R e s e a r c h A c t i v i t i e s
R e s e a r c h A c t i v i t i e s
I may not update this page regularly enough to list all our activities, but some recent significant activities are shown below. Contact me at leecs@ntu.edu.sg if you want to know about our latest research updates.
Source: Anna Shvets from Pexels
Want to find out more about nudging in healthcare?
Want to find out more about nudging in healthcare?
Check out our latest journal article:
Check out our latest journal article:
Nudging Public Health Behaviours to Prevent COVID-19: A Systematic Review
In Singapore, librarians have new jobs in an age of AI
In Singapore, librarians have new jobs in an age of AI
Check out the commentary coauthored with Chin Ee.
Check out the commentary coauthored with Chin Ee.
Source: Olyako Bruseva on Pexels
Interested in Learning More about Asking Effective Questions?
Interested in Learning More about Asking Effective Questions?
Check out my new publications
Check out my new publications
Research sharing at ICA 2023
Research sharing at ICA 2023
May 26, 2023 (Canada)
Participating in the Meta & Centre for Civil Society and Governance Roundtable Discussion on the AR/VR Policy Research for Asia Pacific
Participating in the Meta & Centre for Civil Society and Governance Roundtable Discussion on the AR/VR Policy Research for Asia Pacific
Feb 24, 2023 (Online)
Speaking at the IN-cube Symposium 2023
Speaking at the IN-cube Symposium 2023
Feb, 2023 (Singapore)
Defining, Determining, and Dealing with Deliberate Online Falsehoods in Singapore
Defining, Determining, and Dealing with Deliberate Online Falsehoods in Singapore
Presenting at the SIGHCI Pre-ICIS Workshop on HCI Research in MIS!
Presenting at the SIGHCI Pre-ICIS Workshop on HCI Research in MIS!
Dec 7, 2022 (Denmark)
Title: Understanding the visual aesthetics of mobile apps in everyday life: The influence of cute aesthetics
Authors: Lee, C. S., Goh, D. H.-L., & Wu, Q.
Abstract: This paper investigates visual aesthetics (VA) of mobile apps’ in everyday life by examining the effects of affect and cute aesthetics. We analyzed two theoretical dimensions of affect, positive affect (PA) and negative affect (NA), and provided an analysis of the relevance of PA and NA by relating them to VA of three interface designs (ID) with varying levels of cute aesthetics (i.e. low, mid and high). Data was collected using a survey. Regression results from 166 participants suggest that cute aesthetics invoke PA (i.e., interested, excited, enthusiastic) and that it is a strong positive predictor for VA across all three IDs. This study contributes to a better understanding of the relevance of positive affect and cute aesthetics on visual aesthetics of mobile apps in everyday life.
Authors: Lee, C. S., Goh, D. H.-L., & Wu, Q.
Abstract: This paper investigates visual aesthetics (VA) of mobile apps’ in everyday life by examining the effects of affect and cute aesthetics. We analyzed two theoretical dimensions of affect, positive affect (PA) and negative affect (NA), and provided an analysis of the relevance of PA and NA by relating them to VA of three interface designs (ID) with varying levels of cute aesthetics (i.e. low, mid and high). Data was collected using a survey. Regression results from 166 participants suggest that cute aesthetics invoke PA (i.e., interested, excited, enthusiastic) and that it is a strong positive predictor for VA across all three IDs. This study contributes to a better understanding of the relevance of positive affect and cute aesthetics on visual aesthetics of mobile apps in everyday life.
Congratulations to Kevin and Qian!
Congratulations to Kevin and Qian!
Paper Acceptance and Presentation at ASIS&T
Paper Acceptance and Presentation at ASIS&T
Oct 29 to Nov 1, 2022 (USA)
My PhD students Kevin Kok Khiang Lim and Qian Wu presented their papers at the 2022 Association for Information Science and Technology (ASIS&T) Annual Meeting 👏!
Title: Leader, socializer or specialist? Distinguishing responders with the cues of questions.
