This study attempted to determine why users who like a product (in this case, film clips)rate the product higher in quality (in this case, video quality). In this study, film clipswere located that were high or neutral in enjoyment. Experiment I determined thatparticipants liked the enjoyable film clips more than the neutral clips. In Experiment 2,liking, affect, and content immersion were positively correlated with video quality.Additionally, liking partially mediated the relationship between affect and video quality.A halo effect was also found whereby all items assessing each film clip were rated highlydue to heuristic reliance on affect. In Experiment 3, training participants on video qualitymoderated the relationship between affect and video quality; therefore, training was ableto remove the halo effect. Training also increased participants' accuracy at rating videoquality. Experiment 4 demonstrated that participants' video quality ratings could also beimproved by instructing participants to focus on quality. Focusing on quality did notmoderate the relationship between content immersion and video quality, as participantsmaintained high levels of content immersion even when focusing on video quality. Allexperiments demonstrated that enjoyable clips were rated higher in quality than neutralclips. Both training and focusing attention were helpful in increasing the accuracy ofsubjective video quality ratings; therefore, both approaches could be utilized in usabilitytesting to improve the quality of feedback received.
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