Lieve Laporte

Do people say what they think: social conformity behavior in varying degrees of online social presence

In recent social media internet applications, many activities consist of voting, ranking, commenting and sharing. People using these applications can experience the social presence and influences of others, just as in real life. The difference is, however, that fewer communication channels are available in these online communication mediums. In this pilot study, we investigated to which degree these altered communication mediums affect peoples social conformity behavior. Based on a classic normative social conformity paradigm by Asch [1], we developed an online quiz. Two versions were created: a version where users see other players represented with only a picture, and a version with a live video stream. We studied the social conformity in these two online situations regarding three information types: visual perception, factual information and personal opinions. Results showed that participants answering factual questions in the live video variant, offering more social cues than the photo variant, followed the group more in giving incorrect answers. Furthermore, participants in both variants agreed with group opinions.

Using correspondence analysis to monitor the persona segmentation process

Persona segmentation is the first phase of the persona method. It can be defined as the process of creating representative groups of similar users. Since the origin of the persona technique, both qualitative and quantitative methods have been used to create persona segments. While the qualitative approach has been criticized because of its lack of accuracy in creating persona segments, application of quantitative methods seems to be suffering from the same problem, due to inconsiderate application of statistical techniques. In this paper, we present Correspondence Analysis, an exploratory data technique, as an alternative quantitative persona segmentation method. We demonstrate that this method is appropriate to create useful persona profiles, and, additionally, it can aid in carefully monitoring the segmentation process.

Kilowhat? A multidisciplinary approach on the development of a home energy management system

To a consumer, knowing how much energy you use is often a question mark. We get our energy bills and more often than not, they are surprisingly high. The coming of the smart grid and more specifically smart metering provides opportunities to create a better awareness on energy use among consumers. This research presents the user-centric development of a home energy management system. The focus of the research is not specifically on the functionalities per se, rather it lies on the inclusion of the energy end-user in the development process. Throughout the development, end-user research provided valuable input for the development of the system. Large quantitative surveys were alternated with small scale in-depth qualitative research. Each step generated the input for the next step in the research process, resulting in a system with functionalities tailored to the end-users needs and wants.

A comparative analysis of programming games, looking through the lens of an instructional design model and a game attributes taxonomy

Abstract The emerging trend of teaching computer programming to more and younger people has led to the development of game-based learning and teaching approaches. In this context, educational games are considered as a promising learning platform. However, research in the field of programming games has mainly focused on what is being taught in these games. Less is known, however, about how programming games afford learning and playing by design. To address this, we performed a qualitative, comparative analysis of 19 programming games from an instructional and game attributes perspective. The findings showed that a majority of programming games presents only a moderate alignment with established instructional principles. Furthermore, significant differences in the presence and prevalence of their game attributes were found. Our analysis resulted in a systematic classification of programming games according to their alignment with instructional principles and their positioning on a playing-versus-programming spectrum. Informed by this twofold classification, we explored whether particular programming games can still be conceptualized as games, as opposed to learning or programming environments. Accordingly, we formulated opportunities and restrictions towards their potential context-of-use.