Proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013)

"This book contains the proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET) 2013 which was held on 16.-17.September 2013 in Paphos (Cyprus) in conjunction with the EC-TEL conference. The workshop and hence the proceedings are divided in two parts: on Day 1 the EuroPLOT project and its results are introduced, with papers about the specific case studies and their evaluation. On Day 2, peer-reviewed papers are presented which address specific topics and issues going beyond the EuroPLOT scope. This workshop is one of the deliverables (D 2.6) of the EuroPLOT project, which has been funded from November 2010 – October 2013 by the Education, Audiovisual and Culture Executive Agency (EACEA) of the European Commission through the Lifelong Learning Programme (LLL) by grant #511633. The purpose of this project was to develop and evaluate Persuasive Learning Objects and Technologies (PLOTS), based on ideas of BJ Fogg. The purpose of this workshop is to summarize the findings obtained during this project and disseminate them to an interested audience. Furthermore, it shall foster discussions about the future of persuasive technology and design in the context of learning, education and teaching. The international community working in this area of research is relatively small. Nevertheless, we have received a number of high-quality submissions which went through a peer-review process before being selected for presentation and publication. We hope that the information found in this book is useful to the reader and that more interest in this novel approach of persuasive design for teaching/education/learning is stimulated. We are very grateful to the organisers of EC-TEL 2013 for allowing to host IWEPLET 2013 within their organisational facilities which helped us a lot in preparing this event. I am also very grateful to everyone in the EuroPLOT team for collaborating so effectively in these three years towards creating excellent outputs, and for being such a nice group with a very positive spirit also beyond work. And finally I would like to thank the EACEA for providing the financial resources for the EuroPLOT project and for being very helpful when needed. This funding made it possible to organise the IWEPLET workshop without charging a fee from the participants.

The Cowl - v.78 - n.9 - Nov 7, 2013

The Cowl - student newspaper of Providence College. Volume 78 - No. 9 - November 7, 2013. 24 pages

Proceedings of the Vision Zero Summit 2019 12–14 November 2019 Helsinki, Finland

The Vision Zero Summit was held on 12–14 November 2019 in Helsinki Finland, and organized by the Finnish Institute of Occupational Health, with the support of our partners. Vision Zero is a strategy and a holistic mindset. It is continuous improvement of safety, health, and wellbeing at work, not just a numerical goal. This summit focused on discussing different aspects of Vision Zero, taking the Vision Zero thinking and actions to the next level, and sharing best practices and lessons learned. One theme of the Summit was worded as Rethinking Vision Zero, which is a reminder that there are many perspectives to Vision Zero. Vision Zero Summit was one of the side events of Finland’s Presidency of the Council of the EU. One of the Vision Zero Summit’s goal was to provide new ideas and perspectives, as well as strengthen participants professional networks. This Proceedings publication is a compilation of the papers presented on 12–14 November 2019 in the Vision Zero Summit 2019 in Helsinki

Mind(sets) over machine? The influence of implicit self-theories in human-robot interaction.

Implicit self-theory asserts that an individual’s underlying beliefs about whether self-attributes (e.g., personality and intelligence) are fixed (entity theory) or mutable (incremental theory) causally affect motivation and behavior—with the most profound effects emerging in situations that involve challenges and setbacks. In support of this notion, several lines of research suggest that these beliefs hold some influence over people’s perception and behavior in diverse domains such as education, brand acceptance, and financial decision-making, among others. It is, however, presently unknown whether implicit self-theories exert such influence on people’s experiences of social robots. To address this gap, this research tested, in a series of three studies, the proposition that implicit self-theories represent an important variable, that influences the manner in which one perceives and responds to social robots. Study 1 provided the first evidence that an individual’s implicit self-theory orientation influences their perception of emerging social robots developed for everyday use. In particular, those endorsing more of an entity theory expressed greater robot anxiety than those endorsing more of an incremental theory. This finding held even when controlling for a range of covariate influences. In addition, incremental theorists, compared to entity theorists responded more favorably to social robots in general. Study 2 built on and substantively extended the findings of Study 1 by examining the effects of implicit self-theories on people’s responses to a robot that praised them for ability (i.e., intelligence), or for effort (i.e., hard work), after completing a difficult task. Results revealed that entity theorists evaluated a robot that delivered ability praise as more likable and intelligent than one that delivered effort praise. However, incremental theorists were unaffected by either praise type and rated the robot favorably regardless of the praise it delivered. Study 3, expanded the findings of Studies 1 and 2 to investigate the impact of implicit self-theories on people’s responses to a robot that defeats human beings in a general knowledge quiz game. Results showed that incremental theorists, compared to entity theorists were more likely to indicate an interest in playing against the robot after imagining losing to it. Whereas entity theorists rated such robots as presenting more identity and realistic threats. Together, these studies extend and enrich the Human-Robot Interaction (HRI) literature by establishing implicit self-theories as an important and meaningful variable for which to advance the understanding of HRI today. In so doing, this research attempts to respond to the ever-increasing demand for research on the psychological variables that underlie how people perceive and interact with robots—which, in many ways, has special urgency given the inexorable rise of AI and robotics in the social domain of everyday experience. In consequence, findings may contribute to the design of new or improved social robots that can reflect or shape beliefs, and, hence, build a greater sense of identification and trust with the intended human user