Authors: Wu, Q., Lee, C. S., & Goh, D. H.-L. DOI: https://doi.org/10.1002/pra2.662
Abstract: Community question-answering (CQA) enables responders to select questions, and respond to the questions by answering, commenting or voting. Accordingly, questions with different cues (i.e. complexity, specificity, emotional expressiveness, politeness, popularity, rewards) tend to attract different responders. However, the research is limited regarding the types of responders based on the questions they responded to. The gap inhibits us to form a complete understanding of how questions bridge askers with responders. Moreover, how different types of responders contribute to maintaining the ecosystem of the CQA has not been studied adequately. Accordingly, we conducted an online survey to organize responders by the cues of questions. Cluster analysis was used to group responders into three types: (1) "leaders” respond to complex and popular questions, attracting many followers in CQA; (2) “socializers” answer less complex and specific questions with emotion-laden words; and (3) “specialists” respond to complex questions with high specificity but seldom use the social functions of CQAs. Finally, contributions and limitations are discussed.
Title: Nudging learning behaviour: A systematic review
Authors: Lim, KK., & Lee, CSDOI: https://doi.org/10.1002/pra2.712
Abstract:This review examines nudge intervention in influencing learning behaviours from the context of the information use environment. It was conducted based on PRISMA guidelines. Six major databases were searched, and ten studies were included in this review after screening. Overall, the included studies reported beneficial outcomes in the academic settings, but results were mixed as nudge interventions were context-dependent. To convey course-related information during the nudge intervention, all the included studies used at least one technique from category A-Decision Information and most used a secondary technique to enhance or manipulate the intervention. Among the techniques, A1-Translate Information, A2-Make Information Visible, and C1-Provide Reminders were widely used. However, there was no ideal nudge technique or a combination of nudge techniques that were effective across all situations. Nonetheless, this review underscored the importance of incorporating nudge techniques in an informational learning environment that could shape and motivate learners.
Title: Leader, socializer or specialist? Distinguishing responders with the cues of questions.
Authors: Wu, Q., Lee, C. S., & Goh, D. H.-L. DOI: https://doi.org/10.1002/pra2.662
Abstract: Community question-answering (CQA) enables responders to select questions, and respond to the questions by answering, commenting or voting. Accordingly, questions with different cues (i.e. complexity, specificity, emotional expressiveness, politeness, popularity, rewards) tend to attract different responders. However, the research is limited regarding the types of responders based on the questions they responded to. The gap inhibits us to form a complete understanding of how questions bridge askers with responders. Moreover, how different types of responders contribute to maintaining the ecosystem of the CQA has not been studied adequately. Accordingly, we conducted an online survey to organize responders by the cues of questions. Cluster analysis was used to group responders into three types: (1) "leaders” respond to complex and popular questions, attracting many followers in CQA; (2) “socializers” answer less complex and specific questions with emotion-laden words; and (3) “specialists” respond to complex questions with high specificity but seldom use the social functions of CQAs. Finally, contributions and limitations are discussed.
Title: Nudging learning behaviour: A systematic review
Authors: Lim, KK., & Lee, CSDOI: https://doi.org/10.1002/pra2.712
Abstract:This review examines nudge intervention in influencing learning behaviours from the context of the information use environment. It was conducted based on PRISMA guidelines. Six major databases were searched, and ten studies were included in this review after screening. Overall, the included studies reported beneficial outcomes in the academic settings, but results were mixed as nudge interventions were context-dependent. To convey course-related information during the nudge intervention, all the included studies used at least one technique from category A-Decision Information and most used a secondary technique to enhance or manipulate the intervention. Among the techniques, A1-Translate Information, A2-Make Information Visible, and C1-Provide Reminders were widely used. However, there was no ideal nudge technique or a combination of nudge techniques that were effective across all situations. Nonetheless, this review underscored the importance of incorporating nudge techniques in an informational learning environment that could shape and motivate learners.