{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,3,4]],"date-time":"2026-03-04T19:29:50Z","timestamp":1772652590234,"version":"3.50.1"},"reference-count":49,"publisher":"Elsevier BV","issue":"4","license":[{"start":{"date-parts":[[2021,10,1]],"date-time":"2021-10-01T00:00:00Z","timestamp":1633046400000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"},{"start":{"date-parts":[[2021,10,1]],"date-time":"2021-10-01T00:00:00Z","timestamp":1633046400000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"content-domain":{"domain":["link.springer.com"],"crossmark-restriction":false},"short-container-title":["Int J Artif Intell Educ"],"published-print":{"date-parts":[[2022,12]]},"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:p>\n                    This study examines an aspect of the role of emotion in multimedia learning, i.e., whether participants can recognize the instructor\u2019s positive or negative emotion based on hearing short clips involving only the instructor\u2019s voice just as well as also seeing an embodied onscreen agent. Participants viewed 16 short video clips from a statistics lecture in which an animated instructor, conveying a happy, content, frustrated, or bored emotion, stands next to a slide as she lectures (agent present) or uses only her voice (agent absent). For each clip, participants rated the instructor on five-point scales for how happy, content, frustrated, and bored the instructor seemed. First, for happy, content, and bored instructors, participants were just as accurate in rating emotional tone based on voice only as with voice plus onscreen agent. This supports the\n                    <jats:italic>voice hypothesis<\/jats:italic>\n                    , which posits that voice is a powerful source of social-emotional information. Second, participants rated happy and content instructors higher on happy and content scales and rated frustrated and bored instructors higher on frustrated and bored scales. This supports the\n                    <jats:italic>positivity hypothesis<\/jats:italic>\n                    , which posits that people are particularly sensitive to the positive or negative tone of multimedia instructional messages.\n                  <\/jats:p>","DOI":"10.1007\/s40593-021-00282-y","type":"journal-article","created":{"date-parts":[[2021,10,1]],"date-time":"2021-10-01T15:44:45Z","timestamp":1633103085000},"page":"971-990","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":36,"title":["The Power of Voice to Convey Emotion in Multimedia Instructional Messages"],"prefix":"10.1016","volume":"32","author":[{"given":"Alyssa P.","family":"Lawson","sequence":"first","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0003-4055-6938","authenticated-orcid":false,"given":"Richard E.","family":"Mayer","sequence":"additional","affiliation":[]}],"member":"78","published-online":{"date-parts":[[2021,10,1]]},"reference":[{"key":"282_CR1","first-page":"218","volume-title":"Advances in intelligent systems and computing: Lecture notes in computer science","author":"N Adamo","year":"2021","unstructured":"Adamo, N., Benes, B., Mayer, R. E., Lei, X., Wang, Z., Meyer, Z., & Lawson, A. (2021). Multimodal affective pedagogical agents for different types of learners. In D. Russo, T. Ahram, W. Karwowski, G. Di Bucchianico, & R. Taiar (Eds.), Advances in intelligent systems and computing: Lecture notes in computer science (Vol. 1322, pp. 218\u2013224). Springer."},{"key":"282_CR2","first-page":"452","volume-title":"EdMedia+ Innovate Learning","author":"A Baylor","year":"2003","unstructured":"Baylor, A., Ryu, J., & Shen, E. (2003). The effects of pedagogical agent voice and animation on learning, motivation and perceived persona. EdMedia+ Innovate Learning (pp. 452\u2013458). Association for the Advancement of Computing in Education (AACE)."