“We need to do more... I need to do more”: Augmenting Digital Media Consumption via Critical Reflection to Increase Compassion and Promote Prosocial Attitudes and Behaviors
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Much HCI research on prompting prosocial behaviors focuses on methods for increasing empathy. However, increased empathy may have unintended negative consequences. Our work offers an alternative solution that encourages critical reflection for nurturing compassion, which involves motivation and action to help others. In a between-subject experiment, participants (N=60) viewed a climate change documentary while receiving no prompts (CON), reflective prompts to focus on their emotions (RE) or surprises (RS). State compassion, critical reflection, and motivation to act or learn were measured at the end of the session (post-video) and two weeks later (follow-up). Despite participants’ condition not affecting compassion, critical reflection was positively correlated with post-video state compassion. RE and RS participants demonstrated deeper reflection and reported higher motivation to learn post-video, and more prosocial behavioral changes during follow-up. RS participants reported better follow-up recall than RE participants. We conclude by discussing implications on designing technology to support compassion and longer-term critical reflection.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it