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Browsing by Author "Lyra, Olga"

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  • Reducing children’s psychological distance from climate change via eco-feedback technologies
    Publication . Dillahunt, Tawanna; Lyra, Olga; Barreto, Mary L.; Karapanos, Evangelos
    Empirical environment and behavior research has found that empathy improves environmental attitudes and behaviors. Emotionally persuasive icons (EPIs) show promise for creating empathy and for the design of effective eco-feedback technologies, particularly among children. Yet studies using these icons have focused on adults, with little research devoted to eco-feedback design for children. We explore the affective reactions to EPIs among children ages 9–11. To understand which types of EPIs generate the most empathy, we vary them in two dimensions: (1) metaphorical versus literal representations and (2) animal scenes versus environmental scenes. Our findings suggest that the impact of EPIs extends beyond metaphorical or literal images; to improve eco-feedback technologies that employ EPIs, designers must link the causes and effects of climate change to concrete, tangible actions that are associated with personal experiences, which could lead to stronger engagement and emotional responses among children. These results are consistent with the construal level theory of psychological distance, which is the cognitive and affective perception of how close or far something is. We extend this theory to sustainable HCI and contribute a space for future eco-feedback design among children.
    2017Journal article Open access Show more
  • Towards persuasive sociometric technologies for inclusive educational settings
    Publication . Lyra, Olga; Karapanos, Evangelos; Gouveia, Rúben; Barreto, Mary; Nisi, Valentina; Nunes, Nuno J.; Zimmerman, John; Forlizzi, Jodi
    With an increasing interest in the social inclusion of children in schools, HCI researchers have proposed technologies that support children at risk of social exclusion in their interactions with peers. However, much of this work has focused on the child at risk of social exclusion, disregarding the fact that social exclusion is a group phenomenon that often originates in children’s negative stereotyping. In this paper we argue for persuasive sociometric technologies, ones that sense children’s social interactions in real-time, and provide persuasive, just-in time recommendations to children with the goal of challenging their perceptions of diversity and motivating pro-social behaviors. We report on two studies that aimed at inquiring into children’s practices of social exclusion in school communities as well as whether and how persuasive technologies can stimulate pro-social behaviors and a sense of empathy among them.
    2013Conference object Open access Show more