Holzer, Adrian

2021-1-5, De Santo, Alessio, Moro, Arielle, Kocher, Bruno, Holzer, Adrian

2020-4-25, Purohit, Aditya Kumar, Barclay, Louis, Holzer, Adrian

Social media addiction concerns have increased steadily over the past decade. Digital nudges have previously been shown to hold enormous potential to change behavior. However, it is not clear how they might be designed to combat social media addiction. In this late-breaking work, we aim at clarifying this issue by investigating how digital nudges can reduce the addictive features of social media and other addictive sites. More precisely, we present the design of NUDGE, a novel browser extension that aims to make social media less addictive by delivering digital nudges founded on behavioral science. We conducted a preliminary evaluation of NUDGE with 67 actual users and 14 university students. Our results show that NUDGE (1) helped users to become reflective of their social media usage, (2) possibly decreased their time spent, and (3) made the experience more pleasant.

2017-11-16, Vonèche Cardia, Isabelle, Holzer, Adrian, Xu, Ying, Maitland, Carleen, Gillet, Denis

2016-1-6, Holzer, Adrian, Vonèche Cardia, Isabelle, Gillet, Denis, Bendahan, Samuel, Berne, Alexis, Bragazza, Luca, Danalet, Antonin, Fasoli, Ambrogio, Feige, Jerome, Isaac, Siara, Le Duc, Ingrid, Preissman, Delphine, Tormey, Roland

2020-5-18, Rodriguez Triana, Maria Jesus, Prieto, Luis, Holzer, Adrian, Gillet, Denis

With the wide availability of mobile devices and the growing interest in social media, numerous applications have emerged to support student engagement in the classroom. There is conflicting evidence, however, on whether the engagement benefits of such applications outweigh their potential cost as a source of disaffection. To investigate these issues, this paper presents a case study on the usage of a social media app (SpeakUp) during a semester-long face-to-face university course, and its relations with the context and the learning outcomes. In this mixed-methods study, we gathered data from multiple sources (video recordings of the lessons, SpeakUp logs and messages, student questionnaires and course assessments) in order to extract self-reported and observable behavioral and emotional indicators. Our findings reveal that simple measures of behavioral engagement were insufficient to predict academic performance. Nevertheless, our models significantly improved using relatively simple and unobtrusive indicators of both behavioral and emotional engagement and disaffection. This study also points out that the mere introduction of social media in educational settings does not guarantee a positive impact on learning. To promote an effective use of social media in the classroom (raising engagement while avoiding disaffection), teachers need to design the learning activities aligning the use of social media with the learning goals.

2017-11-16, Xu, Ying, Holzer, Adrian, Maitland, Carleen, Gillet, Denis

2017-3-1, Schwendimann, Beat, Rodriguez-Triana, Maria Jesus, Vozniuk, Andrii, Prieto, Luis, Shirvani Boroujeni, Mina, Holzer, Adrian, Gillet, Denis, Dillenbourg, Pierre

2020-4-27, De Santo, Alessio, Holzer, Adrian

The Semantic Web can be defined as an extension of the current Web, in which data is given well-defined meaning, better-enabling computers and people to work together. Linked Data (LD) has been envisioned as an essential element for the Semantic Web, listing a set of best practices for publishing and connecting structured data on the Web. Enabling humans to interact with this data is a crucial and challenging step to bring the Semantic Web forward. In order to better understand how the Human-Computer Interaction community has contributed to this effort, this late-breaking work presents a review focusing on the ACM Special Interest Group on Computer-Human Interaction (SIGCHI) venues. Our findings show that despite LD being a topic of interest to a variety of stakeholders, there are missing possibilities for end-users to query, browse and visualize LD, underlying the need for further investigations.

2017-11-16, Vozniuk, Andrii, Holzer, Adrian, Mazuze, Jorge, Gillet, Denis

2016-12-24, Holzer, Adrian, Reber, Sven, Quarta, Jonny, Mazuze, Jorge, Gillet, Denis