Transference of relationship qualities to a virtual world

This dissertation investigates to which extent internal working models of relationships and personality characteristics of participants are transferred to computer-generated agents in a virtual social environment (VSE). For this purpose a VSE was created that was populated with several autonomous agents which interacted with each other. Participants can control one of the the agents (the "protagonist"); one of the other agents is the spouse of the protagonist. Using this setup, a potential projection screen for the dynamics of the real-life relationship, as well as for generalized internal working models was created. Chapter 1 summarizes the research question, gives an overview of the development of the VSE called "Simoland", and provides a general summary and conclusion about the dissertation. Chapters 2 - 4 each are self-contained manuscripts. Chapter 2 („The challenge of constructing psychologically believable agents“) is a theoretical article which describes challenges and new possibilities in the implementation of psychological models into autonomous agents. Chapter 3 („Virtual social environments as a tool for psychological assessment: Dynamics of interaction with a virtual spouse“) describes the first empirical study conducted in Simoland. This study demonstrates how intrapersonal changes in interaction behavior can be investigated in VSEs. With a sample of 236 participants I could show that both the relationship satisfaction with the real life partner, and the intimacy motive of the participant had an influence on the behavior towards the virtual spouse. Hence, it could be shown that virtual behavior indeed is connected to conditions of the real world. While the first study investigated unrestricted behavior in an open world, in Chapter 4 („Transference of adult attachment dynamics to a virtual spouse“) specific, theoretically derived scenes were created which were supposed to activate the attachment system. With a sample of 422 participants we could demonstrate interindividual differences in attachment behavior as a reaction to one of three scenes: a separation, a conflict with the virtual spouse, and a threatening situation. Both attachment anxiety and attachment avoidance significantly and meaningfully correlated with the behavior in the VSE, the physical distance between protagonist and virtual spouse, and emotional ratings. To summarize, this dissertation for the first time shows that qualities of real-life relationships, as well as internal working models of attachment, are transferred to virtual agents. Thereby new ways are opened to investigate behavior in close relationships and representations of significant others through virtual scenarios.Diese Dissertation untersucht, inwieweit Beziehungsrepräsentationen und Persönlichkeitsmerkmale von Personen auf computergenerierte Agenten in einer virtuellen sozialen Umgebung (VSU) übertragen werden. Dazu wurde eine VSU erstellt, in der Teilnehmer eine virtuelle Figur (den „Protagonisten“) steuern können, welche wiederum mit anderen autonomen Agenten interagiert. Einer dieser anderen Agenten ist der virtuelle Partner/ die virtuelle Partnerin des Protagonisten, womit eine mögliche Projektionsfläche für die Beziehungsdynamik der realen Partnerschaft sowie für generalisierte interne Arbeitsmodelle von Beziehungen hergestellt wurde. Kapitel 1 fasst die Forschungsfrage zusammen und beschreibt den Entstehungsprozess der VSU namens „Simoland“, und gibt eine kurze Zusammenfassung der Gesamtergebnisse. Kapitel 2 – 4 stellen jeweils eigenständige Manuskripte dar. Kapitel 2 („The challenge of constructing psychologically believable agents“) ist ein theoretischer Artikel, der Herausforderungen und neue Wege beschreibt wie psychologische Modelle in autonome Agent implementiert werden können. Kapitel 3 („Virtual social environments as a tool for psychological assessment: Dynamics of interaction with a virtual spouse“) beschreibt die erste psychologische Untersuchung in Simoland, welche demonstriert wie intraindividuelle Entwicklung im Interaktionsverhalten untersucht werden kann. An einer Stichprobe von 236 Teilnehmern konnte gezeigt werden, dass sowohl die Beziehungszufriedenheit zum realen Partner, als auch das Intimitätsmotiv der Teilnehmer einen Einfluss auf das Verhalten in der VSU hatten, und somit das virtuelle Verhalten tatsächlich verknüpft ist mit der realen Welt. Während die erste Studie freies Verhalten untersucht hat, wurden in der zweiten Studie theoriegeleitet verschiedene Szenarien hergestellt, welche das Bindungssystem aktivieren sollen. (Kapitel 4: „Transference of adult attachment dynamics to a virtual spouse“). Dadurch konnten an 422 Teilnehmern interindividuelle Unterschiede im Bindungsverhalten als Reaktion auf folgende Szenen gezeigt werden: eine Trennungssituation, eine Konfliktsituation, sowie eine Bedrohungssituation. Die dimensionalen Bindungsstile (Bindungsvermeidung und Bindungsängstlichkeit) korrelierten sinnvoll und signifikant mit dem Verhalten in der VSU, der physikalischen Distanz zwischen Protagonist und Partner/in, sowie Emotionseinschätzungen. Zusammenfasst zeigt diese Dissertation zum ersten Mal, dass Qualitäten der realen Partnerschaft, sowie interne Arbeitsmodelle der Bindung auf virtuelle Agenten übertragen werden. Somit werden neue Wege eröffnet, Beziehungsverhalten und -repräsentationen in virtuellen Szenarien zu untersuchen