Mindset Shift in Cyber Pedagogy: A Teacher's Strategy upon Learning from Home

As Covid 19 pandemic hits Indonesia, teaching-learning activities change dramatically. Learning from home becomes the only alternative in conducting distance education. From the earlier, this cyber pedagogy is assumed as an emergency step taken by the government. Consequently, teachers hold the learning process without clear objectives. Many complaints have occurred, and some improvements are proceeded to reinvent the quality of education. As a radical response toward the chaotic situation, this article is aimed at investigating two significant issues. The first is the requirement of mindset shift as the way to solve the cyber pedagogical problem. The second is the teachers' strategy in doing online learning. Theories about distance learning and quality are referred to as library research does. A descriptive qualitative approach was carried out, and in-depth interviews with parents, students, and teachers were taken. The result of the discussion is the mindset shift in teachers, parents, and stakeholders is required. The creative teachers who have good literacy in information technology are needed in running e-learning and conduct interactive learning from home

The Role of Accounts and Apologies in Mitigating Blame toward Human and Machine Agents

Would you trust a machine to make life-or-death decisions about your health and safety? Machines today are capable of achieving much more than they could 30 years ago—and the same will be said for machines that exist 30 years from now. The rise of intelligence in machines has resulted in humans entrusting them with ever-increasing responsibility. With this has arisen the question of whether machines should be given equal responsibility to humans—or if humans will ever perceive machines as being accountable for such responsibility. For example, if an intelligent machine accidentally harms a person, should it be blamed for its mistake? Should it be trusted to continue interacting with humans? Furthermore, how does the assignment of moral blame and trustworthiness toward machines compare to such assignment to humans who harm others? I answer these questions by exploring differences in moral blame and trustworthiness attributed to human and machine agents who make harmful moral mistakes. Additionally, I examine whether the knowledge and type of reason, as well as apology, for the harmful incident affects perceptions of the parties involved. In order to fill the gaps in understanding between topics in moral psychology, cognitive psychology, and artificial intelligence, valuable information from each of these fields have been combined to guide the research study being presented herein

Music Learning with Massive Open Online Courses

Steels, Luc et al.-- Editors: Luc SteelsMassive Open Online Courses, known as MOOCs, have arisen as the logical consequence of marrying long-distance education with the web and social media. MOOCs were confidently predicted by advanced thinkers decades ago. They are undoubtedly here to stay, and provide a valuable resource for learners and teachers alike. This book focuses on music as a domain of knowledge, and has three objectives: to introduce the phenomenon of MOOCs; to present ongoing research into making MOOCs more effective and better adapted to the needs of teachers and learners; and finally to present the first steps towards 'social MOOCs’, which support the creation of learning communities in which interactions between learners go beyond correcting each other's assignments. Social MOOCs try to mimic settings for humanistic learning, such as workshops, small choirs, or groups participating in a Hackathon, in which students aided by somebody acting as a tutor learn by solving problems and helping each other. The papers in this book all discuss steps towards social MOOCs; their foundational pedagogy, platforms to create learning communities, methods for assessment and social feedback and concrete experiments. These papers are organized into five sections: background; the role of feedback; platforms for learning communities; experiences with social MOOCs; and looking backwards and looking forward. Technology is not a panacea for the enormous challenges facing today's educators and learners, but this book will be of interest to all those striving to find more effective and humane learning opportunities for a larger group of students.Funded by the European Commission's OpenAIRE2020 project.Peer reviewe

Acceptance of Professional Service Robots: A Cross-Cultural Study

Service robots are humanoid and non-humanoid machines that communicate and deliver services to customers of an organisation. They are Artificial intelligence (AI) enabled and display human intelligence (Wirtz et al., 2018; Blut et al., 2021). Service robots may undertake cognitive-analytical activities and emotional-social duties. Artificial Intelligence is built-in to service robots, allowing them to interact with the customer as regular hospitality services thrive on providing interpersonal interactions to create customer value. As substitutes for human employees, service robots may posit a psychological and emotional challenge to the traditional view of hospitality services, such as human frontline employees. Professional Service Robots (PRS) have proven to have the potential to drastically change the service industry. The use of PSR is lagging in an African context, necessitating more research on factors that may influence acceptance. This study aims to explore the cultural factors that influence consumers’ acceptance of PSR.  The Service Robot Acceptance Model (sRAM) is adopted as a guiding framework for this study. Using an exploratory qualitative research approach data is collected using three focus groups, with 16 participants in total, using the simulation method. Interviews were also conducted with seven participants who were purposively selected based on age, gender, and race.  Sexual orientation was found to have a positive influence on acceptance while beliefs and norms were barriers to acceptance, with the Ubuntu philosophy being one of the main reasons for rejection. Language appeared to have a huge role, as forwarded by the sRAM. The results suggest that acceptance of PSR is also dependent on cultural factors, however, its influence is lesser in certain types of service sectors. The research recommends that practitioners, service robot developers, and implementers should consider the culture of the consumers when implementing service robots.