Criticism or Praise? The Impact of Verbal versus Text-Only Computer Feedback on Social Presence, Intrinsic Motivation, and Recall

The Computers Are Social Actors (CASA) paradigm asserts that human computer users interact socially with computers, and has provided extensive evidence that this is the case. In this experiment (n = 134), participants received either praise or criticism from a computer. Independent variables were the direction feedback (praise or criticism), and voice channel (verbal or text-only). Dependent variables measured via a computer-based questionnaire were recall, perceived ability, intrinsic motivation, and perceptions of the computer as a social entity. Results demonstrate that participants had similar reactions to computers as predicted by interpersonal communication research with participants who received text-only criticism reporting higher levels of intrinsic motivation, perceived ability, and recall. Additionally, the computer was seen as more intelligent. Implications for theory and application are discussed

Mixing rich and asynchronous communication for new service development performance

This article explores the nature of relationships between internal communication modes, new service development (NSD) competencies (specifically learning and development competencies) and NSD performance. To do so, it draws on and advances communication theory by comparing and contrasting the contingent approach, favoured by media richness theory and media synchronicity theory, with the multiplicative manner of dual coding theory. Antecedent roles of rich and asynchronous communication modes for two NSD competencies are investigated, and their function as critical contingency variables affecting the competencies–performance link is unravelled. An empirical quantitative study of senior managers of leading service firms was conducted, with a survey-based methodology. Results show that a learning competency drives development competency which in turn drives NSD performance. Asynchronous communication is essential for learning competency but not for development competency. In contrast, rich communication underpins development but has no direct effect on learning competency. Rich communication is essential for NSD performance when a firm has a low development competency. The interaction between asynchronous and rich communication is shown to be positive for learning, whereas surprisingly it is negative for development competency

Online News and the Effects of Heuristic Cues on Audiences\u27 Attitudes

This paper is designed to explore how online readers process information when online news articles have majority cues. These majority cues are conceptualized as a specific type of heuristic cue and this study discovered complex interaction effects of this heuristic cue. Heuristic and Systematic Model (HSM) and Elaboration Likelihood Model (ELM) successfully predict how these interaction effects work when these models work together. MANOVA and ANOVA analyses report significant interaction effects among heuristic cues, involvement, and argument quality on readers attitudes (attitude toward information and author\u27s credibility) that supporting both Hypothesis 1 and 2. Specifically, in regard a Hypothesis 1, when argument quality is strong the heuristic cue increases the attitude toward information and author\u27s credibility more positively when the information is about a low-involvement product. On the other hand, the heuristic cue decreases attitude toward information and author\u27s credibility more negatively when the information is about a high-involvement product. Regarding a Hypothesis 2, when the heuristic cue is low, the strong argument quality increases the attitude toward information and author\u27s credibility more positively when the information is about a high-involvement product. On the other hand, the strong argument quality decreases the attitude toward information and author\u27s credibility more negatively when the information is about a low-involvement product. In summary, the explanations of both HSM and ELM are supported only when people use their cognitive resources efficiently. On the other hand, theories of Maximization of Cognitive Efficiency (MCE) and affordances explain when people need to use cognitive resources inefficiently. That is because humans are naturally moderate their information processing in the dynamic manner that maximizes their cognitive efficiency to interpret the given information and environment efficiently and in a timely manner. Therefore, at first, people start to ad

Online News and the Effects of Heuristic Cues on Audiences\u27 Attitudes

This paper is designed to explore how online readers process information when online news articles have majority cues. These majority cues are conceptualized as a specific type of heuristic cue and this study discovered complex interaction effects of this heuristic cue. Heuristic and Systematic Model (HSM) and Elaboration Likelihood Model (ELM) successfully predict how these interaction effects work when these models work together. MANOVA and ANOVA analyses report significant interaction effects among heuristic cues, involvement, and argument quality on readers attitudes (attitude toward information and author\u27s credibility) that supporting both Hypothesis 1 and 2. Specifically, in regard a Hypothesis 1, when argument quality is strong the heuristic cue increases the attitude toward information and author\u27s credibility more positively when the information is about a low-involvement product. On the other hand, the heuristic cue decreases attitude toward information and author\u27s credibility more negatively when the information is about a high-involvement product. Regarding a Hypothesis 2, when the heuristic cue is low, the strong argument quality increases the attitude toward information and author\u27s credibility more positively when the information is about a high-involvement product. On the other hand, the strong argument quality decreases the attitude toward information and author\u27s credibility more negatively when the information is about a low-involvement product. In summary, the explanations of both HSM and ELM are supported only when people use their cognitive resources efficiently. On the other hand, theories of Maximization of Cognitive Efficiency (MCE) and affordances explain when people need to use cognitive resources inefficiently. That is because humans are naturally moderate their information processing in the dynamic manner that maximizes their cognitive efficiency to interpret the given information and environment efficiently and in a timely manner. Therefore, at first, people start to ad

