Anais do IV Workshop sobre as Implicações da Computação na Sociedade (WICS 2023)
This study investigated the impact of incorrect advice given by virtual assistants on people’s tr... more This study investigated the impact of incorrect advice given by virtual assistants on people’s trust. An interactive memory game using a virtual robotic agent was developed, and a study was conducted with 25 participants. The study was divided by conditions; in some, the agent gave wrong clues about cards; in others, it gave the right ones. The results suggest that the players’ perceptions of the agent were affected by its behaviour. Also, the person’s trust towards the agent was affected first by the task itself and secondly by the agent’s behaviour being or not obstructive. The study contributes to a better understanding of how virtual assistants affect human decision-making and reliance and to the development of more engaging and interactive virtual assistants. Future research could use these findings to develop more effective virtual assistants that foster greater user trust and engagement.
Social robots are being used to create better educational scenarios, thereby fostering children’s... more Social robots are being used to create better educational scenarios, thereby fostering children’s learning. In the work presented here, we describe an autonomous social robot that was designed to enhance children’s handwriting skills. Exploiting the benefits of the learning-by-teaching method, the system provides a scenario in which a child acts as a teacher and corrects the handwriting difficulties of the robotic agent. To explore the children’s perception towards this social robot and the effect on their learning, we have conducted a multi-session study with children that compared two contrasting competencies in the robot: ‘learning’vs ‘non-learning’ and presented as two conditions in the study. The results suggest that the children learned more in the learning condition compared with the non-learning condition and their learning gains seem to be affected by their perception of the robot. The results did not lead to any significant differences in the children’s perception of the robot in the first two weeks of interaction. However, by the end of the 4th week, the results changed. The children in the learning condition gave significantly higher writing ability and overall performance scores to the robot compared with the non-learning condition. In addition, the change in the robot’s learning capabilities did not show to affect their perceived intelligence, likability and friendliness towards it.
Anais do IV Workshop sobre as Implicações da Computação na Sociedade (WICS 2023)
This study investigated the impact of incorrect advice given by virtual assistants on people’s tr... more This study investigated the impact of incorrect advice given by virtual assistants on people’s trust. An interactive memory game using a virtual robotic agent was developed, and a study was conducted with 25 participants. The study was divided by conditions; in some, the agent gave wrong clues about cards; in others, it gave the right ones. The results suggest that the players’ perceptions of the agent were affected by its behaviour. Also, the person’s trust towards the agent was affected first by the task itself and secondly by the agent’s behaviour being or not obstructive. The study contributes to a better understanding of how virtual assistants affect human decision-making and reliance and to the development of more engaging and interactive virtual assistants. Future research could use these findings to develop more effective virtual assistants that foster greater user trust and engagement.
Social robots are being used to create better educational scenarios, thereby fostering children’s... more Social robots are being used to create better educational scenarios, thereby fostering children’s learning. In the work presented here, we describe an autonomous social robot that was designed to enhance children’s handwriting skills. Exploiting the benefits of the learning-by-teaching method, the system provides a scenario in which a child acts as a teacher and corrects the handwriting difficulties of the robotic agent. To explore the children’s perception towards this social robot and the effect on their learning, we have conducted a multi-session study with children that compared two contrasting competencies in the robot: ‘learning’vs ‘non-learning’ and presented as two conditions in the study. The results suggest that the children learned more in the learning condition compared with the non-learning condition and their learning gains seem to be affected by their perception of the robot. The results did not lead to any significant differences in the children’s perception of the robot in the first two weeks of interaction. However, by the end of the 4th week, the results changed. The children in the learning condition gave significantly higher writing ability and overall performance scores to the robot compared with the non-learning condition. In addition, the change in the robot’s learning capabilities did not show to affect their perceived intelligence, likability and friendliness towards it.
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Papers by Raul Paradeda