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Date

21. 3.2008 13:39:22

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Abstract

When it comes to evaluating online information experiences, what metrics matter? We conducted a study in which 30 people browsed and selected content within an online news website. Data collected included psychometric scales (User Engagement, Cognitive Absorption, System Usability Scales), self-reported interest in news content, and performance metrics (i.e., reading time, browsing time, total time, number of pages visited, and use of recommended links); a subset of the participants had their physiological responses recorded during the interaction (i.e., heart rate, electrodermal activity, electrocmytogram). Findings demonstrated the concurrent validity of the psychometric scales and interest ratings and revealed that increased time on tasks, number of pages visited, and use of recommended links were not necessarily indicative of greater self-reported engagement, cognitive absorption, or perceived usability. Positive ratings of news content were associated with lower physiological activity. The implications of this research are twofold. First, we propose that user experience is a useful framework for studying online information interactions and will result in a broader conceptualization of information interaction and its evaluation. Second, we advocate a mixed-methods approach to measurement that employs a suite of metrics capable of capturing the pragmatic (e.g., usability) and hedonic (e.g., fun, engagement) aspects of information interactions. We underscore the importance of using multiple measures in information research, because our results emphasize that performance and physiological data must be interpreted in the context of users' subjective experiences.

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Abstract

User engagement (UE) is a quality of user experience characterized by the depth of an actor's cognitive, temporal, and/or emotional investment in an interaction with a digital system. Currently more art than science, UE has gained theoretical and methodological traction over the past decade, yet there is still a need to establish empirical links between UE and desired outcomes (e.g., learning, behavior change), and to understand the myriad user, system, contextual, and so on, factors that predict successful digital engagement. This paper focuses on the relationship between UE and media format as a potential antecedent, and the outcome of learning, operationalized as short-term knowledge retention. Participants interacted with two human-interest stories in one of four media formats: video, audio, narrative text, or transcript-style text; short-term knowledge retention was measured using post-task multiple choice and short-answer questions. It was anticipated that format would have a strong effect on UE, and that more engaged users would recall more information about the stories. However, these hypotheses were not fully supported, and the nature of the relationship between UE and learning was more nuanced than expected. This research has implications for the design of information systems and, more fundamentally, the impetus to make digital environments engaging.