},{"issue":"2","key":"282_CR3","doi-asserted-by":"publisher","first-page":"161","DOI":"10.1016\/j.ijhcs.2004.11.002","volume":"62","author":"S Brave","year":"2005","unstructured":"Brave, S., Nass, C., & Hutchinson, K. (2005). Computers that care: Investigating the effects of orientation of emotion exhibited by an embodied computer agent. International Journal of Human-Computer Studies, 62(2), 161\u2013178.","journal-title":"International Journal of Human-Computer Studies"},{"key":"282_CR4","volume-title":"The Oxford handbook of affective computing","year":"2015","unstructured":"Calvo, R. A., D\u2019Mello, S., Gratch, J. M., & Kappas, A. (Eds.). (2015). The Oxford handbook of affective computing. Oxford University Press."},{"key":"282_CR5","volume-title":"Embodied conversational agents","year":"2000","unstructured":"Cassell, J., Sullivan, J., Prevost, S., & Churchill, E. F. (Eds.). (2000). Embodied conversational agents. MIT Press."},{"issue":"3","key":"282_CR6","first-page":"267","volume":"11","author":"G Clarebout","year":"2002","unstructured":"Clarebout, G., Elen, J., Johnson, W. L., & Shaw, E. (2002). Animated pedagogical agents: An opportunity to be grasped? Journal of Educational Multimedia and Hypermedia, 11(3), 267\u2013286.","journal-title":"Journal of Educational Multimedia and Hypermedia"},{"issue":"2","key":"282_CR7","doi-asserted-by":"publisher","first-page":"428","DOI":"10.1037\/0022-0663.94.2.428","volume":"94","author":"SD Craig","year":"2002","unstructured":"Craig, S. D., Gholson, B., & Driscoll, D. M. (2002). Animated pedagogical agents in multimedia educational environments: Effects of agent properties, picture features and redundancy. Journal of Educational Psychology, 94(2), 428\u2013434.","journal-title":"Journal of Educational Psychology"},{"key":"282_CR8","doi-asserted-by":"publisher","first-page":"193","DOI":"10.1016\/j.compedu.2017.07.003","volume":"114","author":"SD Craig","year":"2017","unstructured":"Craig, S. D., & Schroeder, N. L. (2017). Reconsidering the voice effect when learning from a virtual human. Computers & Education, 114, 193\u2013205.","journal-title":"Computers & Education"},{"key":"282_CR9","doi-asserted-by":"publisher","first-page":"128","DOI":"10.4324\/9781315109503-11","volume-title":"Deep comprehension: Multi-disciplinary approaches to understanding, enhancing, and measuring comprehension","author":"SD Craig","year":"2018","unstructured":"Craig, S. D., & Schroeder, N. L. (2018). Design principles for virtual humans in educational technology environments. Deep comprehension: Multi-disciplinary approaches to understanding, enhancing, and measuring comprehension (pp. 128\u2013139). Taylor and Francis."},{"issue":"4","key":"282_CR10","doi-asserted-by":"publisher","first-page":"1082","DOI":"10.1037\/a0032674","volume":"105","author":"S D\u2019Mello","year":"2013","unstructured":"D\u2019Mello, S. (2013). A selective meta-analysis on the relative incidence of discrete affective states during learning with technology. Journal of Educational Psychology, 105(4), 1082\u20131099.","journal-title":"Journal of Educational Psychology"},{"issue":"2","key":"282_CR11","doi-asserted-by":"publisher","first-page":"145","DOI":"10.1016\/j.learninstruc.2011.10.001","volume":"22","author":"S D\u2019Mello","year":"2012","unstructured":"D\u2019Mello, S., & Graesser, A. (2012). Dynamics of affective states during complex learning. Learning and Instruction, 22(2), 145\u2013157.","journal-title":"Learning and Instruction"},{"key":"282_CR12","doi-asserted-by":"publisher","first-page":"357","DOI":"10.1016\/j.chb.2018.08.027","volume":"90","author":"C Edwards","year":"2019","unstructured":"Edwards, C., Edwards, A., Stoll, B., Lin, X., & Massey, N. (2019). Evaluations of an artificial intelligence instructor\u2019s voice: Social identity theory in human-robot interactions. Computers in Human Behavior, 90, 357\u2013362.","journal-title":"Computers in Human Behavior"},{"key":"282_CR13","first-page":"1486","volume-title":"Proceedings of the human factors and ergonomics society annual meeting","author":"R Edwards","year":"2012","unstructured":"Edwards, R., & Kortum, P. (2012). He says, She says: Does voice affect usability? Proceedings of the human factors and ergonomics society annual meeting (pp. 1486\u20131490). SAGE Publications."