Response Effects in Surveys on Children and Adolescents: The Effect of Number of Response Options, Negative Wording, and Neutral Mid-Point

Borgers, N.; Hox, Joop J.; Sikkel, Dirk

doi:10.1023/b:ququ.0000013236.29205.a6

Cited by 208 publications

(184 citation statements)

References 31 publications

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“…A weakness with surveys (both children and adults) is the tendency of respondents to give more or less superficial responses that appear reasonable or acceptable, without going through all the cognitive steps involved in an optimal question-answering process. Low motivation, low cognitive ability, and difficult or poorly worded questions or statements are the main causes for respondents providing a merely satisfactory response instead of a carefully considered optimal one [58]. To minimize the possibility of too difficult or poorly worded statements, the survey statements were given to the educators in charge of the classes ahead of time to assess their appropriateness.…”

Section: Discussionmentioning

confidence: 99%

Digital Story Mapping to Advance Educational Atlas Design and Enable Student Engagement

Berendsen

Hamerlinck

Webster

2018

IJGI

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Abstract:Storytelling is recognized as a valid and important method of communicating information and knowledge gleaned from volumes of ever-accumulating data. Practices of data-driven storytelling in journalism and geovisual analytics have contributed to the development of geovisual stories; also called story maps. The benefits of student-focused multi-thematic atlases and digital storytelling methods in education can also be realized in story maps. An online, interactive version of the original paper version of the Wyoming Student Atlas was developed using story mapping technology. Studies on best practices for data-driven storytelling and web map interaction were used to inform the transition of the atlas from a traditional paper format to a collection of story maps. Evaluation of the atlas story maps for educational purposes was conducted by observing students from multiple classrooms as they used the story maps in a lesson. The students and educators responded to a survey after using the story maps. Results of the survey show positive responses to the atlas story maps, including ease of use and preference over a traditional paper atlas. However, certain types of interaction with the map resulted in increased negative or uncertain responses from students concerning their perception of the atlas story maps.

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Section: Discussionmentioning

confidence: 99%

Digital Story Mapping to Advance Educational Atlas Design and Enable Student Engagement

Berendsen

Hamerlinck

Webster

2018

IJGI

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“…The relative ranking of immediacy between conditions is also the same, with the high immediacy robot being perceived as most immediate, then the human, followed by the low immediacy robot condition. However, there are also some differences as the child scores are more tightly bunched together; this could reflect their different (yet consistent) interpretation of negatively formulated questions [22], or more limited language understanding impeding the data quality [21]. A two-way ANOVA was conducted to examine the effect of age group (child/adult) and condition (high/low robot, human) on the immediacy rating.…”

Section: Nonverbal Immediacy Resultsmentioning

confidence: 99%

“…Cronbach's alpha measures the internal consistency of questionnaire items. Whilst some inconsistency is likely due in part to child interpretations of negatively worded items [22], there are some items within the questionnaire that the robot behaviour itself is probably not consistent in. For example, the questions related to smiling and frowning are opposites of each other in terms of calculating a value for the scale, but could both be answered as 'never' performed, as the robot does not have moveable facial features.…”

Section: Using Nonverbal Immediacy In Hrimentioning

confidence: 99%

Nonverbal Immediacy as a Characterisation of Social Behaviour for Human–Robot Interaction

Kennedy

Baxter

Belpaeme

2016

Int J of Soc Robotics

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An increasing amount of research has started to explore the impact of robot social behaviour on the outcome of a goal for a human interaction partner, such as cognitive learning gains. However, it remains unclear from what principles the social behaviour for such robots should be derived. Human models are often used, but in this paper an alternative approach is proposed. First, the concept of nonverbal immediacy from the communication literature is introduced, with a focus on how it can provide a characterisation of social behaviour, and the subsequent outcomes of such behaviour. A literature review is conducted to explore the impact on learning of the social cues which form the nonverbal immediacy measure. This leads to the production of a series of guidelines for social robot behaviour. The resulting behaviour is evaluated in a more general context, where both children and adults judge the immediacy of humans and robots in a similar manner, and their recall of a short story is tested. Children recall more of the story when the robot is more immediate, which demonstrates an effect predicted by the literature. This study provides validation for the application of nonverbal immediacy to child-robot interaction. It is proposed that nonverbal immediacy measures could be used as a means of characterising robot social behaviour for human-robot interaction.

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“…Methodological research among children has shown that an even number of answering options is optimal because children have a strong tendency to choose the midpoint of the scale when using uneven answering options (Borgers, Hox, and Sikkel, 2004). In addition, four answering options make it easier for children to choose but still provide enough variance (Borgers et al, 2004).…”

Section: Methodsmentioning

confidence: 99%

“…In addition, four answering options make it easier for children to choose but still provide enough variance (Borgers et al, 2004).…”

Section: Methodsmentioning

confidence: 99%

Boys’ responses to the integration of advertising and entertaining content

2015

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University of Amsterdam) is full professor of Youth Communication. Her research focused on young people's consumer behavior, family marketing, and social marketing. She has published more than 75 peer-reviewed articles, which have been awarded by several international research organizations. She recently obtained a prestigious ERC-Consolidator grant for a 5-year research project investigating social network implementation of obesity-prevention campaigns among youth. Buijzen is chair of the communication group Radboud University Nijmegen.3 Abstract PurposeThe aims of this study are to investigate (1) the effects of integrated advertising formats on the persuasion of children, (2) children's awareness of the persuasive intent of these formats, and (3) how this awareness mediates the level of persuasion.

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Response Effects in Surveys on Children and Adolescents: The Effect of Number of Response Options, Negative Wording, and Neutral Mid-Point

Cited by 208 publications

References 31 publications

Digital Story Mapping to Advance Educational Atlas Design and Enable Student Engagement

Digital Story Mapping to Advance Educational Atlas Design and Enable Student Engagement

Nonverbal Immediacy as a Characterisation of Social Behaviour for Human–Robot Interaction

Boys’ responses to the integration of advertising and entertaining content

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