What makes an AI device human-like? The role of interaction quality, empathy and perceived psychological anthropomorphic characteristics in the acceptance of artificial intelligence in the service industry

Pelău, Corina; Dabija, Dan-Cristian; Ene, Irina

doi:10.1016/j.chb.2021.106855

Cited by 344 publications

(162 citation statements)

References 55 publications

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“…The so-called good school is a school where teachers can give full play to their own advantages and values and can cultivate students' information literacy, coordination, and cooperation with AI: a school for innovative thinking and creativity to better adapt to the future society. According to this, some scholars have asserted that the work form of teachers in the future will not focus on teaching, and their responsibility will no longer be knowledge instillation [ 16 ]. The effect of AI on role cognition in the education system further improves the accuracy and efficiency of retrieval.…”

Section: Discussionmentioning

confidence: 99%

Analysis of the Effect of Artificial Intelligence on Role Cognition in the Education System

Zhu

Ren

2022

Occupational Therapy International

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Taking the entire education system in Taiyuan City, Shanxi Province, Central China, as an example, this paper uses the questionnaire survey method to analyze the effect of artificial intelligence (AI) on role cognition in the education system. The education system targeted by this questionnaire survey involves 8 categories: preschool education, primary education, secondary education, higher education, adult education, computer network education, enterprise education, and social education; the respondents include 368 teachers, 402 students or learners, 118 school managers, and 124 family members of students or learners in all above education categories. The questionnaire design has a total of 34 question classified into 6 role cognition items, with a 5-level score; a total of 1012 questionnaires were distributed, and 978 were recovered with a recovery rate of 96.64%, in which 957 were valid questionnaires with an effective rate of 97.85%. The study results show that the learning of AI-assisted courses is strongly dependent on course role cognition, and the construction of role cognition is related to the understanding of course content, teaching methods, and activity methods. Therefore, the effect of AI on role cognition in the education system needs to be systematically analyzed from the aspects of function realization form, resource presentation method, supporting hardware form, teacher-student interaction method, and representation method of works. As connecters, teacher’s role cognition is limited by the degree of understanding learners, the amount of resources, and data processing capabilities, but the advantage is that they can flexibly monitor and adjust. AI technology is flexible and diverse, it functions in learning and teaching activities in a variety of ways, and there is no agreement on the terminology to describe its role in role recognition. The results of this paper provide a reference for further researches on the effect of AI on role cognition in the education system.

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Section: Discussionmentioning

confidence: 99%

Analysis of the Effect of Artificial Intelligence on Role Cognition in the Education System

Zhu

Ren

2022

Occupational Therapy International

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“…Empathy is a crucial component of SERVQUAL (Pham et al, 2019 ). In virtual environment, empathy is also a non-negligible element (Pelau et al, 2021 ). Compared with face-to-face teaching, a major disadvantage of online learning is that teachers can’t share and impart their passion and affection to students.…”

Section: Research Model and Hypothesismentioning

confidence: 99%

Understanding the impact of quality elements on MOOCs continuance intention

Shang

Wenfei

2022

Educ Inf Technol

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Online learning has captured much attention, while given for high dropout rate, continuance of MOOCs is now a most concerned critical topic in both research and practical field. From teaching-based quality and platform-based quality perspectives, this study aims to investigate the impact of quality elements on continuance intention based on Expectation Confirmation Model, Task Technology Fit, flow theory and trust. We conducted our research through online questionnaire from July to September in 2020 and collected 555 valid responses which were mainly from university students who had already participated in MOOCs. A Partial Least Square Structural Equation Model approach is employed to test the research model. The results show that teaching-based quality will increase both students’ task technology fit and confirmation, and platform-based quality can improve the confirmation and perceived value about learning in MOOCs. Task technology fit, confirmation and perceived value will further facilitate the using experience and enhance trust and satisfaction. This research comprehensively illustrates the importance of quality relevant to teaching and platforms on continuance intention of MOOCs.

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“…Although there are differences between AI shopping systems and AI apps, our findings can still be used for reference. Perhaps retailers can develop AI shopping systems by incorporating more intelligent and anthropomorphic elements to better meet consumers' service needs and increase consumers' trust, psychological warmth, or empathy with respect to human-AI interactions (Pelau et al. , 2021).…”

Section: Discussion and Contributionsmentioning

confidence: 99%

Exploring users' adoption intentions in the evolution of artificial intelligence mobile banking applications: the intelligent and anthropomorphic perspectives

Lee

Chen

2022

IJBM

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PurposeThe development of mobile technology has changed the traditional financial industry and banking sector. While traditional banks have adopted artificial intelligence (AI) techniques to deepen the development of mobile banking applications (apps), the current literature lacks research on the use of AI-based constructs to explore users' mobile banking app adoption intentions. To fill this gap, based on stimulus-organism-response (SOR) theory, two AI feature constructs as stimuli are considered, namely, perceived intelligence and anthropomorphism. This study then develops a research model to investigate how intelligence and anthropomorphism affect task-technology fit (TTF), perceived cost, perceived risk and trust (organism), which in turn influence users' AI mobile banking app adoption (response).Design/methodology/approachThis study used a convenience nonprobability sampling approach; a total of 451 responses were collected to examine the model. The partial least squares technique was utilized for data analysis.FindingsThe results show that intelligence and anthropomorphism increase users' willingness to adopt mobile banking apps through TTF and trust. However, higher levels of anthropomorphism enhance users' perceived cost. In addition, both intelligence and anthropomorphism have insignificant effects on perceived risk. The results provide theoretical contributions for AI-based mobile banking app adoption and offer practical guidance for bank planning to use AI to retain users.Originality/valueBased on SOR theory, this study reveals that as features, AI-enabled intelligence and anthropomorphism help us further understand users' perceptions regarding cost, risk, TTF and trust in the context of AI-enabled app adoption intentions.

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What makes an AI device human-like? The role of interaction quality, empathy and perceived psychological anthropomorphic characteristics in the acceptance of artificial intelligence in the service industry

Cited by 344 publications

References 55 publications

Analysis of the Effect of Artificial Intelligence on Role Cognition in the Education System

Analysis of the Effect of Artificial Intelligence on Role Cognition in the Education System

Understanding the impact of quality elements on MOOCs continuance intention

Exploring users' adoption intentions in the evolution of artificial intelligence mobile banking applications: the intelligent and anthropomorphic perspectives

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