},{"key":"282_CR14","doi-asserted-by":"publisher","first-page":"493","DOI":"10.1007\/978-3-642-39112-5_50","volume-title":"Artificial intelligence in education: Lecture notes in computer science","author":"S Finkelstein","year":"2013","unstructured":"Finkelstein, S., Yarzebinski, E., Vaughn, C., Ogan, A., & Cassell, J. (2013). The effects of culturally congruent educational technologies on student achievement. In H. C. Lane, K. Yacef, J. Mostow, & P. Pavlik (Eds.), Artificial intelligence in education: Lecture notes in computer science (Vol. 7926, pp. 493\u2013502). Berlin: Springer."},{"key":"282_CR15","first-page":"286","volume-title":"The Cambridge handbook of multimedia learning","author":"L Fiorella","year":"2022","unstructured":"Fiorella, L. (2022). The embodiment principle in multimedia learning. In R. E. Mayer & L. Fiorella (Eds.), The Cambridge handbook of multimedia learning (3rd ed., pp. 286\u2013295). Cambridge University Press.","edition":"3"},{"key":"282_CR16","first-page":"277","volume-title":"The Cambridge handbook of multimedia learning","author":"L Fiorella","year":"2022","unstructured":"Fiorella, L., & Mayer, R. E. (2022). Principles based on social cues in myltimedia learning: Personalization, voice, embodiment, and image principles. In R. E. Mayer & L. Fiorella (Eds.), The Cambridge handbook of multimedia learning (3rd ed., pp. 277\u2013285). Cambridge University Press.","edition":"3"},{"issue":"1","key":"282_CR17","doi-asserted-by":"publisher","first-page":"124","DOI":"10.1177\/0735633115588774","volume":"53","author":"YR Guo","year":"2015","unstructured":"Guo, Y. R., & Goh, D. H. L. (2015). Affect in embodied pedagogical agents: Meta-analytic review. Journal of Educational Computing Research, 53(1), 124\u2013149.","journal-title":"Journal of Educational Computing Research"},{"issue":"1","key":"282_CR18","doi-asserted-by":"publisher","first-page":"27","DOI":"10.1016\/j.edurev.2010.07.004","volume":"6","author":"S Heidig","year":"2011","unstructured":"Heidig, S., & Clarebout, G. (2011). Do pedagogical agents make a difference to student motivation and learning? Educational Research Review, 6(1), 27\u201354.","journal-title":"Educational Research Review"},{"key":"282_CR19","doi-asserted-by":"publisher","DOI":"10.1016\/j.chb.2021.106724","author":"T Horovitz","year":"2021","unstructured":"Horovitz, T., & Mayer, R. E. (2021). Learning with human and virtual instructors who display happy or bored emotions in video lectures. Computers in Human Behavior. https:\/\/doi.org\/10.1016\/j.chb.2021.106724","journal-title":"Computers in Human Behavior"},{"issue":"1","key":"282_CR20","doi-asserted-by":"publisher","first-page":"25","DOI":"10.1007\/s40593-015-0065-9","volume":"26","author":"WL Johnson","year":"2016","unstructured":"Johnson, W. L., & Lester, J. C. (2016). Face-to-face interaction with pedagogical agents, twenty years later. International Journal of Artificial Intelligence in Education, 26(1), 25\u201336.","journal-title":"International Journal of Artificial Intelligence in Education"},{"issue":"1\u20134","key":"282_CR21","doi-asserted-by":"publisher","first-page":"16","DOI":"10.1145\/272874.272877","volume":"8","author":"WL Johnson","year":"1997","unstructured":"Johnson, W. L., & Rickel, J. W. (1997). Steve: An animated pedagogical agent for procedural training in virtual environments. ACM SIGART Bulletin, 8(1\u20134), 16\u201321.","journal-title":"ACM SIGART Bulletin"},{"issue":"1","key":"282_CR22","first-page":"47","volume":"11","author":"WL Johnson","year":"2000","unstructured":"Johnson, W. L., Rickel, J. W., & Lester, J. C. (2000). Animated pedagogical agents: Face-to-face interaction in interactive learning environments. International Journal of Artificial Intelligence in Education, 11(1), 47\u201378.","journal-title":"International Journal of Artificial Intelligence in Education"},{"issue":"1","key":"282_CR23","doi-asserted-by":"publisher","first-page":"134","DOI":"10.1007\/s40593-021-00238-2","volume":"31","author":"AP Lawson","year":"2021","unstructured":"Lawson, A. P., Mayer, R. E., Adamo-Villani, N., Benes, B., Lei, X., & Cheng, J. (2021a). Do learners recognize and relate to the emotions displayed by virtual instructors? International Journal of Artificial Intelligence in Education, 31(1), 134. https:\/\/doi.org\/10.1007\/s40593-021-00238-2","journal-title":"International