Exoskeletons and the Future of Work: Envisioning Power and Control in a Workforce Without Limits

Exoskeletons are an emerging form of technology that combines the skills of both machines and humans to give wearers the ability to complete physically demanding tasks that would be too strenuous for most humans. Exoskeleton adoption has the potential to both enhance and disrupt many aspects of work, including power dynamics in the workplace and the human-machine interactions that take place. Dyadic Power Theory (DPT) is a useful theory for exploring the impacts of exoskeleton adoption. In this conceptual paper, we extend DPT to relationships between humans and machines in organizations, as well as human-human communication where use of an exoskeleton has resulted in shifts of power

The Viability of Using Rapid Judgments as a Method of Deception Detection

Rapid Judgments (RJs) are quick assessments based on indirect verbal and nonverbal cues that are known to be associated with deception. RJs are advantageous because they eliminate the need for expensive detection equipment and only require minimal training for coders with relatively accurate judgments. Results of testing on two different datasets showed that trained coders were reliably making RJs after watching both long and short interaction segments but their judgments were not more accurate than the expert interviewers. The RJs did not discriminate between truth and deception as hypothesized. This raises more questions about the conditions under which making RJs from verbal and nonverbal cues achieves accurate detection of veracity.18 month embargo; published online: 25 January 2017This item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at [email protected]

Mitigating bias blind spot via a serious video game

We employed a serious video game to train participants on bias blind spot (BBS), capturing training effects on BBS mitigation and knowledge at three points in time. Experiment 1 (N = 703) compared the effects of hybrid training (a combination of implicit and explicit training) to implicit training; Experiment 2 (N = 620) tested the effects of just-in-time versus delayed feedback; and Experiment 3 (N = 626) examined the effects of singleplayer versus multiplayer learning environments. We also tested differences in game duration (30 vs. 60 minute play) and repetition (single vs. repeated play). Overall, the video game decreased BBS linearly over time and increased BBS knowledge at posttest, but knowledge decayed at 8-week posttest. These and other results are discussed, along with the implications, limitations, and future research directions

Non-Invasive Measurement of Trust in Group Interactions

Trust between group members has many implications for how well a group performs. In this study, we predict perceived trustworthiness of group members when there are subversive group members. We collected multimodal verbal and nonverbal data from a group interaction experiment. During the interaction, we periodically surveyed the group members about their perceptions of trustworthiness of other group members. We used this data to model the relationship between observable behavior and perceptions of trustworthiness. We report the most predictive features and describe them in the context of existing literature on verbal and nonverbal correlates of trust. This research advances the study of behavioral measurement in groups and the role of behavior on perceived trustworthiness

The Psychology of Trust from Relational Messages

A fundamental underpinning of all social relationships is trust. Trust can be established through implicit forms of communication called relational messages. A multidisciplinary, multi-university, cross-cultural investigation addressed how these message themes are expressed and whether they are moderated by culture and veracity. A multi-round decision-making game with 695 international participants assessed the nonverbal and verbal behaviors that express such meanings as affection, dominance, and composure, from which people ultimately determine who can be trusted and who not. Analysis of subjective judgments showed that trust was most predicted by dominance, then affection, and lastly, composure. Behaviorally, several nonverbal and verbal behaviors associated with these message themes were combined to predict trust. Results were similar across cultures but moderated by veracity. Methodologically, automated software extracted facial features, vocal features, and linguistic metrics associated with these message themes. A new attentional computer vision method retrospectively identified specific meaningful segments where relational messages were expressed. The new software tools and attentional model hold promise for identifying nuanced, implicit meanings that together predict trust and that can, in combination, serve as proxies for trust

Exploring Failure and Engagement in a Complex Digital Training Game: A Multi-method Examination

Digital games are ideal for training complex decision making skills because they allow players to experience decision making processes and consequences. However, training complex skills often results in failure, which may undermine learning engagement. Traditional training methods employing observational learning (e.g., training videos) do not cause learners to fail but forfeit experiential learning that makes training games so engaging. Our exploratory work addresses the trade-off between experiencing and observing failure and explores their effect on the level of training engagement. Building on past engagement research, we argue that learning engagement contains both cognitive and affective facets and that these facets may diverge, especially when individuals experience failure. To test these ideas, we conducted an experiment (N = 156) comparing engagement in game-based training, in which participants experienced failure, and video-based training, in which participants observed failure. We collected cognitive and affective indicators of engagement using physiological and self-report measures. We found game-based experiential learning increased such indicators of engagement as attention and temporal disassociation even though players widely failed to meet game objectives. Players also experienced elevated arousal and decreased positive affect. In addition, we compared physiological measures of engagement with self-reported measures and discuss their merits and limitations

Training Anchoring and Representativeness Bias Mitigation Through a Digital Game

Objective. Humans systematically make poor decisions because of cognitive biases. Can digital games train people to avoid cognitive biases? The goal of this study is to investigate the affordance of different educational media in training people about cognitive biases and to mitigate cognitive biases within their decision-making processes. Method. A between-subject experiment was conducted to compare a digital game, a traditional slideshow, and a combined condition in mitigating two types of cognitive biases: anchoring bias and representativeness bias. We measured both immediate effects and delayed effects after four weeks. Results. The digital game and slideshow conditions were effective in mitigating cognitive biases immediately after the training, but the effects decayed after four weeks. By providing the basic knowledge through the slideshow, then allowing learners to practice bias-mitigation techniques in the digital game, the combined condition was most effective at mitigating the cognitive biases both immediately and after four weeks.This item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at [email protected]

Mitigation of Cognitive Bias with a Serious Game: Two Experiments Testing Feedback Timing and Source

One of the benefits of using digital games for education is that games can provide feedback for learners to assess their situation and correct their mistakes. We conducted two studies to examine the effectiveness of different feedback design (timing, duration, repeats, and feedback source) in a serious game designed to teach learners about cognitive biases. We also compared the digital game-based learning condition to a professional training video. Overall, the digital game was significantly more effective than the video condition. Longer durations and repeats improve the effects on bias-mitigation. Surprisingly, there was no significant difference between just-in-time feedback and delayed feedback, and computer-generated feedback was more effective than feedback from other players

Mitigation of Cognitive Bias with a Serious Game: Two Experiments Testing Feedback Timing and Source

One of the benefits of using digital games for education is that games can provide feedback for learners to assess their situation and correct their mistakes. We conducted two studies to examine the effectiveness of different feedback design (timing, duration, repeats, and feedback source) in a serious game designed to teach learners about cognitive biases. We also compared the digital game-based learning condition to a professional training video. Overall, the digital game was significantly more effective than the video condition. Longer durations and repeats improve the effects on bias-mitigation. Surprisingly, there was no significant difference between just-in-time feedback and delayed feedback, and computer-generated feedback was more effective than feedback from other players

Risky Business or Managed Event? Perceptions of Power and Deception in the Workplace

The workplace poses unique challenges for liars, especially for deception between supervisors and subordinates. To that end, the current study examined deception in the workplace between supervisors and subordinates to explore perceptions of deception and the relationship between power and deception. Participants were recruited from organizations and universities and reported their perceptions of power in their manager-subordinate relationships, perceptions of deception, and perceptions of the risk involved with a recent lie they told to a supervisor or subordinate. Results indicated that the perceived power difference between supervisors and subordinates was substantial, power impacted perceptions of deception in the workplace and how deceptive messages were crafted, and very few of the reported lies were detected. Theoretical implications of the findings are discussed