The effects of user assistance systems on user perception and behavior

The rapid development of information technology (IT) is changing how people approach and interact with IT systems (Maedche et al. 2016). IT systems can increasingly support people in performing ever more complex tasks (Vtyurina and Fourney 2018). However, people's cognitive abilities have not evolved as quickly as technology (Maedche et al. 2016). Thus, different external factors (e.g., complexity or uncertainty) and internal conditions (e.g., cognitive load or stress) reduce decision quality (Acciarini et al. 2021; Caputo 2013; Hilbert 2012). User-assistance systems (UASs) can help to compensate for human weaknesses and cope with new challenges. UASs aim to improve the user's cognition and capabilities, benefiting individuals, organizations, and society. To achieve this goal, UASs collect, prepare, aggregate, analyze information, and communicate results according to user preferences (Maedche et al. 2019). This support can relieve users and improve the quality of decision-making. Using UASs offers many benefits but requires successful interaction between the user and the UAS. However, this interaction introduces social and technical challenges, such as loss of control or reduced explainability, which can affect user trust and willingness to use the UAS (Maedche et al. 2019). To realize the benefits, UASs must be developed based on an understanding and incorporation of users' needs. Users and UASs are part of a socio-technical system to complete a specific task (Maedche et al. 2019). To create a benefit from the interaction, it is necessary to understand the interaction within the socio-technical system, i.e., the interaction between the user, UAS, and task, and to align the different components. For this reason, this dissertation aims to extend the existing knowledge on UAS design by better understanding the effects and mechanisms during the interaction between UASs and users in different application contexts. Therefore, theory and findings from different disciplines are combined and new theoretical knowledge is derived. In addition, data is collected and analyzed to validate the new theoretical knowledge empirically. The findings can be used to reduce adaptation barriers and realize a positive outcome. Overall this dissertation addresses the four classes of UASs presented by Maedche et al. (2016): basic UASs, interactive UASs, intelligent UASs, and anticipating UASs. First, this dissertation contributes to understanding how users interact with basic UASs. Basic UASs do not process contextual information and interact little with the user (Maedche et al. 2016). This behavior makes basic UASs suitable for application contexts, such as social media, where little interaction is desired. Social media is primarily used for entertainment and focuses on content consumption (Moravec et al. 2018). As a result, social media has become an essential source of news but also a target for fake news, with negative consequences for individuals and society (Clarke et al. 2021; Laato et al. 2020). Thus, this thesis presents two approaches to how basic UASs can be used to reduce the negative influence of fake news. Firstly, basic UASs can provide interventions by warning users of questionable content and providing verified information but the order in which the intervention elements are displayed influences the fake news perception. The intervention elements should be displayed after the fake news story to achieve an efficient intervention. Secondly, basic UASs can provide social norms to motivate users to report fake news and thereby stop the spread of fake news. However, social norms should be used carefully, as they can backfire and reduce the willingness to report fake news. Second, this dissertation contributes to understanding how users interact with interactive UASs. Interactive UASs incorporate limited information from the application context but focus on close interaction with the user to achieve a specific goal or behavior (Maedche et al. 2016). Typical goals include more physical activity, a healthier diet, and less tobacco and alcohol consumption to prevent disease and premature death (World Health Organization 2020). To increase goal achievement, previous researchers often utilize digital human representations (DHRs) such as avatars and embodied agents to form a socio-technical relationship between the user and the interactive UAS (Kim and Sundar 2012a; Pfeuffer et al. 2019). However, understanding how the design features of an interactive UAS affect the interaction with the user is crucial, as each design feature has a distinct impact on the user's perception. Based on existing knowledge, this thesis highlights the most widely used design features and analyzes their effects on behavior. The findings reveal important implications for future interactive UAS design. Third, this dissertation contributes to understanding how users interact with intelligent UASs. Intelligent UASs prioritize processing user and contextual information to adapt to the user's needs rather than focusing on an intensive interaction with the user (Maedche et al. 2016). Thus, intelligent UASs with emotional intelligence can provide people with task-oriented and emotional support, making them ideal for situations where interpersonal relationships are neglected, such as crowd working. Crowd workers frequently work independently without any significant interactions with other people (Jäger et al. 2019). In crowd work environments, traditional leader-employee relationships are usually not established, which can have a negative impact on employee motivation and performance (Cavazotte et al. 2012). Thus, this thesis examines the impact of an intelligent UAS with leadership and emotional capabilities on employee performance and enjoyment. The leadership capabilities of the intelligent UAS lead to an increase in enjoyment but a decrease in performance. The emotional capabilities of the intelligent UAS reduce the stimulating effect of leadership characteristics. Fourth, this dissertation contributes to understanding how users interact with anticipating UASs. Anticipating UASs are intelligent and interactive, providing users with task-related and emotional stimuli (Maedche et al. 2016). They also have advanced communication interfaces and can adapt to current situations and predict future events (Knote et al. 2018). Because of these advanced capabilities anticipating UASs enable collaborative work settings and often use anthropomorphic design cues to make the interaction more intuitive and comfortable (André et al. 2019). However, these anthropomorphic design cues can also raise expectations too high, leading to disappointment and rejection if they are not met (Bartneck et al. 2009; Mori 1970). To create a successful collaborative relationship between anticipating UASs and users, it is important to understand the impact of anthropomorphic design cues on the interaction and decision-making processes. This dissertation presents a theoretical model that explains the interaction between anthropomorphic anticipating UASs and users and an experimental procedure for empirical evaluation. The experiment design lays the groundwork for empirically testing the theoretical model in future research. To sum up, this dissertation contributes to information systems knowledge by improving understanding of the interaction between UASs and users in different application contexts. It develops new theoretical knowledge based on previous research and empirically evaluates user behavior to explain and predict it. In addition, this dissertation generates new knowledge by prototypically developing UASs and provides new insights for different classes of UASs. These insights can be used by researchers and practitioners to design more user-centric UASs and realize their potential benefits