Journal of Artificial Intelligence in Education"},{"key":"282_CR24","doi-asserted-by":"publisher","DOI":"10.1016\/j.chb.2020.106554","author":"AP Lawson","year":"2021","unstructured":"Lawson, A. P., Mayer, R. E., Adamo-Villani, N., Benes, B., Lei, X., & Cheng, J. (2021b). Recognizing the emotional state of human and virtual instructors. Computers in Human Behavior. https:\/\/doi.org\/10.1016\/j.chb.2020.106554","journal-title":"Computers in Human Behavior"},{"key":"282_CR25","doi-asserted-by":"crossref","unstructured":"Lester, J. C., Converse, S. A., Kahler, S. E., Barlow, S. T., Stone, B. A., & Bhogal, R. S. (1997, March). The persona effect: Affective impact of animated pedagogical agents. In\u00a0Proceedings of the ACM SIGCHI Conference on Human factors in computing systems\u00a0(pp. 359\u2013366).","DOI":"10.1145\/258549.258797"},{"issue":"3\/4","key":"282_CR26","doi-asserted-by":"publisher","first-page":"117","DOI":"10.1108\/ILS-11-2019-0124","volume":"121","author":"TW Liew","year":"2020","unstructured":"Liew, T. W., Tan, S. M., Tan, T. M., & Kew, S. N. (2020). Does speaker\u2019s voice enthusiasm affect social cue, cognitive load and transfer in multimedia learning? Information and Learning Sciences, 121(3\/4), 117\u2013135. https:\/\/doi.org\/10.1108\/ILS-11-2019-0124","journal-title":"Information and Learning Sciences"},{"key":"282_CR27","doi-asserted-by":"publisher","DOI":"10.1016\/j.learninstruc.2018.08.002","author":"K Loderer","year":"2020","unstructured":"Loderer, K., Pekrun, R., & Lester, J. (2020). Beyond cold technology: A systematic review and meta-analysis on emotions in technology-based learning environments. Learning and Instruction. https:\/\/doi.org\/10.1016\/j.learninstruc.2018.08.002","journal-title":"Learning and Instruction"},{"key":"282_CR28","first-page":"111","volume-title":"Handbook of game-based learning","author":"K Loderer","year":"2019","unstructured":"Loderer, K., Pekrun, R., & Plass, J. L. (2019). Emotional foundations of game-based learning. In J. L. Plass, R. E. Mayer, & B. D. Homer (Eds.), Handbook of game-based learning (pp. 111\u2013152). MIT Press."},{"issue":"3","key":"282_CR29","doi-asserted-by":"publisher","first-page":"349","DOI":"10.1111\/jcal.12335","volume":"35","author":"G Makransky","year":"2019","unstructured":"Makransky, G., Wismer, P., & Mayer, R. E. (2019). A gender matching effect in learning with pedagogical agents in an immersive virtual reality science simulation. Journal of Computer Assisted Learning, 35(3), 349\u2013358.","journal-title":"Journal of Computer Assisted Learning"},{"key":"282_CR30","doi-asserted-by":"publisher","first-page":"345","DOI":"10.1017\/CBO9781139547369.017","volume-title":"The Cambridge handbook of multimedia learning","author":"RE Mayer","year":"2014","unstructured":"Mayer, R. E. (2014). Principles based on social cues in multimedia learning: Personalization, voice, embodiment, and image principles. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed., pp. 345\u2013368). Cambridge University Press.","edition":"2"},{"key":"282_CR31","doi-asserted-by":"publisher","DOI":"10.1016\/j.learninstruc.2019.05.010","author":"RE Mayer","year":"2020","unstructured":"Mayer, R. E. (2020). Searching for the role of emotions in e-learning. Learning and Instruction. https:\/\/doi.org\/10.1016\/j.learninstruc.2019.05.010","journal-title":"Learning and Instruction"},{"key":"282_CR32","volume-title":"Multimedia learning","author":"RE Mayer","year":"2021","unstructured":"Mayer, R. E. (2021). Multimedia learning (3rd ed.). Cambridge University Press.","edition":"3"},{"issue":"3","key":"282_CR33","first-page":"239","volume":"18","author":"RE Mayer","year":"2012","unstructured":"Mayer, R. E., & DaPra, C. S. (2012). An embodiment effect in computer-based learning with animated pedagogical agents. Journal of Experimental Psychology: Applied, 18(3), 239\u2013252.","journal-title":"Journal of Experimental Psychology: Applied"},{"key":"282_CR34","doi-asserted-by":"publisher","first-page":"419","DOI":"10.1037\/0022-0663.95.2.419","volume":"95","author":"RE Mayer","year":"2003","unstructured":"Mayer, R. E., Sobko, K., & Mautone, P. D. (2003). Social cues