Data Display
Social Distance
Mental Competency
Research Design
Anxiety
Display devices
Psychology
Information Dissemination
Ecology
Experiments
Feedback
Design of experiments

ASJC Scopus subject areas

  • Applied Psychology
  • Human-Computer Interaction

Cite this

The social life of information displays : How screens shape psychological responses in social contexts. / Robles, Erica; Nass, Clifford; Kahn, Adam.

In: Human-Computer Interaction, Vol. 24, No. 1-2, 01.2009, p. 48-78.

Research output: Contribution to journalArticle

@article{75c91b21a2824e2dbb7c3612e9b319f9,
title = "The social life of information displays: How screens shape psychological responses in social contexts",
abstract = "This article presents the results of two experimental laboratory studies that establish relationships between displays and people's attitudes, beliefs, and behaviors toward self, others, and social situations. Experiment I investigates how participants (N = 40) engaging in a trivia game respond when their answers and performance feedback evaluations are made public via either a large shared display or each person's laptop display. Using a 2 (answer display: shared vs. personal) × 2 (feedback display: shared vs. personal) between-participants, nested design, we find that participants exhibit differential levels of social anxiety, enjoyment, willingness to change answers, and attributions of coparticipant competence. Participants whose answers are shown on the shared display exhibit greater social anxiety but are attributed with greater competence by their peers. Viewing information on the shared display induces a greater degree of change in answers. Precisely because all information is public throughout the experiment, we are able to isolate the effects of sharing screens as opposed to sharing information. Experiment II (N = 40) builds from Experiment I by employing similar display configurations within an explicitly persuasive context. In a 2 (display: shared vs. personal) × 2 (context: common vs. personal) × 2 (content presentation style: common vs. interpersonal), mixed experimental design we produce systematic differences in the persuasiveness of information, people's engagement with content, and sense of social distance from each other. Through both experiments strong consistency effects are evident: enjoyment, engagement, and persuasiveness are all diminished where incongruencies are part of the experimental conditions. So too these mismatches increase the sense of social distance from others in the setting. We discuss the implications for future research and design of display ecologies and situated media.",
author = "Erica Robles and Clifford Nass and Adam Kahn",
year = "2009",
month = "1",
doi = "10.1080/07370020902739320",
language = "English (US)",
volume = "24",
pages = "48--78",
journal = "Human-Computer Interaction",
issn = "0737-0024",
publisher = "Taylor and Francis Ltd.",
number = "1-2",

}

TY - JOUR

T1 - The social life of information displays

T2 - How screens shape psychological responses in social contexts

AU - Robles, Erica

AU - Nass, Clifford

AU - Kahn, Adam

PY - 2009/1

Y1 - 2009/1

N2 - This article presents the results of two experimental laboratory studies that establish relationships between displays and people's attitudes, beliefs, and behaviors toward self, others, and social situations. Experiment I investigates how participants (N = 40) engaging in a trivia game respond when their answers and performance feedback evaluations are made public via either a large shared display or each person's laptop display. Using a 2 (answer display: shared vs. personal) × 2 (feedback display: shared vs. personal) between-participants, nested design, we find that participants exhibit differential levels of social anxiety, enjoyment, willingness to change answers, and attributions of coparticipant competence. Participants whose answers are shown on the shared display exhibit greater social anxiety but are attributed with greater competence by their peers. Viewing information on the shared display induces a greater degree of change in answers. Precisely because all information is public throughout the experiment, we are able to isolate the effects of sharing screens as opposed to sharing information. Experiment II (N = 40) builds from Experiment I by employing similar display configurations within an explicitly persuasive context. In a 2 (display: shared vs. personal) × 2 (context: common vs. personal) × 2 (content presentation style: common vs. interpersonal), mixed experimental design we produce systematic differences in the persuasiveness of information, people's engagement with content, and sense of social distance from each other. Through both experiments strong consistency effects are evident: enjoyment, engagement, and persuasiveness are all diminished where incongruencies are part of the experimental conditions. So too these mismatches increase the sense of social distance from others in the setting. We discuss the implications for future research and design of display ecologies and situated media.

AB - This article presents the results of two experimental laboratory studies that establish relationships between displays and people's attitudes, beliefs, and behaviors toward self, others, and social situations. Experiment I investigates how participants (N = 40) engaging in a trivia game respond when their answers and performance feedback evaluations are made public via either a large shared display or each person's laptop display. Using a 2 (answer display: shared vs. personal) × 2 (feedback display: shared vs. personal) between-participants, nested design, we find that participants exhibit differential levels of social anxiety, enjoyment, willingness to change answers, and attributions of coparticipant competence. Participants whose answers are shown on the shared display exhibit greater social anxiety but are attributed with greater competence by their peers. Viewing information on the shared display induces a greater degree of change in answers. Precisely because all information is public throughout the experiment, we are able to isolate the effects of sharing screens as opposed to sharing information. Experiment II (N = 40) builds from Experiment I by employing similar display configurations within an explicitly persuasive context. In a 2 (display: shared vs. personal) × 2 (context: common vs. personal) × 2 (content presentation style: common vs. interpersonal), mixed experimental design we produce systematic differences in the persuasiveness of information, people's engagement with content, and sense of social distance from each other. Through both experiments strong consistency effects are evident: enjoyment, engagement, and persuasiveness are all diminished where incongruencies are part of the experimental conditions. So too these mismatches increase the sense of social distance from others in the setting. We discuss the implications for future research and design of display ecologies and situated media.

UR - http://www.scopus.com/inward/record.url?scp=67650129358&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=67650129358&partnerID=8YFLogxK

U2 - 10.1080/07370020902739320

DO - 10.1080/07370020902739320

M3 - Article

AN - SCOPUS:67650129358

VL - 24

SP - 48

EP - 78

JO - Human-Computer Interaction

JF - Human-Computer Interaction

SN - 0737-0024

IS - 1-2

ER -