June 5, 2017
& End Date
at 460-126 (Greenberg Seminar Room)
Symbolic Systems Forum
Emoji, Engagement & Social Perception in Interpersonal Texting
Phoebe Fu (M.S. Candidate)
Symbolic Systems Program
Scalable Strategic Resource Use Intervention: A Self-Administered Intervention to Enhance Academic Performance
Frederic Ren (M.S. Candidate)
Symbolic Systems Program
Monday, June 5, 2017
Building 460, Room 126 (Margaret Jacks Hall)
(1) Phoebe Fu, Symbolic Systems Program, "Emoji, Engagement & Social Perception in Interpersonal Texting" (Advisor: Byron Reeves, Communication; Second Reader: BJ Fogg, Human Sciences and Technologies Advanced Research Institute)
Emoji have emerged as an interesting symbolic system in our online communication. They show a strong presence in both personal settings and professional contexts. This project investigates the impact of emoji usage within a specific communicational channel, which is interpersonal texting. This work consists of two original research projects. The first one aims to understand the role of emoji with respect to sustained engagement. The second project takes the work one step further by unpacking the ways in which emoji interact with social perception. The results provide empirical evidence to suggest that emoji is an influential form of media with capabilities to shape human behavior and perception in important ways.
(2) Frederic Ren, Symbolic Systems Program, "Scalable Strategic Resource Use Intervention: A Self-Administered Intervention to Enhance Academic Performance" (Advisor: Greg Walton, Psychology; Second Reader: Patricia Chen, Psychology)
A “wise intervention” targets specific underlying psychological processes that contributes to social problems or prevent people from flourishing. These interventions are psychologically precise, often brief, and often aim to alter self-reinforcing processes that unfold over time. My work focus on one such intervention: strategic resource use. A pre-exam survey is distributed to students and have them reflect and articulate what resources will be helpful, how to use them effectively, and come up with specific review plans for the upcoming exam. Students who have received such intervention scored an average 4.65% higher in their final course grades than the control group. We are currently building a scalable version of this intervention that can generalize robustly to diverse student groups, and in classes of various subject matter.