A successful persuasive technology is able to persuade people to change from one state to a more well known state. Therefore, to allow for a change, persuasive technology must be able to affect users' emotion and make the user trust the technology so that they will adopt the persuasive technology into their daily life routine, as well as continue to use the technology for long period. This paper is aimed to study the relation between users' emotion with trust and persuasion and how they may contribute to the success of changing a person attitude or behavior towards a certain context or issue. Twenty five participants have completed the study in 6 weeks by using two types of persuasive technology that were assessed at three different interaction stages: pre, during and post. Result shows that emotions have a significant effect on trust, whereas the effect of emotions on persuasion using the persuasive technology was mediated by trust.

Emotions play a vital role in persuasion; thus, the use of persuasive applications should affect and appeal to the users' emotions. However, studies in persuasive technology have yet to discover what triggered the users' emotions. Therefore, the objectives of this study are to examine user emotions and to identify the factors that affect user emotions in using persuasive applications. This study is conducted in three stages; preinteraction, during-interaction and post-interaction, employed a mixed-method approach using Geneva Emotions Wheel (GEW) and open-ended survey questions that analyzed using thematic analysis. The result shows that most of the emotions that users felt belong to high-control positive valence emotions that consist of interest, joy and pleasure. User, system and interaction are the three factors that triggered the emotions encompasses of elements such as Individual Awareness, Personality, Interface Design, Persuasive Function, Content Presentation, System Quality, Usability, and Tasks. The findings contribute to the body knowledge of Persuasive Technology, where the discovered factors and its elements are the antecedents that should be the concern in constructing an emotion-based trust design framework that could bring emotional impact to users to ensure a successful persuasion.

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Experience is key in deciding whether or not to adopt a system such as persuasive technology, which aims to persuade people to take up a targeted attitude or behavior. Thousands of persuasive technologies have been developed for commercial and academic uses; however, many studies on experience have mainly been conducted on products and none have focused on studying experience in the context of persuasive technologies. Therefore, this study aims to investigate emotional experience and user experience when using persuasive technology. Twenty-five participants comprising university staffs and students were given 6 weeks to use two different persuasive web applications—one on health and the other on environmental issues. A pre-post interaction approach was carried out to analyze the participants’ emotional experiences; Positive and Negative Affect Schedule (PANAS) instruments and questionnaires were used to assess user experience based on the pragmatic, hedonic, and appeal quality of the web applications. From 20 PANAS emotions, only six emotions were found to have significant impact. Although a significant change happened in user experience perceptions from the pre-interaction to post-interaction stages, no significant change happened in user emotional experience. The findings imply that the changes in user experience perceptions over time may contribute towards altering persuasion, whether by increasing or reducing persuasion via persuasive technology. As a result, this study contributes new information to the theory of designing persuasive technology such that more concern is put on the hedonic quality and appealingness of a system for greater user experience and an emotionally impactful and successful persuasion.

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a significant change happened in user experience perceptions from the pre-interaction to post-interaction stages, no significant change happened in user emotional experience. The findings imply that the changes in user experience perceptions over time may contribute towards altering persuasion, whether by increasing or reducing persuasion via persuasive technology. As a result, this study contributes new information to the theory of designing persuasive technology such that more concern is put on the hedonic quality and appealingness of a system for greater user experience and an emotionally impactful and successful persuasion.

Head-mounted displays (HMDs) have the potential to greatly impact the surgical field by maintaining sterile conditions in healthcare environments. Google Glass (GG) and Microsoft HoloLens (MH) are examples of optical HMDs. In this comparative survey related to wearable augmented reality (AR) technology in the medical field, we examine the current developments in wearable AR technology, as well as the medical aspects, with a specific emphasis on smart glasses and HoloLens. The authors searched recent articles (between 2017 and 2022) in the PubMed, Web of Science, Scopus, and ScienceDirect databases and a total of 37 relevant studies were considered for this analysis. The selected studies were divided into two main groups; 15 of the studies (around 41%) focused on smart glasses (e.g., Google Glass) and 22 (59%) focused on Microsoft HoloLens. Google Glass was used in various surgical specialities and preoperative settings, namely dermatology visits and nursing skill training. Moreover, Microsoft HoloLens was used in telepresence applications and holographic navigation of shoulder and gait impairment rehabilitation, among others. However, some limitations were associated with their use, such as low battery life, limited memory size, and possible ocular pain. Promising results were obtained by different studies regarding the feasibility, usability, and acceptability of using both Google Glass and Microsoft HoloLens in patient-centric settings as well as medical education and training. Further work and development of rigorous research designs are required to evaluate the efficacy and cost-effectiveness of wearable AR devices in the future.

Background Augmented reality (AR) is an interactive technology that uses persuasive digital data and real-world surroundings to expand the user's reality, wherein objects are produced by various computer applications. It constitutes a novel advancement in medical care, education, and training. Objective The aim of this work was to assess how effective AR is in training medical students when compared to other educational methods in terms of skills, knowledge, confidence, performance time, and satisfaction. Methods We performed a meta-analysis on the effectiveness of AR in medical training that was constructed by using the Cochrane methodology. A web-based literature search was performed by using the Cochrane Library, Web of Science, PubMed, and Embase databases to find studies that recorded the effect of AR in medical training up to April 2021. The quality of the selected studies was assessed by following the Cochrane criteria for risk of bias evaluations. Results In total, 13 studies with a total of 654 participants were included in the meta-analysis. The findings showed that using AR in training can improve participants' performance time (I2=99.9%; P<.001), confidence (I2=97.7%; P=.02), and satisfaction (I2=99.8%; P=.006) more than what occurs under control conditions. Further, AR did not have any effect on the participants’ knowledge (I2=99.4%; P=.90) and skills (I2=97.5%; P=.10). The meta-regression plot shows that there has been an increase in the number of articles discussing AR over the years and that there is no publication bias in the studies used for the meta-analysis. Conclusions The findings of this work suggest that AR can effectively improve performance time, satisfaction, and confidence in medical training but is not very effective in areas such as knowledge and skill. Therefore, more AR technologies should be implemented in the field of medical training and education. However, to confirm these findings, more meticulous research with more participants is needed.