Designing Embodied Interactive Software Agents for E-Learning: Principles, Components, and Roles

Embodied interactive software agents are complex autonomous, adaptive, and social software systems with a digital embodiment that enables them to act on and react to other entities (users, objects, and other agents) in their environment through bodily actions, which include the use of verbal and non-verbal communicative behaviors in face-to-face interactions with the user. These agents have been developed for various roles in different application domains, in which they perform tasks that have been assigned to them by their developers or delegated to them by their users or by other agents. In computer-assisted learning, embodied interactive pedagogical software agents have the general task to promote human learning by working with students (and other agents) in computer-based learning environments, among them e-learning platforms based on Internet technologies, such as the Virtual Linguistics Campus (www.linguistics-online.com). In these environments, pedagogical agents provide contextualized, qualified, personalized, and timely assistance, cooperation, instruction, motivation, and services for both individual learners and groups of learners. This thesis develops a comprehensive, multidisciplinary, and user-oriented view of the design of embodied interactive pedagogical software agents, which integrates theoretical and practical insights from various academic and other fields. The research intends to contribute to the scientific understanding of issues, methods, theories, and technologies that are involved in the design, implementation, and evaluation of embodied interactive software agents for different roles in e-learning and other areas. For developers, the thesis provides sixteen basic principles (Added Value, Perceptible Qualities, Balanced Design, Coherence, Consistency, Completeness, Comprehensibility, Individuality, Variability, Communicative Ability, Modularity, Teamwork, Participatory Design, Role Awareness, Cultural Awareness, and Relationship Building) plus a large number of specific guidelines for the design of embodied interactive software agents and their components. Furthermore, it offers critical reviews of theories, concepts, approaches, and technologies from different areas and disciplines that are relevant to agent design. Finally, it discusses three pedagogical agent roles (virtual native speaker, coach, and peer) in the scenario of the linguistic fieldwork classes on the Virtual Linguistics Campus and presents detailed considerations for the design of an agent for one of these roles (the virtual native speaker)

'It's Almost Like Talking to a Person': Student Disclosure to Pedagogical Agents in Sensitive Setting

Online chatbots (also known as pedagogical agents or virtual assistants) are becoming embedded into the fabric of technology, both in educational and commercial settings. Yet understanding of these technologies is inchoate and often untheorised, influenced by individuals’ willingness to trust technologies, aesthetic appearance of the chatbot and technical literacy, among other factors. This paper draws upon data from two research studies that evaluated students’ experiences of using pedagogical agents in education using responsive evaluation. The findings suggest that emotional connections with pedagogical agents were intrinsic to the user’s sense of trust and therefore likely to affect levels of truthfulness and engagement. They also indicate that the topic of the pedagogical agent-student interaction is key to the student’s experience. The implications of these studies are that truthfulness, personalisation and emotional engagement are all vital components in using pedagogical agents to enhance online learning

The Parallel Mind

Throughout the last century, Western scholars from various fields have contributed toward finding a general theory of consciousness that can accurately describe how the human brain processes information, and how it reflects and becomes aware of this information. In 2013, Michael Graziano an American scientist focused on the awareness aspect of consciousness and proposed the Attention Schema Theory of Consciousness (AST) to solve why the mind becomes aware in the first place. This thesis takes a stance that life on the screen has allowed us to extend our identities through embodiment of a second self in cyberspace. By using textual analysis, thought experiments, conceptual models, and mind activities, this work formulates parallel mind–as a self-aware digital entity that uses the content of the digital self. The objective of this work is to provide a technique for the validation of AST within a digital computer, which may lead us to better understandings of humanity’s place in the universe

‘It’s Almost Like Talking to a Person’: Student Disclosure to Pedagogical Agents in Sensitive Settings.

This paper presents findings of a pilot study which used pedagogical agents to examine disclosure in educational settings. The study used responsive evaluation to explore how use of pedagogical agents might affect students’ truthfulness and disclosure by asking them to respond to a lifestyle choices survey delivered by a web-based pedagogical agent. Findings indicate that emotional connection with pedagogical agents were intrinsic to the user’s sense of trust and therefore likely to affect levels of truthfulness and engagement. The implications of this study are that truthfulness, personalisation and emotional engagement are all vital components in using pedagogical agents to enhance online learning