Suchergebnisse

Leonard Reinecke ist Professor für Medienwirkung und Medienpsychologie am Institut für Publizistik der Johannes Gutenberg-Universität Mainz. In seiner aktuellen Forschung widmet er sich insbesondere den Themenkomplexen Online-Kommunikation, der Rezeption und Wirkung neuer Medien und der empirischen Unterhaltungsforschung.

Computer-mediated communication (CMC), and specifically social media, may affect the mental health (MH) and well-being of its users, for better or worse. Research on this topic has accumulated rapidly, accompanied by controversial public debate and numerous systematic reviews and meta-analyses. Yet, a higher-level integration of the multiple disparate conceptual and operational approaches to CMC and MH and individual review findings is desperately needed. To this end, we first develop two organizing frameworks that systematize conceptual and operational approaches to CMC and MH. Based on these frameworks, we integrate the literature through a meta-review of 34 reviews and a content analysis of 594 publications. Meta-analytic evidence, overall, suggests a small negative association between social media use and MH. However, effects are complex and depend on the CMC and MH indicators investigated. Based on our conceptual review and the evidence synthesis, we devise an agenda for future research in this interdisciplinary field.

Mobile connectivity can negatively affect smartphone users by eliciting stress. Past research focused on stress-inducing potentials of smartphone use behaviors and, recently, on the cognitive-motivational engagement with online interactions. However, theoretical perspectives as the mobile connectivity paradox and the IM³UNE model further suggest that digital stress effects may be conditional. A preregistered experience sampling study ( n = 123; 1,427 use episodes) investigated relationships of cognitive-motivational (online vigilance) and behavioral (communication load, media multitasking) smartphone use patterns with perceived stress and introduced two situational boundary conditions (goal conflict, autonomy need dissatisfaction). Results demonstrate that online vigilance can induce stress directly and via increasing communication load. Goal conflict and autonomy need dissatisfaction moderated the influence of online vigilance and media multitasking on stress. Findings are discussed in the context of effect directionality and the need to further investigate boundary conditions in digital well-being research.

"Permanently Online, Permanently Connected establishes the conceptual grounds needed for a solid understanding of the permanently online/permanently connected phenomenon, its causes and consequences, and its applied implications. Due to the diffusion of mobile devices, the ways people communicate and interact with each other and use electronic media have changed substantially within a short period of time. This megatrend comes with fundamental challenges to communication, both theoretical and empirical. The book offers a compendium of perspectives and theoretical approaches from leading thinkers in the field to empower communication scholars to develop this research systematically, exhaustively, and quickly. It is essential reading for media and communication scholars and students studying new media, media effects, and communication theory."--Provided by publisher

Research has repeatedly demonstrated that the use of interactive media is associated with recovery experiences, suggesting that engaging with media can help people to alleviate stress and restore mental and physical resources. Video games, in particular, have been shown to fulfil various aspects of recovery, not least due to their ability to elicit feelings of mastery and control. However, little is known about the role of cognitive task demand (i.e., the amount of cognitive effort a task requires) in that process. Toward this end, our study aimed to investigate how cognitive task demand during gameplay affects users' recovery experiences. Results of a laboratory experiment suggest that different dimensions of the recovery experiences seem to respond to different levels of cognitive task demand. While control experiences were highest under low cognitive task demand, there was no difference between groups regarding experiences of mastery and psychological detachment. Nevertheless, both gaming conditions outperformed the control condition regarding experiences of mastery and psychological detachment. Controlling for personal gaming experiences, relaxation was higher in the low cognitive task demand condition compared to the control condition. Findings are discussed in terms of their implications for research on the multilayered recovery effects of interactive media.

Zusammenfassung In diesem Bericht stellen wir unsere Evaluation der CommSy-Nutzung vor. CommSy steht für Community System und ist eine Softwareplattform zur Unterstützung von Lerngemeinschaften, die am Fachbereich Informatik der Universität Hamburg entwickelt wurde. Im Rahmen des Projektes WissPro wurden kontinuierlich Maßnahmen zur Evaluation durchgeführt, deren Ergebnisse im Sinne einer formativen Evaluation ständig in die Weiterentwicklung der Software sowie der im Projekt entwickelten didaktischen Konzepte zum Einsatz von CommSy eingeflossen sind und noch einfließen. Bei unserem methodischen Vorgehen setzen wir auf eine Triangulation verschiedener qualitativer und quantitativer Verfahren. Unsere empirischen Untersuchungen zeigen, dass CommSy im praktischen Einsatz seinen Designkriterien gerecht wird: die einfache, intuitive Benutzbarkeit des Systems, die be-tont begrenzten und didaktisch motivierten Funktionalitäten sowie die demokratische Rechteverteilung werden explizit als Vorzüge und Alleinstellungsmerkmale von CommSy gesehen und gelobt. Auch die Einbindung in einen Medienmix entspricht offenbar der Realität der Nutzung. Jedoch entsteht eine lebendige Lerngemeinschaft und -kultur nicht automatisch durch den Einsatz von CommSy oder eines anderen Systems. Vielmehr bedarf es der didaktisch durchdachten Einbettung in den jeweiligen Veranstaltungskontext, der kontinuierlichen Moderation im System sowie einer Aushandlung von Nutzungskonventionen und einer Reflexion der Nutzung. ; In this report we present our evaluation of the usage of the software system CommSy. CommSy stands for Community System and is a web-based system to support learning communities. CommSy has been developed in the Department for Informatics, University of Hamburg, since May 1999. In our research project WissPro we undertake continuous measures for the evaluation of the usage of CommSy. In the sense of a formative evalua-tion we feed back our respective results into the processes of the software development and the development of didactical methods to embed CommSy in learning settings. Therefore, the usage of CommSy was evaluated triangulating various qualitative and quantitative methods. Our results show that the design of CommSy suits a variety of different learning settings. However, a lively learning community does not emerge automatically with the use of CommSy or a comparable system. Rather, there is a strong need to undertake measures to explicitly embed CommSy in the respective didactical concept.