5 research outputs found
USER ACCEPTANCE OF SOCIAL ROBOTS: A SOCIAL RESPONSE PERSPECTIVE
Anthropomorphism of social robots has been argued to be an important factor that determines individuals’ usage of social robots. Little research on social robots has explained how the anthropomorphic design of social robots affects users’ social responses to social robots and how social responses further affect user acceptance of social robots. Drawing on the social response theory, we propose a conceptual model to examine user acceptance of social robots. Specifically, three anthropomorphic features (appearance, voice, and response) are proposed to trigger users’ social responses (perceived social presence and perceived humanness) to social robots, which lead to individuals’ intention to accept social robots. The proposed research model will be empirically tested with data collected among hotel customers via an online experiment. The current study aims to contribute to the social robot acceptance literature from the social response perspective
User Acceptance of Social Robots: A Social Response Perspective
publishedVersionPeer reviewe
Mindful and mindless anthropomorphism: how to facilitate consumer comprehension towards new products
Individual’s perception of anthropomorphic platforms in promotion of really new products or novel innovations has not been examined fully. There are contradictions in the academic literature on how various presentations of social cues are perceived by audience mindlessly or mindfully. Perceived mindful and mindless anthropomorphism are explored in this study in order to understand its effect on individuals’ attitude, purchase intention and comprehension of new products. A single factor between-subject design using two innovative products and websites with four levels of social cues (voice, language, interactivity and social role) was used. Five hundred participants took part in the main experiment. Participants were randomly assigned to each experimental group. The analysis indicated that a human-like avatar is preferred by individuals over static avatar and perceived higher mindlessly. Interactive content didn’t improve individuals’ perceived mindless anthropomorphism. There was no significant increase in individuals’ mindful anthropomorphism in any condition. The study indicated perceived mindless anthropomorphism results into better comprehension, attitude and purchase intention towards really new products
Usability assessment of text-to-speech synthesis for additional detail in an automated telephone banking system
International audienceThis paper describes a comprehensive usability evaluation of an automated telephone banking system which employs text-to-speech (TTS) synthesis in offering additional detail on customers' account transactions. The paper describes a series of four experiments in which TTS was employed to offer an extra level of detail to recent transactions listings within an established banking service which otherwise uses recorded speech from a professional recording artist. Results from the experiments show that participants welcome the added value of TTS in being able to provide additional detail on their account transactions, but that TTS should be used minimally in the service
Recommended from our members
Design and evaluation of a CAL system to support communication development in children with autism
The prevalence of autism in children in the United Kingdom is estimated as one in one hundred (Department of Health, 2012), with higher levels reported in some countries (Srivastava, 2013). These children experience significant problems with the development of language and communication skills. A symbol-based communication system called Picture Exchange Communication System (PECS) is widely used to address this issue and evidence indicates this approach can be effective when administered by trained professionals (Preston and Carter, 2009).
Technology appears to offer an alternative way of encouraging non-verbal children with autism to use symbol-based communication to improve social interaction and communication. Therefore, the purpose of the research was to answer the following research questions:
1. Can a Computer Assisted Learning (CAL) system be designed and implemented to support PECS pedagogy for the purpose of improving symbol communication and social interaction in non-verbal children with autism?
2. To what extent could such a system improve the communication and social interaction skills of non-verbal children with autism?
The investigation comprised three stages. In Stage 1, a prototype system was developed incorporating a 'virtual tutor' and an RFID-based (radio frequency identification) user interface to support physical symbol selection and placement.
In Stage 2, a pilot study focused on classroom learning experiences of eight children using CAPE Version 1. Results provided ‘proof of concept’ and indicated that non-verbal children with autism learned to interact effectively with CAPE. Participants achieved more appropriate symbol selections when a virtual tutor used a synthetic voice compared to a natural voice alternative. Outcomes from the pilot informed the development of a CAPE Version 2.
Stage 3 comprised a four-week classroom study involving five non-verbal children with autism. Children, using CAPE Version 2, answered numeracy questions using graphic symbols. Interviews from supporting teachers provided a degree of triangulation with investigator observations and teacher interviews. Stage 3 results suggest that four participants developed their communication skills, one child learned to count, three children improved basic numeracy skills and two children used speech using CAPE version 2, supported by a virtual tutor and a human teacher. This research suggests that non-verbal children with autism can engage positively and productively with PECS using the CAPE approach