Verleidende robots en waarschuwende lampen : Effectieve beïnvloeding van energiebesparend gedrag door Persuasive Technology

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A persuasive robotic agent to save energy:the influence of social feedback, feedback valence and task similarity on energy conservation behavior

\u3cp\u3eIn this paper we explore the persuasive effects of social feedback provided by a robotic agent, on behavioral change. In lab experiments, participants had the opportunity to conserve energy while carrying out washing tasks with a simulated washing machine. Three experiments tested the effect of positive and negative social feedback and compared these effects to more widely used factual feedback. Results of these studies indicate that social feedback has stronger persuasive effects than factual feedback (Experiment 1) and factual-evaluative feedback (Experiment 2). In addition, an effect of feedback valence was found, demonstrating more conservation actions following negative feedback (social or factual) as compared to positive feedback. Interestingly, especially negative social feedback had the strongest persuasive effects (Experiment 1, 2, & 3), and task similarity enhanced the effects of negative feedback (Experiment 3). These findings have several implications for theory and design of persuasive robotic agents.\u3c/p\u3

Using negative and positive social feedback from a robotic agent to save energy

In this paper we explore the persuasive effects of social feedback, as provided by an embodied agent, on behavioral change. In a lab setting, two experiments were conducted in which participants had the opportunity to conserve energy while carrying out washing tasks with a simulated washing machine. The experiments tested the effect of positive and negative social feedback and compared these effects to more widely used factual feedback. Results of both studies indicate that social feedback has stronger persuasive effects than factual feedback (Experiment 1) and factual-evaluative feedback (Experiment 2). In addition, an effect of feedback valence was found, demonstrating more conservation actions following negative feedback (social or factual) as compared to positive feedback. Interestingly, especially negative social feedback had the strongest persuasive effects. The predicted perceived agency effect could not be demonstrated. These findings have several implications for theory and design of persuasive robotic agents

Persuasive robots can help save energy : the influence of the agency of a robot on its power to influence sustainable behavior

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Investigating the effects of the persuasive source’s social agency level and the student’s profile to overcome the cognitive dissonance

\u3cp\u3eEducational robots are regarded as beneficial tools in education due to their capabilities of improving learning motivation. Using cognitive dissonance as a teaching tool has been popular in science education too. A considerable number of researchers have argued that cognitive dissonance has an important role in the student’s attitudes change. This paper presents a design for a cutting-edge experiment where we describe a procedure that induces cognitive dissonance. We propose to use an educational robot that helps the student overcome the cognitive dissonance during science learning. We make the difference between students that base their decisions on thinking (though-minded) and those that mostly base their decisions on feeling (relational). The main mission of the study was to implicitly lead students to evolve a positive implicit attitude supporting redoing difficult scientific exercises to understand one’s errors and to avoid learned helplessness. Based on the assumption that relational students are emotional (easily alienated), we investigate whether they are easy to be persuaded in comparison to though-minded students. Also, we verify whether it is possible to consider an educational robot for such a mission. We compare different persuasive sources (tablet showing a persuasive text, an animated robot and a human) encouraging the student to strive for cognitive closure, to verify which of these sources leads to better implicit attitude supporting defeating one’s self to assimilate difficult scientific exercises. Finally, we explore which of the persuasive sources better fits each of both student’s profiles.\u3c/p\u3

Investigating the differences in effects of the persuasive message’s timing during science learning to overcome the cognitive dissonance

\u3cp\u3eBased on conceptual change theory, cognitive dissonance is known as an important factor in conceptual change. Thus, those who design and build educational robots will need to understand how best to provide ways for robots to implicitly persuade students to change their bad attitudes when encountering a cognitively dissonant situation. Building on diverse literature, we examine how to make students change their bad attitudes of avoiding difficult science exercises. More precisely, we intend to make students overcome cognitive dissonance by choosing to redo a difficult science exercise that they had previously answered incorrectly rather than jumping to another exercise. First, we introduce the concept of gamma window. Then we investigate how different timings of the persuasive strategy affect how students overcome the cognitive dissonance and avoid learned helplessness.\u3c/p\u3