Cognitive Science

2. Cognitive Science • Overview • Emotional Design

3. 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

4. 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

5. Cognitive Science Scenario Observation Task 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?

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

7. Cognitive Science Emotional Design • Mood-dependent retrieval

8. Cognitive Science Emotional Design • Mood-dependent retrieval

9. Cognitive Science Emotional Design Mood-congruent processing

10. Cognitive Science Emotional Design Model • Astleitner (2000) FEASP Model

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

12. 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)

13. 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)

14. 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)

15. Cognitive Science Scenario Group Discussion 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 the theoretical frameworks we have discussed? • Sort Gee’s principles based on a theoretical approach you devise, using theories discussed to date.

16. Cognitive Science Scenario Group Work 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?