Persuasive Technology for Learning in Business Context

"Persuasive Design is a relatively new concept which employs general principles of persuasion that can be implemented in persuasive technology. This concept has been introduced by BJ Fogg in 1998, who since then has further extended it to use computers for changing attitudes and behaviour. Such principles can be applied very well in learning and teaching: in traditional human-led learning, teachers always have employed persuasion as one of the elements of teaching. Persuasive technology moves these principles into the digital domain, by focusing on technology that inherently stimulates learners to learn more quickly and effectively. This is very relevant for the area of Business Management in several aspects: Consumer Behavior, Communications, Human Resource, Marketing & Advertising, Organisational Behavior & Leadership. The persuasive principles identified by BJ Fogg are: reduction, tunnelling, tailoring, suggestion, self-monitoring, surveillance, conditioning, simulation, social signals. Also relevant is the concept of KAIROS, which means the just-in-time, at the right place provision of information/stimulus. In the EuroPLOT project (2010-2013) we have developed persuasive learning objects and tools (PLOTs) in which we have applied persuasive designs and principles. In this context, we have developed a pedagogical framework for active engagement, based on persuasive design in which the principles of persuasive learning have been formalised in a 6-step guide for persuasive learning. These principles have been embedded in two tools – PLOTmaker and PLOTLearner – which have been developed for creating persuasive learning objects. The tools provide specific capability for implementing persuasive principles at the very beginning of the design of learning objects. The feasibility of employing persuasive learning concepts with these tools has been investigated in four different case studies with groups of teachers and learners from realms with distinctly different teaching and learning practices: Business Computing, language learning, museum learning, and chemical substance handling. These case studies have involved the following learner target groups: school children, university students, tertiary students, vocational learners and adult learners. With regards to the learning context, they address archive-based learning, industrial training, and academic teaching. Alltogether, these case studies include participants from Sweden, Africa (Madagascar), Denmark, Czech Republic, and UK. One of the outcomes of this investigation was that one cannot apply a common set of persuasive designs that would be valid for general use in all situations: on the contrary, the persuasive principles are very specific to learning contexts and therefore must be specifically tailored for each situation. Two of these case studies have a direct relevance to education in the realm of Business Management: Business Computing and language learning (for International Business). In this paper we will present the first results from the evaluation of persuasive technology driven learning in these two relevant areas.

Behaviour change and Pay-As-You-Drive insurance. Rewards, punishment, and persuasive information delivery:PAYD-1. Feedback from Pay-As-You-Drive insurance, both outside and inside the car

Pay-As-You-Drive insurance (PAYD) where insurance customers can be charged directly for when, where, and how they drive, is now possible thanks to modern telematics technology. PAYD addresses many problems with traditional insurance in terms of more fairly, and transparently, charging users for their driving behaviour and lessens the impacts of insurance on lower socioeconomic groups in particular (Adkins, 2004; Bordoff & Noel, 2008; Litman, 2005a; Litman, 2011). Indeed, some estimates of PAYD in the USA have suggested that if it was implemented two thirds of households would benefit, with savings of around 270 USD per car per year (Bordoff & Noel, 2008; Litman, 2011). However, PAYD insurance does not only have the potential to benefit individuals. Rather, it is estimated to have significant societal impacts, including possible reductions in mileage of up to 8-12% (Adkins, 2004; Balcombe et al., 2004; Bordoff & Noel, 2008; Harvey & Deakin, 1998; Litman, 2005a; Litman, 2011), which could then be associated with accident reductions of 12-18% (Litman, 2011). Furthermore, it is also estimated that even an 8% reduction in mileage would reduce CO2 emissions by 2% and petrol consumption by 4%. This reduction in petrol consumption would be equivalent to the effect of a 1 USD per gallon increase in the price of petrol (Bordoff & Noel, 2008). It is also estimated that PAYD insurance may reduce the profits of insurance companies (Adkins, 2004; Bordoff & Noel, 2008; Litman, 2011). It is therefore recommended that, due to the significant societal gains associated with PAYD insurance, governments examine what they can do to help encourage PAYD insurance despite the potential costs to insurance companies (Adkins, 2004; Bordoff & Noel, 2008; Litman, 2011)

Behaviour change and Pay-As-You-Drive insurance. Rewards, punishment, and persuasive information delivery:PAYD-1. Feedback from Pay-As-You-Drive insurance, both outside and inside the car

Pay-As-You-Drive insurance (PAYD) where insurance customers can be charged directly for when, where, and how they drive, is now possible thanks to modern telematics technology. PAYD addresses many problems with traditional insurance in terms of more fairly, and transparently, charging users for their driving behaviour and lessens the impacts of insurance on lower socioeconomic groups in particular (Adkins, 2004; Bordoff & Noel, 2008; Litman, 2005a; Litman, 2011). Indeed, some estimates of PAYD in the USA have suggested that if it was implemented two thirds of households would benefit, with savings of around 270 USD per car per year (Bordoff & Noel, 2008; Litman, 2011). However, PAYD insurance does not only have the potential to benefit individuals. Rather, it is estimated to have significant societal impacts, including possible reductions in mileage of up to 8-12% (Adkins, 2004; Balcombe et al., 2004; Bordoff & Noel, 2008; Harvey & Deakin, 1998; Litman, 2005a; Litman, 2011), which could then be associated with accident reductions of 12-18% (Litman, 2011). Furthermore, it is also estimated that even an 8% reduction in mileage would reduce CO2 emissions by 2% and petrol consumption by 4%. This reduction in petrol consumption would be equivalent to the effect of a 1 USD per gallon increase in the price of petrol (Bordoff & Noel, 2008). It is also estimated that PAYD insurance may reduce the profits of insurance companies (Adkins, 2004; Bordoff & Noel, 2008; Litman, 2011). It is therefore recommended that, due to the significant societal gains associated with PAYD insurance, governments examine what they can do to help encourage PAYD insurance despite the potential costs to insurance companies (Adkins, 2004; Bordoff & Noel, 2008; Litman, 2011)

