Please use this identifier to cite or link to this item: https://ktisis.cut.ac.cy/handle/10488/12642
DC FieldValueLanguage
dc.contributor.authorDillahunt, Tawanna-
dc.contributor.authorLyra, Olga-
dc.contributor.authorBarreto, Mary L.-
dc.contributor.authorKarapanos, Evangelos-
dc.date.accessioned2018-08-09T09:34:22Z-
dc.date.available2018-08-09T09:34:22Z-
dc.date.issued2017-07-
dc.identifier.citationInternational Journal of Child-Computer Interaction, 2017, Volume 13, Pages 19-28en_US
dc.identifier.issn22128689-
dc.identifier.urihttp://ktisis.cut.ac.cy/handle/10488/12642-
dc.description.abstractEmpirical 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.en_US
dc.formatpdfen_US
dc.language.isoenen_US
dc.publisherElsevier B.V.en_US
dc.rights© 2017 Elsevier B.V.en_US
dc.subjectChildrenen_US
dc.subjectEco-feedbacken_US
dc.subjectPsychological distanceen_US
dc.subjectSustainabilityen_US
dc.titleReducing children's psychological distance from climate change via eco-feedback technologiesen_US
dc.typeArticleen_US
dc.collaborationUniversity of Michigan School of Informationen_US
dc.collaborationOpen University Cyprusen_US
dc.collaborationMadeira Interactive Technologies Instituteen_US
dc.collaborationCyprus University of Technologyen_US
dc.subject.categoryComputer and Information Sciencesen_US
dc.journalsSubscription Journalen_US
dc.countryUnited Statesen_US
dc.countryCyprusen_US
dc.countryPortugalen_US
dc.subject.fieldNatural Sciencesen_US
dc.publicationPeer Revieweden_US
dc.identifier.doi10.1016/j.ijcci.2017.05.002-
cut.common.academicyear2016-2017en_US
item.grantfulltextnone-
item.fulltextNo Fulltext-
item.languageiso639-1other-
crisitem.author.deptDepartment of Communication and Internet Studies-
crisitem.author.facultyFaculty of Communication and Media Studies-
crisitem.author.orcid0000-0001-5910-4996-
crisitem.author.parentorgFaculty of Communication and Media Studies-
Appears in Collections:Άρθρα/Articles
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