Committing to change: a persuasive systems design analysis of user commitments for a behaviour change support system

Abstract

Persuasive systems in different domains have been used to support people in changing their behaviours. These systems motivate desirable behaviour in users by providing relevant information, tracking user progress, and giving them feedback. This study investigates the persuasive features of a web-based information system that supports the enforcement of user commitments. A structural equation modelling approach and analysis of open text responses are used to identify the factors that affect the intention to continue to use the system, to gather users' perspectives on how the system helps them to stick to their goals and the improvements that could be made. Data (N = 227) collected from the system's users is tested against the proposed research model. The results show that 30% of users' continuance intention is explained by the implemented persuasive software feature categories (computer-human dialogue support, primary task support, perceived credibility, and social support) and perceived competence. Of these categories, primary task support has the strongest effect on perceived competence and continuance intention. The results also reveal how the system helps users to be consistent in their goals and the lack of specialized social support features. The study concludes with a discussion and recommendations for future research.

Motivation and Continuance Intention towards Online Instruction among Teachers during the COVID-19 Pandemic: The Mediating Effect of Burnout and Technostress

“…Nevertheless, studies on the continuance intention to use online education are still limited [ 13 , 102 ]. Only a few investigations have examined self-efficacy [ 103 ], perceived competences [ 27 , 104 ], and e-learning contexts [ 105 ] as predictors of continuance intention to use online learning or self-efficacy as a predictor of exhaustion [ 106 ]. In addition, the literature on the behavioral intention to use virtual technologies focuses mainly on perceived satisfaction [ 13 , 107 , 108 ], motivation [ 109 ], the effectiveness of e-learning, engagement and learning outcomes [ 110 ], while ignoring negative emotions (e.g., exhaustion, technostress).…”

Effectiveness of incentives offered by mobile phone app to encourage cycling: A long‐term study

“…Table 1 lists eight mobile app projects intended to encourage VTBCs [8,9,[18][19][20][10][11][12][13][14][15][16][17]. The app design of those studies followed or fitted in the persuasive systems design model [21][22][23][24], which offers a way to analyse, design and evaluate the persuasion context. Common persuasive design features used in those studies were personalised feedback, self-monitoring, challenges and goal setting, social comparison, and rewards.…”

The Influence of Gender and Age on the Outcomes of and Adherence to a Digital Interdisciplinary Mental Health Promotion Intervention in an Australasian Nonclinical Setting: Cohort Study

“…First, from the Primary Task Support category, “reduction,” “tunneling,” and “self-monitoring” were used to aid adoption by novice users and older adults, and to increase adherence by encouraging behavioral change through participation in a variety of challenges (ie, enjoyable activities). Second, from the Dialogue Support category, the PSD principles of “rewards,” “reminders,” and “liking” were incorporated in the MHPI to increase adherence in the form of alerts and personalized reminders [ 32 , 49 , 54 ]. Third, from the System Credibility Support category, the PSD principles of “trustworthiness,” “expertise,” and “real-world feel” were incorporated by using an internationally recognized male role model that provided credibility to the intervention to build trust and to portray positive male traits.…”