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Using Different Error Handling Strategies to Facilitate Older Users’ Interaction With Chatbots in Learning Information and Communication Technologies

To support older users’ accessibility and learning of the prevalent information and communication technologies (ICTs), libraries, as informal learning institutes, are committed to information literacy education activities with friendly interfaces. Chatbots using Voice User Interfaces (VUIs) with nat...

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Detalles Bibliográficos
Autores principales: Lin, Weijane, Chen, Hong-Chun, Yueh, Hsiu-Ping
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8692264/
https://www.ncbi.nlm.nih.gov/pubmed/34956009
http://dx.doi.org/10.3389/fpsyg.2021.785815
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author Lin, Weijane
Chen, Hong-Chun
Yueh, Hsiu-Ping
author_facet Lin, Weijane
Chen, Hong-Chun
Yueh, Hsiu-Ping
author_sort Lin, Weijane
collection PubMed
description To support older users’ accessibility and learning of the prevalent information and communication technologies (ICTs), libraries, as informal learning institutes, are committed to information literacy education activities with friendly interfaces. Chatbots using Voice User Interfaces (VUIs) with natural and intuitive interactions have received growing research and practical attention; however, older users report regular frustrations and problems in using them. To serve as a basis for the subsequent design and development of an automated dialog mechanism in senior-friendly chatbots, a between-subject user experiment was conducted with 30 older adults divided into three groups. The preliminary findings on their interactions with the voice chatbots designed with different error handling strategies were reported. Participants’ behavioral patterns, performances, and the tactics they employed in interacting with the three types of chatbots were analyzed. The results of the study showed that the use of multiple error handling strategies is beneficial for older users to achieve effectiveness and satisfaction in human-robot interactions, and facilitate their attitude toward information technology. This study contributes empirical evidence in the genuine and pragmatic field of gerontechnology and expands upon voice chatbots research by exploring conversation errors in human-robot interactions that could be of further application in designing educational and living gerontechnology.
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spelling pubmed-86922642021-12-23 Using Different Error Handling Strategies to Facilitate Older Users’ Interaction With Chatbots in Learning Information and Communication Technologies Lin, Weijane Chen, Hong-Chun Yueh, Hsiu-Ping Front Psychol Psychology To support older users’ accessibility and learning of the prevalent information and communication technologies (ICTs), libraries, as informal learning institutes, are committed to information literacy education activities with friendly interfaces. Chatbots using Voice User Interfaces (VUIs) with natural and intuitive interactions have received growing research and practical attention; however, older users report regular frustrations and problems in using them. To serve as a basis for the subsequent design and development of an automated dialog mechanism in senior-friendly chatbots, a between-subject user experiment was conducted with 30 older adults divided into three groups. The preliminary findings on their interactions with the voice chatbots designed with different error handling strategies were reported. Participants’ behavioral patterns, performances, and the tactics they employed in interacting with the three types of chatbots were analyzed. The results of the study showed that the use of multiple error handling strategies is beneficial for older users to achieve effectiveness and satisfaction in human-robot interactions, and facilitate their attitude toward information technology. This study contributes empirical evidence in the genuine and pragmatic field of gerontechnology and expands upon voice chatbots research by exploring conversation errors in human-robot interactions that could be of further application in designing educational and living gerontechnology. Frontiers Media S.A. 2021-12-08 /pmc/articles/PMC8692264/ /pubmed/34956009 http://dx.doi.org/10.3389/fpsyg.2021.785815 Text en Copyright © 2021 Lin, Chen and Yueh. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Lin, Weijane
Chen, Hong-Chun
Yueh, Hsiu-Ping
Using Different Error Handling Strategies to Facilitate Older Users’ Interaction With Chatbots in Learning Information and Communication Technologies
title Using Different Error Handling Strategies to Facilitate Older Users’ Interaction With Chatbots in Learning Information and Communication Technologies
title_full Using Different Error Handling Strategies to Facilitate Older Users’ Interaction With Chatbots in Learning Information and Communication Technologies
title_fullStr Using Different Error Handling Strategies to Facilitate Older Users’ Interaction With Chatbots in Learning Information and Communication Technologies
title_full_unstemmed Using Different Error Handling Strategies to Facilitate Older Users’ Interaction With Chatbots in Learning Information and Communication Technologies
title_short Using Different Error Handling Strategies to Facilitate Older Users’ Interaction With Chatbots in Learning Information and Communication Technologies
title_sort using different error handling strategies to facilitate older users’ interaction with chatbots in learning information and communication technologies
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8692264/
https://www.ncbi.nlm.nih.gov/pubmed/34956009
http://dx.doi.org/10.3389/fpsyg.2021.785815
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