in multimedia learning: Role of speaker\u2019s voice. Journal of Educational Psychology, 95, 419\u2013425.","journal-title":"Journal of Educational Psychology"},{"key":"282_CR35","doi-asserted-by":"publisher","first-page":"574","DOI":"10.1016\/j.compedu.2010.09.019","volume":"53","author":"BM McLaren","year":"2011","unstructured":"McLaren, B. M., DeLeeuw, K. E., & Mayer, R. E. (2011). Polite web-based intelligent tutors: Can they improve learning in classrooms? Computers & Education, 53, 574\u2013584.","journal-title":"Computers & Education"},{"key":"282_CR36","doi-asserted-by":"publisher","first-page":"309","DOI":"10.1007\/s10648-007-9047-2","volume":"19","author":"R Moreno","year":"2007","unstructured":"Moreno, R., & Mayer, R. E. (2007). Interactive multimodal learning environments. Educational Psychology Review, 19, 309\u2013326.","journal-title":"Educational Psychology Review"},{"key":"282_CR37","volume-title":"Wired for speech: How voice activates and advances the human-computer relationship","author":"C Nass","year":"2005","unstructured":"Nass, C., & Brave, S. (2005). Wired for speech: How voice activates and advances the human-computer relationship. MIT Press."},{"key":"282_CR38","volume-title":"Proceedings of the AAAI symposium emotional and intelligent II: The tangled knot of social cognition","author":"C Nass","year":"2001","unstructured":"Nass, C., Foehr, U., Brave, S., & Somoza, M. (2001). The effects of emotion of voice in synthesized and recorded speech. Proceedings of the AAAI symposium emotional and intelligent II: The tangled knot of social cognition. AAAI."},{"key":"282_CR39","doi-asserted-by":"publisher","first-page":"11","DOI":"10.1007\/978-3-642-30950-2_2","volume-title":"Intelligent tutoring systems: Lecture notes in computer science","author":"A Ogan","year":"2012","unstructured":"Ogan, A., Finkelstein, S., Walker, E., Carlson, R., & Cassell, J. (2012). Rudeness and rapport: Insults and learning gains in peer tutoring. In S. A. Cerri, W. J. Clancey, G. Papadourakis, & K. Pamourgia (Eds.), Intelligent tutoring systems: Lecture notes in computer science (Vol. 7315, pp. 11\u201321). Berlin: Springer."},{"key":"282_CR40","doi-asserted-by":"publisher","first-page":"120","DOI":"10.4324\/9780203148211","volume-title":"International handbook of emotions in education","author":"R Pekrun","year":"2014","unstructured":"Pekrun, R., & Perry, R. P. (2014). Control-value theory of achievement emotions. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 120\u2013141). Taylor and Francis."},{"key":"282_CR41","doi-asserted-by":"publisher","DOI":"10.7551\/mitpress\/1140.001.0001","volume-title":"Affective computing","author":"RW Picard","year":"2000","unstructured":"Picard, R. W. (2000). Affective computing. MIT Press."},{"key":"282_CR42","doi-asserted-by":"publisher","first-page":"131","DOI":"10.1016\/B978-0-12-801856-9.00007-4","volume-title":"Emotion, technology, design, and learning","author":"JL Plass","year":"2016","unstructured":"Plass, J. L., & Kaplan, U. (2016). Emotional design in digital media for learning. In S. Y. Tettegah & M. Gartmeier (Eds.), Emotion, technology, design, and learning (pp. 131\u2013161). Elsevier Academic Press."},{"key":"282_CR43","doi-asserted-by":"publisher","first-page":"1161","DOI":"10.1037\/h0077714","volume":"39","author":"JA Russell","year":"1980","unstructured":"Russell, J. A. (1980). A circumplex model of affect. Journal of Personality and Social Psychology, 39, 1161\u20131178.","journal-title":"Journal of Personality and Social Psychology"},{"key":"282_CR44","doi-asserted-by":"publisher","first-page":"145","DOI":"10.1037\/0033-295X.110.1.145","volume":"110","author":"JA Russell","year":"2003","unstructured":"Russell, J. A. (2003). Core affect and the psychological construction of emotion. Psychological Review, 110, 145\u2013172.","journal-title":"Psychological Review"},{"issue":"1","key":"282_CR45","first-page":"61","volume":"19","author":"J Ryu","year":"2018","unstructured":"Ryu, J., & Ke, F. (2018). Increasing persona effects: Does it matter the voice and appearance of animated pedagogical agent. Educational Technology International, 19(1), 