Effects of hunger and calorie content on visual awareness of food stimuli.

Calorie content and hunger are two fundamental cues acting upon the processing of visually presented food items. However, whether and to which extent they affect visual awareness is still an open question. Here, high- and low-calorie food images administered to hungry or satiated participants were confronted in a breaking-Continuous Flash Suppression paradigm (Experiment 1), measuring the time required to access to visual awareness, and in a Binocular Rivalry paradigm (Experiment 2), quantifying the dominance time in visual awareness. Experiment 1 showed that high-calorie food accessed faster visual awareness, but mostly in satiated participants. Experiment 2 indicated that high-calorie food dominated longer visual awareness, regardless the degree of hunger. We argued that the unconscious advantage (Experiment 1) would represent a default state of the visual system towards highest-energy nutrients, yet the advantage is lost in hunger so to be tuned towards an increased need for any nutritional category. On the other hand, the conscious advantage of high-calorie food (Experiment 2) would represent a conscious perceptual and attentional bias towards highest energy-dense food useful for the actual detection of these stimuli in the environment.

Gamifying model-based engineering: the PapyGame experience.

Modeling is an essential and challenging activity in any engineering environment. It implies some hard-to-train skills such as abstraction and communication. Teachers, project leaders, and tool vendors have a hard time teaching or training their students, co-workers, or users. Gamification refers to the exploitation of gaming mechanisms for serious purposes, like promoting behavioral changes, soliciting participation and engagement in activities, etc. We investigate the introduction of gaming mechanisms in modeling tasks with the primary goal of supporting learning/training. The result has been the realization of a gamified modeling environment named PapyGame. In this article, we present the approach adopted for PapyGame implementation, the details on the gamification elements involved, and the derived conceptual architecture required for applying gamification in any modeling environment. Moreover, to demonstrate the benefits of using PapyGame for learning/training modeling, a set of user experience evaluations have been conducted. Correspondingly, we report the obtained results together with a set of future challenges we consider as critical to make gamified modeling a more effective education/training approach.