Adaptive driver modelling in ADAS to improve user acceptance: A study using naturalistic data

Accurate understanding of driver behaviour is crucial for future Advanced Driver Assistance Systems (ADAS) and autonomous driving. For user acceptance it is important that ADAS respect individual driving styles and adapt accordingly. Using data collected during a naturalistic driving study carried out at the University of Southampton, we assess existing models of driver acceleration and speed choice during car following and when cornering. We observe that existing models of driver behaviour that specify a preferred inter-vehicle spacing in car-following situations appear to be too prescriptive, with a wide range of acceptable spacings visible in the naturalistic data. Bounds on lateral acceleration during cornering from the literature are visible in the data, but appear to be influenced by the minimum cornering radii specified in design codes for UK roadway geometry. This analysis of existing driver models is used to suggest a small set of parameters that are sufficient to characterise driver behaviour in car-following and curve driving, which may be estimated in real-time by an ADAS to adapt to changing driver behaviour. Finally, we discuss applications to adaptive ADAS with the objectives of improving road safety and promoting eco-driving, and suggest directions for future researc

The Effects of an Eco-Driving Interface on Driver Safety and Fuel Efficiency

Real-time, in-vehicle guidance on eco-driving is likely to produce substantial improvements in vehicle fuel economy. However, the benefits of such in-vehicle systems should be achieved without impairing driver safety. A simulator study evaluated both visual and haptic eco-driving feedback systems, which provided advice on gas pedal usage. Hill driving scenarios with variable traffic density were used to test drivers’ prioritization of safe and fuel-efficient driving. A visual, second-order display and a haptic force feedback gas pedal created the smallest errors in gas pedal usage and so maximized fuel efficiency. The visual display increased time spent looking away from the road, implying reduced driver safety. Participants were worse at eco-driving in more demanding, high traffic conditions. Drivers appeared to prioritize safety over eco-driving, however safety margins were shorter in the high density traffic condition, despite the degradation in eco-driving performance. The findings suggest which modality could be most appropriate for presenting in-vehicle eco-driving guidance, and hint that these systems should advise drivers based on the prevailing traffic conditions

Virtual Hajj (V-Hajj): A Persuasive Hajj Learning Procedures Courseware

This study focuses on an attempt to develop a supplementary learning material for the procedures to perform the Hajj. From the preliminary studies, the existing supplementary materials and learning methods were found to be less effective in giving a clear understanding to the users, whether they are youngsters or elders. Moreover, most of the current supplementary materials are based on passive learning mode. To provide a better supplementary learning material which supports active learning and self-directed learning, this study incorporates virtual environments (VE) and Multimedia (MM) technologies to develop Virtual Hajj (V-Hajj) prototype. Certain persuasive design guidelines were also adapted to persuade users particularly the elders to change their view in using computer-based material. By employing certain important elements, a conceptual model of persuasive Hajj learning environment was constructed. It consists of MM learning principle, Cognitive Theory of MM Learning, VE constructivist theory, persuasive technology principles, MM authoring processes, VE authoring processes and persuasive design guidelines. The model and its courseware prototype are the major contributions of this study. The methodology used in this study is an adaptation of the research design used by Vaishnavi and Kuechler in 2008. It combines the processes and methods used for VE authoring and MM authoring to produce V-Hajj prototype. The expert evaluation revealed some limitations of the prototype and the limitations have been fixed. Meanwhile, the user evaluation results revealed that the V-Hajj prototype provided good indication of the applicability and usability as well as the persuasive effect of the V-Hajj prototype as a supplementary Hajj learning material to the users. In conclusion, an integration of multimedia, virtual environment and persuasive technology in designing and developing a supplementary Hajj learning material has helped users to learn better. However, certain limitations do remain, such as the number of respondents involved in this study. This will be rectified in the future

Cognitive biases, heuristics and decision-making in design for behaviour change

Copyright @ 2012 Social Science Electronic PublishingMuch human behaviour can be seen as decision-making, and so understanding and influencing those decision-making processes could be an important component in design for behaviour change. This paper examines the 'heuristics and biases' approach to modelling decision-making, and attempts to extract insights which are relevant to designers working to influence user behaviour for social or environmental benefit -- either by exploiting biases, or helping to counter those which lead to undesirable behaviour. Areas covered include a number of specific cognitive biases in detail, and the alternative perspective of Gigerenzer and others, who contend (following Herbert Simon) that many heuristics potentially leading to biases are actually ecologically rational, and part of humans' adaptive responses to situations. The design relevance of this is briefly considered, and implications for designers are summarised