61\u201391.","journal-title":"Educational Technology International"},{"issue":"1","key":"282_CR46","doi-asserted-by":"publisher","first-page":"1","DOI":"10.2190\/EC.49.1.a","volume":"49","author":"NL Schroeder","year":"2013","unstructured":"Schroeder, N. L., Adesope, O. O., & Gilbert, R. B. (2013). How effective are pedagogical agents for learning? A meta-analytic review. Journal of Educational Computing Research, 49(1), 1\u201339.","journal-title":"Journal of Educational Computing Research"},{"issue":"1","key":"282_CR47","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1080\/15391523.2020.1863114","volume":"53","author":"NL Schroeder","year":"2021","unstructured":"Schroeder, N. L., & Craig, S. D. (2021). Learning with virtual humans: Introduction to the special issue. Journal of Research on Technology in Education, 53(1), 1\u20137. https:\/\/doi.org\/10.1080\/15391523.2020.1863114","journal-title":"Journal of Research on Technology in Education"},{"key":"282_CR48","doi-asserted-by":"publisher","first-page":"96","DOI":"10.1016\/j.ijhcs.2007.09.003","volume":"66","author":"N Wang","year":"2008","unstructured":"Wang, N., Johnson, W. L., Mayer, R. E., Rizzo, P., Shaw, E., & Collins, H. (2008). The politeness effect: Pedagogical agents and learning outcomes. International Journal of Human Computer Studies, 66, 96\u2013112.","journal-title":"International Journal of Human Computer Studies"},{"issue":"6","key":"282_CR49","doi-asserted-by":"publisher","first-page":"1304","DOI":"10.1111\/bjet.12324","volume":"47","author":"CH Wu","year":"2016","unstructured":"Wu, C. H., Huang, Y. M., & Hwang, J. P. (2016). Review of affective computing in education\/learning: Trends and challenges. British Journal of Educational Technology, 47(6), 1304\u20131323.","journal-title":"British Journal of Educational Technology"}],"container-title":["International Journal of Artificial Intelligence in Education"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/link.springer.com\/content\/pdf\/10.1007\/s40593-021-00282-y.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/link.springer.com\/article\/10.1007\/s40593-021-00282-y\/fulltext.html","content-type":"text\/html","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/link.springer.com\/content\/pdf\/10.1007\/s40593-021-00282-y.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,3,4]],"date-time":"2026-03-04T18:12:15Z","timestamp":1772647935000},"score":1,"resource":{"primary":{"URL":"https:\/\/link.springer.com\/10.1007\/s40593-021-00282-y"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2021,10,1]]},"references-count":49,"journal-issue":{"issue":"4","published-print":{"date-parts":[[2022,12]]}},"alternative-id":["282"],"URL":"https:\/\/doi.org\/10.1007\/s40593-021-00282-y","relation":{},"ISSN":["1560-4292","1560-4306"],"issn-type":[{"value":"1560-4292","type":"print"},{"value":"1560-4306","type":"electronic"}],"subject":[],"published":{"date-parts":[[2021,10,1]]},"assertion":[{"value":"5 September 2021","order":1,"name":"accepted","label":"Accepted","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"1 October 2021","order":2,"name":"first_online","label":"First Online","group":{"name":"ArticleHistory","label":"Article History"}},{"order":1,"name":"Ethics","group":{"name":"EthicsHeading","label":"Declarations"}},{"value":"The authors report no conflict of interest.","order":2,"name":"Ethics","group":{"name":"EthicsHeading","label":"Conflict of interest"}},{"value":"Participants provided written consent to participate in the study.","order":3,"name":"Ethics","group":{"name":"EthicsHeading","label":"Consent to Participate"}},{"value":"Participants were informed that their individual data would not be published.","order":4,"name":"Ethics","group":{"name":"EthicsHeading","label":"Consent for Publication"}},{"value":"We followed standards for ethical treatment of human subjects and received IRB approval at the University of California, Santa Barbara. This project was conducted in line with guidelines for research with human subjects and had IRB approval from UCSB\u2019s Human Subjects Committee.","order":5,"name":"Ethics","group":{"name":"EthicsHeading","label":"Ethical approval"}}]}}