Talk:Motivation and emotion/Book/2023/Mobile phone use motivation

Why do you use your phone?

Let me know Yaruki91 (discuss • contribs) 00:08, 4 August 2023 (UTC)

Good question :) Habit + affordances e.g., entertainment, communication, news, learning. Consider posting about this question on the UCLearn discussion forum and/or Twitter too. Sincerely, James -- Jtneill - Talk - c 06:09, 7 August 2023 (UTC)

Initial suggestions

@Yaruki91: Thanks for tackling this topic. Some initial suggestions:

• Check out other related chapters and see how you can build on, link to, and integrate with that work:
  • Category:Motivation and emotion/Book/Mobile phone
• What psychological theories can help to understand? What is the main research in this area?

Let me know if I can do anything else as you go along. Sincerely, James -- Jtneill - Talk - c 06:09, 7 August 2023 (UTC)

Can i use uses and gratification theory to instead of ERG? found it in a 2020 chapter Yaruki91 (discuss • contribs) 12:34, 25 September 2023 (UTC)

Do you want us to do a second round of social contributions for the final book chapter?

I removed my original ones Yaruki91 (discuss • contribs) 07:03, 8 October 2023 (UTC)

Topic development feedback

The topic development submission has been reviewed according to the marking criteria. Written feedback is provided below, plus there is a general feedback page. Please also check the chapter's page history for editing changes made whilst reviewing this chapter plan. Responses to this feedback can be made by starting a new section below and/or contacting the reviewer. Topic development marks are available via UCLearn. Note that marks are based on what was available before the due date.

Title The title is correctly worded and formatted The sub-title is correctly worded and formatted Headings Under-developed, 2-level heading structure Move main headings up one level and embed key points within each section I'm not sure the physiological/psychological distinction is most meaningful Perhaps consider instead what psychology theory and research has to say about the affordances, uses, gratifications etc. of technology use in general and smart/mobile phone use instead. The most promising section in this respect is the psychological motivations section. Consider renaming physiological/biological etc. as something like brain influencers or neuroscience etc. Avoid having sections with only 1 sub-heading – use 0 or 2+ sub-headings Overview Move scenario into a feature box at the top and include an image Abbreviate the content. Move detailed material into subsequent sections. Correct typos e.g., 90's -> 1990s (i.e., grammar and specify which millenia and century) The focus questions are not well aligned with the sub-title. Unpack "What are the motivations for mobile phone use?" into specific sub-questions. Avoid getting sidetracked by different questions. Key points Basic development of key points for each section, with relevant citations It seems like you're wanting to do you're own independent thinking (which is fine) BUT the most important thing the chapter needs to reflect is: What does the best available psychological theory and research have to say about the motivations for mobile phone use. My sense is that a more thorough literature search is needed, a sharper more focused set of focus questions are needed, and a more disciplined use of the most relevant theory and research, with easy to understand examples is needed. A table might be useful for summarising and describing the key motivators ERG theory is quite broad - there are better, more specific theories for this topic out there Strive for an integrated balance of theory and research Write the chapter using 3rd person perspective, although a case study or feature box could use 1st or 2nd person perspective Use Australian spelling (e.g., analyze -> analyse; behavior -> behaviour) Conclusion (the most important section): Hasn't been developed What might the take-home, practical messages be? (What are the answer(s) to the question(s) in the sub-title and/or focus questions?) Figure Excellent - A relevant figure is presented, captioned, and cited Caption could better explain how the image connects to key points being made in the main text Figure(s) are cited at least once in the main text Learning feature Promising use of in-text interwiki links for the first mention of key terms to relevant Wikipedia articles and/or to other relevant book chapters Consider including more examples/case studies, quiz question(s), table(s) etc. References Good For APA referencing style, check and correct: capitalisation italicisation make doi hyperlinks active (i.e., clickable) Move non-peer-reviewed/non-academic sources to External links (e.g., YouTube) Resources See also Not developed External links Very good Use sentence casing User page Very good Link(s) provided to professional profile(s). Have you thought about joining LinkedIn? Link provided to book chapter (rename to make it more user-friendly) Social contribution At least three different types of contributions If adding the second or subsequent link to a page (or a talk/discussion page), create a direct link like / Add direct links to evidence. To do this: View the page history, select the version of the page before and after your contributions, click "compare selected revisions", and then use this website address as a direct link to evidence for listing on your user page. For more info, see Making and summarising social contributions. Great to see you on Twitter! Use a numbered list (see Tutorial 02)# Add a brief summary of each contribution