Online News and the Effects of Heuristic Cues on Audiences\u27 Attitudes

This paper is designed to explore how online readers process information when online news articles have majority cues. These majority cues are conceptualized as a specific type of heuristic cue and this study discovered complex interaction effects of this heuristic cue. Heuristic and Systematic Model (HSM) and Elaboration Likelihood Model (ELM) successfully predict how these interaction effects work when these models work together. MANOVA and ANOVA analyses report significant interaction effects among heuristic cues, involvement, and argument quality on readers attitudes (attitude toward information and author\u27s credibility) that supporting both Hypothesis 1 and 2. Specifically, in regard a Hypothesis 1, when argument quality is strong the heuristic cue increases the attitude toward information and author\u27s credibility more positively when the information is about a low-involvement product. On the other hand, the heuristic cue decreases attitude toward information and author\u27s credibility more negatively when the information is about a high-involvement product. Regarding a Hypothesis 2, when the heuristic cue is low, the strong argument quality increases the attitude toward information and author\u27s credibility more positively when the information is about a high-involvement product. On the other hand, the strong argument quality decreases the attitude toward information and author\u27s credibility more negatively when the information is about a low-involvement product. In summary, the explanations of both HSM and ELM are supported only when people use their cognitive resources efficiently. On the other hand, theories of Maximization of Cognitive Efficiency (MCE) and affordances explain when people need to use cognitive resources inefficiently. That is because humans are naturally moderate their information processing in the dynamic manner that maximizes their cognitive efficiency to interpret the given information and environment efficiently and in a timely manner. Therefore, at first, people start to ad

The effect of negative feedback on motivation : a meta-analytic investigation

textAlthough the most prominent view in psychological theory has been that negative feedback should generally have a detrimental impact on motivation, competing perspectives and caveats on this prominent view have suggested that negative feedback may sometimes have neutral or even positive effects on motivation. A meta-analysis of 79 studies examined the effect of negative feedback on motivation and related outcomes with both child and adult samples. Results indicated that negative feedback compared to positive feedback decreased intrinsic motivation and perceived competence. This effect is much smaller when compared to neutral or no feedback. Moderator tests revealed that the effect of negative feedback seems to be less demotivating when a) the feedback statement includes instructional details to improve, b) compared to objective versus normative standards, and c) the task is interesting. Implications for future research and applications to real-world settings are discussed.Educational Psycholog

Perceiving Sociable Technology: Exploring the Role of Anthropomorphism and Agency Perception on Human-Computer Interaction (HCI)

With the arrival of personal assistants and other AI-enabled autonomous technologies, social interactions with smart devices have become a part of our daily lives. Therefore, it becomes increasingly important to understand how these social interactions emerge, and why users appear to be influenced by them. For this reason, I explore questions on what the antecedents and consequences of this phenomenon, known as anthropomorphism, are as described in the extant literature from fields ranging from information systems to social neuroscience. I critically analyze those empirical studies directly measuring anthropomorphism and those referring to it without a corresponding measurement. Through a grounded theory approach, I identify common themes and use them to develop models for the antecedents and consequences of anthropomorphism. The results suggest anthropomorphism possesses both conscious and non-conscious components with varying implications. While conscious attributions are shown to vary based on individual differences, non-conscious attributions emerge whenever a technology exhibits apparent reasoning such as through non-verbal behavior like peer-to-peer mirroring or verbal paralinguistic and backchanneling cues. Anthropomorphism has been shown to affect users’ self-perceptions, perceptions of the technology, how users interact with the technology, and the users’ performance. Examples include changes in a users’ trust on the technology, conformity effects, bonding, and displays of empathy. I argue these effects emerge from changes in users’ perceived agency, and their self- and social- identity similarly to interactions between humans. Afterwards, I critically examine current theories on anthropomorphism and present propositions about its nature based on the results of the empirical literature. Subsequently, I introduce a two-factor model of anthropomorphism that proposes how an individual anthropomorphizes a technology is dependent on how the technology was initially perceived (top-down and rational or bottom-up and automatic), and whether it exhibits a capacity for agency or experience. I propose that where a technology lays along this spectrum determines how individuals relates to it, creating shared agency effects, or changing the users’ social identity. For this reason, anthropomorphism is a powerful tool that can be leveraged to support future interactions with smart technologies

Bridging the Distance: How Social Interaction, Presence, Social Presence, and Sense of Community Influence Student Learning Experiences in an Online Virtual Environment

Online instruction has become part of the core of higher education and a voluminous literature has developed establishing that online instruction is just as effective as face-to-face learning. Simultaneously, however, pervasive reports of isolation and attrition among online learners, attributed to the presumed inability of online classes to support the substantive social interaction and sense of community among learners, have led some to conclude that online learning is not suitable for students who highly value interaction and who cannot function well independently. This study, however, explores how innovations in online instructional media and design may heighten interaction and community building among online learners. This study examines how the use of an online virtual environment impacts on student learning experiences in terms of four constructs: Presence, social presence, social interaction, and sense of community. During this ethnography, the online class proceedings of four hybrid classes were observed over the course of three academic terms. The transcripts of the proceedings, some conducted in the virtual environment and some in an asynchronous discussion forum, were subjected to content analysis to examine how the constructs manifested themselves in the virtual environment, how the environment impacted on their manifestation, how they mutually influenced one another, and how they mutually impacted upon student learning experiences. In addition, the researcher conducted interview and focus group sessions with key informants. The results indicated that the MOO demonstrated stronger manifestations of the constructs than did Blackboard, primarily due to the fast-paced, synchronous exchanges and the ability to display slides which the MOO supported but Blackboard could not. The results suggested that the presence and social presence supported by the MOO promoted the growth of social interaction in both forums which, in turn, promoted the development of sense of community among learners which minimized students' sense of isolation and combated attrition. However, the results also established that the use of the virtual environment was not a panacea, and that the manifestation of the constructs was also dependent upon the pedagogy and degree of involvement and investment in the online forum of both the instructor and the students