Scaring Them into Learning!? Using a Snake Screen to Enhance the Knowledge Transfer Effectiveness of a Web Interface

Abstract

It seems that surprise events have the potential to turn short-term memories into longterm memories, an unusual phenomenon that may have limited but interesting applications in learning tasks. This surprise-enhanced cognition phenomenon is theoretically modeled based on the notion that many human mental traits have evolved through natural selection; a mathematical analysis building on Price's covariance theorem is employed in this modeling effort. Additionally, the phenomenon is discussed in the context of an online learning task, based on a study involving 186 student participants. A simulated threat was incorporated into a human-computer interface with the goal of increasing the interface's knowledge-transfer effectiveness. The participants were asked to review Web-based learning modules and subsequently take a test on what they had learned. Data from six learning modules in two experimental conditions were contrasted. In the treatment condition, a Web-based screen with a snake in attack position was used to surprise the participants; the snake screen was absent in the control condition. As predicted, the participants in the treatment condition did significantly better in the test for the modules immediately before and after the snake screen than the participants in the control condition. These findings are extrapolated to classroom applications in general. Ethical considerations are also discussed.

Reading While Watching Video: The Effect of Video Content on Reading Comprehension and Media Multitasking Ability

“…This is likely due to the shocking effects of the more disturbing information on working memory. It has been shown that a shocking event can increase the memory of what was happening just before or after the event (Kock, Chatelain-Jardón, & Carmona, 2009). The pleasing distraction of the comedy video had a less adverse impact on the primary learning activity, but was itself also less memorable than was the news video.…”

Enhance Knowledge Communication and Learning: A Surprise Paradox.

“…Given the importance of ICT in its role as an organizational learning enabler Real et al, (2006), it is of crucial significance to enhance the knowledge communication effectiveness/ memorization created/communicated throughout the human computer interface. Previous studies by Kock et al, ( , 2008aKock et al, ( , 2009 and Chatelain et al, (2016) have successfully proven that the incorporation of web-simulated threats enhance knowledge communication effectiveness; however, they fail to recognize that the strength of the negative stimulus presented in the human computer interface directly impacts the level of enhanced knowledge communication effectiveness shown by the subjects.…”

“…In like manner, brain mechanisms seem to be rooted at the core of psychology; as Buss (1995) mentions "all psychological theories imply evolved mechanisms" (p. 1) and even though, why or how these brain mechanisms work goes beyond the realm of this research; what is important to emphasize is that "once those mechanisms are in place, they can be activated or executed in ways that may … lead to fitness in current environments" (Buss, 1995, p.10). The studies by Kock et al, ( , 2008aKock et al, ( , 2009 and Chatelain et al, (2016) have used evolutionaryand technology-related web-simulated negative stimulus (threats) to activate the automatic brain mechanisms of surprise. Please note that the surprise model explains how this mechanism has been frequently linked to enhanced memorization capacity.…”

“…It is important to note that a pivotal factor that would promote or deter the effectiveness of the Web-based knowledge communication is the human-computer interface since it is the point of contact between the human and the computer, and it is the one in charge of the communication between them. Abundant research has been accumulated in studies that try to improve interfaces by considering user needs through usability studies Schnitman (2007); but, few studies have considered the incorporation of automatic brain mechanisms in the design of human-computer interfaces (see , 2008a, 2009& Chatelain et al, 2016, in order to improve knowledge communication performance. These few studies have proposed the selective incorporation of simulated web-based negative stimulus (regardless of the nature of the threat) into the computer interface in order to enhance knowledge communication effectiveness/memorization throughout the activation of the automated mechanism of surprise.…”

Moving Research into Practice: Can We Make Dissemination Stick?

“…In effect, it appears that surprises "short-circuit" the memory storage process, transferring short-term memories of events directly preceding and following the surprise instantly into long-term memory (Kock, Chatelain-Jardon, & Carmona, 2009, p. 360). Kock et al (2009) investigated how unexpected stimuli impact learning. University students viewed six short, web-based learning modules.…”