No abstract

Although user behavior in the popular Facebook social network site has been intensely investigated since the site came live in 2004, we know little about users' emotions and values weaved in the fabric of their interactions. We report on a diary study for collecting daily accounts of users' most memorable experiences. Outcomes emphasize the distinction between public and private presentation together with user motivation for engaging in each of these roles. Findings also suggest that at their heart, people's most memorable experiences with Facebook are all about positive emotions, in particular those concerned with connectedness and entertainment.

Although user behavior in the popular Facebook social network site has been intensely investigated since the site came live in 2004, we know little about users' emotions and values weaved in the fabric of their interactions. We report on a diary study for collecting daily accounts of users' most memorable Facebook experiences. Outcomes emphasize the distinction between public and private presentation together with user motivation for engaging in these roles. Findings outline the role of impression management in the capitalization of positive emotions: a process through which people derive associated benefits from sharing them. Outcomes also suggest that at their heart, people's most memorable experiences with Facebook are all about positive emotions, in particular those concerned with connectedness and entertainment. Finally, we discuss the implications of these findings for experience design and propose design tactics and guidelines integrated into a framework for designing for connectedness and entertainment.

One of the most frequent arguments for deploying serious games is that they provide an engaging format for student learning. However, engagement is often equated with enjoyment, which may not be the most relevant conceptualization in safety-critical settings, such as law enforcement and healthcare. In these contexts, the term 'serious' does not only relate to the non-entertainment purpose of the game but also the environment simulated by the game. In addition, a lack of engagement in a safetycritical training setting can have serious ethical implications, leading to significant real-world impacts. However, evaluations of safety-critical games (SCGs) rarely provide an in-depth consideration of player experience. Thus, in relation to simulation game-based training, we are left without a clear understanding of what sort of experience players are having, what factors influence their engagement and how their engagement relates to learning. In order to address these issues, this paper reports on the mixed-method evaluation of a SCG that was developed to support police training. The findings indicate that engagement is supported by the experience situational relevance, due to the player's experience of real-world authenticity, targeted feedback mechanisms and learning challenges.

An experimental investigation into the role of interaction in user experience (UX) with a controlled manipulation of interactivity features (e.g. avatars, interactive video) in a university information website is reported. The more interactive version had better affect and hedonic ratings, even though its perceived usability was worse. Analysis of qualitative data showed users were attracted to the interactive features, although they complained about poor usability. The results of the experiments are discussed to consider the role of interactivity in user experience and the differences between users' quantitative judgements of UX and their comments on interactive features which reveal different perspectives.