-- Jtneill - Talk - c 05:02, 22 September 2023 (UTC)

Suggestion for quiz

Hi there,

Great job on your chapter so far! I just wanted to offer a suggestion for your quiz, as it appears a bit more trivia-like rather than an application of knowledge.

Perhaps a quiz asking something like:

Jenny spends a significant amount of time on her mobile phone daily. She primarily uses it as a method to talk to friends overseas using various messaging and social media apps. She also uses it as a way to de-stress at the end of a long day by watching lighthearted Netflix shows. Considering the UGT, which need is Jenny LEAST likely to meet through her mobile phone usage?

If you do keep your original question, you might want to move it up a bit further up your chapter closer to where the statistic is mentioned. Readers may be likely to forget a number by the time they get to the end of the chapter.

Hopefully this helps! Good luck with the rest of your chapter :) U3213084 (discuss • contribs) 11:49, 4 October 2023 (UTC)

Book chapter review and feedback

This chapter has been reviewed according to the marking criteria. Written feedback is provided below, plus there is a general feedback page. Please also check the chapter's page history to check for editing changes made whilst reviewing through the chapter. Chapter marks will be available via UCLearn along with social contribution marks and feedback. Keep an eye on Announcements.

Overall Overall, this is an insufficient chapter This chapter makes a tactical flaw by advancing the view that mobile phones are used too much; but this wasn't the question. The question was what motivates phone use. It is a neutral question. It does not ask about whether that use is good, bad, or otherwise. The first step is firstly, simply to understand and explain why mobile phones are used. And perhaps how much and when etc. phones are used. The other main issue with this chapter is that it presents information as though facts are being stated without providing sufficient evidence to back up the claims. For additional feedback, see the following comments and these copyedits Overview Solid Consider providing a case study or scenario with an image in a feature box to help engage reader interest Explain the problem or phenomenon in more detail Strive for objectivity (e.g., there is an implied sense that mobile phone use is "bad"?) Clear focus question(s) Theory Basic but sufficient coverage of relevant theory There should be better integration between UGT and the earlier separate motivation descriptions; this would show greater depth of insight Whilst interesting, the cobalt case study is only tangentially related to the topic - it does not describe a key motivation for mobile phone use Build more strongly on other related chapters (e.g., by embedding links to other chapters) Basic depth is provided about relevant theory(ies) Insufficient use of examples to illustrate theoretical concepts Lack of sufficient use of academic, peer-reviewed citations (e.g., see the tags) The Reeve (2018) textbook is overused as a citation – instead, utilise primary, peer-reviewed sources Research Insufficient review of relevant research Lack of sufficient use of academic, peer-reviewed citations (e.g., see the tags) Insufficient critical thinking about relevant research is evident Critical thinking about research could be further evidenced by: describing the methodology (e.g., sample, measures) in important studies discussing the direction of relationships considering the strength of relationships acknowledging limitations pointing out critiques/counterarguments suggesting specific directions for future research Many claims are unreferenced (e.g., see the tags) Integration Insufficient integration between theory and research The chapter places more emphasis on theory than on research Conclusion Reasonably good summary and conclusion More importantly, answer the question - what are the key motivations based on a synthesis of the most relevant psychological theory and research? Remind the reader about the importance of the problem or phenomenon of interest Address the focus questions Add practical, take-home message(s) Style Written expression Overall, the quality of written expression is basic Internationalise: Write for an international, rather than domestic, audience. Australians make up only 0.32% of the world human population. Avoid one sentence paragraphs. Convey one idea per paragraph using three to five sentences. Use 3rd person perspective (e.g., "it") rather than 1st (e.g., "we") or 2nd person (e.g., "you") perspective[1] in the main text, although 1st or 2nd person perspective can work well for case studies or feature boxes Avoid overly emotive language (e.g,. *) in science-based communication Layout I've adjusted the chapter heading structure to remove the generic headings and full-stops Grammar The grammar for some sentences could be improved (e.g., see the tags) Proofreading More proofreading is needed (e.g., fix punctuation and typographical errors) to bring the quality of written expression closer to a professional standard APA style Use double (not single) quotation marks "to introduce a word or phrase used as an ironic comment, as slang, or as an invented or coined expression" (APA 7th ed., 2020, p. 159) Write numbers under 10 using words (e.g., five). Express numbers 10 and over using numerals (e.g., 10). Use sentence casing for the names of disorders, therapies, theories, etc. Figures Refer to each Figure using APA style (e.g., see Figure 1) Figure captions are OK Each Figure is referred to at least once within the main text Citations use correct APA style There is insufficient citation References are not in full APA style. For example: Check and correct use of capitalisation[2] Separate page numbers using an en-dash (–) rather than a hyphen (-) Include hyperlinked dois Learning features Good use of learning features No use of embedded in-text links to related book chapters. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project. Basi use of image(s) Good use of table(s) Good use of feature box(es) Basic use of quiz(zes) and/or reflection question(s) Case studies or examples could be more focused on the target topic Basic use of interwiki links in the "See also" section Basic use of external links in the "External links" section Include sources in parentheses Move Wikipedia link to See also section Social contribution ~1 logged, direct link to a social contributions (on X)

