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2020-12-01
Herse, S., Vitale, J., Tonkin, M., Ebrahimian, D., Ojha, S., Johnston, B., Judge, W., Williams, M..  2018.  Do You Trust Me, Blindly? Factors Influencing Trust Towards a Robot Recommender System 2018 27th IEEE International Symposium on Robot and Human Interactive Communication (RO-MAN). :7—14.

When robots and human users collaborate, trust is essential for user acceptance and engagement. In this paper, we investigated two factors thought to influence user trust towards a robot: preference elicitation (a combination of user involvement and explanation) and embodiment. We set our experiment in the application domain of a restaurant recommender system, assessing trust via user decision making and perceived source credibility. Previous research in this area uses simulated environments and recommender systems that present the user with the best choice from a pool of options. This experiment builds on past work in two ways: first, we strengthened the ecological validity of our experimental paradigm by incorporating perceived risk during decision making; and second, we used a system that recommends a nonoptimal choice to the user. While no effect of embodiment is found for trust, the inclusion of preference elicitation features significantly increases user trust towards the robot recommender system. These findings have implications for marketing and health promotion in relation to Human-Robot Interaction and call for further investigation into the development and maintenance of trust between robot and user.

2017-05-22
O'Brien, Heather L., Freund, Luanne, Kopak, Richard.  2016.  Investigating the Role of User Engagement in Digital Reading Environments. Proceedings of the 2016 ACM on Conference on Human Information Interaction and Retrieval. :71–80.

User engagement is recognized as an important component of the user experience, but relatively little is known about the effect of engagement on the learning outcomes of such interactions. This experimental user study examines the relationship between user engagement (UE) and comprehension in varied academic reading environments. Forty-one university students interacted with one of two sets of texts presented in 4 conditions in the context of preparing for a class assignment. Employing the User Engagement Scale (UES), we found evidence of a relationship between students' comprehension of the texts and their degree of engagement with them. However, this association was confined to one of the UES subscales and was not consistent across levels of engagement. An examination of additional variables found little evidence that system and content characteristics influenced engagement; however, we noted that all students' reported increased knowledge, but topical interest for non-engaged students declined. Results contribute to existing literature by adding further evidence that the relationship between engagement and comprehension is complex and mediated.