| Literature DB >> 35224479 |
Junya Morita1, Thanakit Pitakchokchai2, Giri Basanta Raj2, Yusuke Yamamoto1, Hiroyasu Yuhashi1, Teppei Koguchi3.
Abstract
Even though the web environment facilitates our daily life, emotional problems caused by its incompatibility with human cognition are becoming increasingly serious. To alleviate negative emotions during web use, we developed a browser extension that presents memorized product images to users in the form of web advertisements. This system utilizes the cognitive architecture Adaptive Control of Thought-Rational (ACT-R) as a model of human memory and emotion. A heart rate sensor attached to the user modulates the ACT-R model parameters, and the emotional states represented by the model are synchronized (following the chameleon effect) or counterbalanced (following the homeostasis regulation) with the physiological state of the user. An experiment demonstrates that the counterbalanced model suppresses negative ruminative web browsing. The authors claim that this approach, utilizing a cognitive model, is advantageous in terms of explainability.Entities:
Keywords: ACT-R; cognitive modeling; heart rate; homeostasis; internet addiction; mental health; nudge; web advertisement
Year: 2022 PMID: 35224479 PMCID: PMC8874268 DOI: 10.3389/frai.2022.741610
Source DB: PubMed Journal: Front Artif Intell ISSN: 2624-8212
Figure 1System overview. The numbers in the boxes indicate the sections describing each component. The data stored by the behavior logging (3.1.1) is transformed into data compatible with the ACT-R cognitive model (3.2), which outputs sequential image presentations (3.1.2). The user's reaction is monitored by heart rate sensing (3.3), to make the model synchronize or counterbalance with the user's state.
Figure 2Connection between a user and a cognitive model. The states of the user (left) and the model (model) are located along the vertical axes indicating the arousal level. High and low arousal levels correspond to stressed and relaxed situations, respectively. The heart rate variability (HRV) and the activation noise [s in Equation (3)] represent the axis of the user and the model. The synchronize relation (horizontal arrows) directly connects these two variables, whereas the counterbalance relation (diagonal arrows) inverts HRV [Equation (7)] before connecting with the activation noise.
Aspects of post-experiment questions.
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| 1) Recognition | The extent to which the participant can recognize the images. |
| 2) Attention | The extent to which the participant is interested in the images. |
| 3) Distraction | The extent to which the images can distract the participant from negative memory retrieval. |
| 4) Annoyance | The extent to which the images annoy the participant. |
Figure 3Counting results for model behavior.
Figure 4Evaluation scores for the post-experiment questions.
Figure 5HRV and gaze distributions.
Figure 6Fluctuations of HRV during the two tasks (left: mood induction; right: main task). Each line indicates a participant in the two groups (top: sync; bottom: coun).
Figure 7Gaze distribution in the two tasks (left: mood induction; right: main task). The colors identify the participants in the two groups (top: sync; bottom: coun).
Spearman's correlation coefficient between the distraction and other indices.
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| Recognition | −0.060 | −0.547 |
| Attention | 0.127 | −0.046 |
| Annoyance | −0.069 | −0.557 |
| The total number of switches | −0.117 | 0.833 |
| The unique number of images | −0.029 | −0.172 |
| Difference of x-gaze from main to MI | −0.794 | 0.740 |
| Difference of y-gaze from main to MI | −0.588 | −0.617 |
| Difference of HRV from main to MI | −0.088 | −0.308 |
p < 0.10,
p < 0.05.
Classification of the written texts in the mood induction task.
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| After graduation (Job hunting / Graduate school) | 2 | 2 | When I was job hunting, I was unable to answer unexpected questions during an interview with a career advisor. |
| COVID-19 | 4 | 1 | Due to the influence of the coronavirus, I couldn't find a part-time job, and it was hard to realize that I was annoying my parents. |
| Death of a friend | 1 | 1 | I went to visit the grave of my classmate when I was in high school. |
| Death of pet animal | 1 | 1 | The cat I kept at my parents' house has died. |
| Game (addiction) | 1 | 2 | I was annoyed to lose in the game. I was frustrated by what I was not good at. I was angry that I was taken time to lose and not have fun. |
| Human relation | 1 | 2 | Organization management of club activities. All 6 people cannot work together. |
| Research / School works | 4 | 3 | I had to use programming, but I wasn't good at it and I had to learn by myself, so it was hard when I was thinking about programming. |
The categories were post-determined from the collected text. The columns named sync and coun indicate the numbers of the participants who wrote texts classified into the corresponding categories. The examples were arbitrarily extracted from the written texts and translated from Japanese.