-- Jtneill - Talk - c 11:12, 29 October 2023 (UTC)

Multimedia presentation feedback

The accompanying multimedia presentation has been marked according to the marking criteria. Marks are available via the unit's UCLearn site. Written feedback is provided below, plus see the general feedback page. Responses to this feedback can be made by starting a new section below. If you would like further clarification about the marking or feedback, contact the unit convener.

Overall Overall, this is an excellent presentation Overview An opening slide with the title is displayed. Also display and narrate the title and sub-title — this helps to clearly convey the purpose of the presentation. This presentation has a very engaging introduction to hook audience interest A context for the topic is clearly established Focus questions and/or an outline of topics are presented Content Comments about the book chapter may also apply to this section The presentation addresses the topic The presentation is well structured (i.e., Overview, Content, Conclusion) The presentation makes excellent use of relevant psychological theory The presentation includes a small number of citations to support claims The presentation makes excellent use of one or more examples or case studies or practical advice The presentation provides practical, easy to understand information Limited to no use of research Conclusion A Conclusion slide is presented with excellent take-home message(s) Audio Clear, energetic narration Turn off music in background (distracting) The audio is fun, easy to follow, and interesting to listen to Audio communication is well paced Excellent intonation enhances listener interest and engagement The narration is well practiced and/or performed Audio recording quality was very good Video Overall, visual display quality is excellent Ideally, remove light-burn reflection in window (e.g., pull blind) The presentation makes effective use of webcam and animated display of graphics and text The font size is sufficiently large to make it reasonably easy to read The visual communication is effectively supplemented by images and/or diagrams The presentation is very well produced Meta-data The chapter title is used, but the sub-title (or a shortened version of it) is not used, as the name of the presentation. The sub-title (or an abbreviation of the sub-title that fits within the 100 character limit) would help to clearly convey the purpose of the presentation. A written description of the presentation is provided Links to and from the book chapter are provided Transcript provided Licensing Provide clickable links to the original image sources (e.g., in the description) The Parkinson's NSW images are copyright-restricted and appear to be re-used without permission A copyright license for the presentation is not provided

-- Jtneill - Talk - c 05:45, 6 November 2023 (UTC)