Investigating the effects of the persuasive source’s social agency level and the student’s profile to overcome the cognitive dissonance

K. Youssef, J.R.C. Ham, M. Okada

Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademicpeer-review

1 Citation (Scopus)

Abstract

Educational robots are regarded as beneficial tools in education due to their capabilities of improving learning motivation. Using cognitive dissonance as a teaching tool has been popular in science education too. A considerable number of researchers have argued that cognitive dissonance has an important role in the student’s attitudes change. This paper presents a design for a cutting-edge experiment where we describe a procedure that induces cognitive dissonance. We propose to use an educational robot that helps the student overcome the cognitive dissonance during science learning. We make the difference between students that base their decisions on thinking (though-minded) and those that mostly base their decisions on feeling (relational). The main mission of the study was to implicitly lead students to evolve a positive implicit attitude supporting redoing difficult scientific exercises to understand one’s errors and to avoid learned helplessness. Based on the assumption that relational students are emotional (easily alienated), we investigate whether they are easy to be persuaded in comparison to though-minded students. Also, we verify whether it is possible to consider an educational robot for such a mission. We compare different persuasive sources (tablet showing a persuasive text, an animated robot and a human) encouraging the student to strive for cognitive closure, to verify which of these sources leads to better implicit attitude supporting defeating one’s self to assimilate difficult scientific exercises. Finally, we explore which of the persuasive sources better fits each of both student’s profiles.

Original languageEnglish
Title of host publicationSocial Robotics
Subtitle of host publication8th International Conference, ICSR 2016, Kansas City, MO, USA, November 1-3, 2016 Proceedings
EditorsA. Agah, J.-J. Cabibihan, A.M. Howard, M.A. Salichs, H. He
Place of PublicationDordrecht
PublisherSpringer
Pages115-125
Number of pages11
ISBN (Electronic)978-3-319-47437-3
ISBN (Print)978-3-319-47436-6
DOIs
Publication statusPublished - 2016
Event8th International Conference on Social Robotics (ICSR 2016): Sociorobotics - Kansas City, United States
Duration: 1 Nov 20163 Nov 2016
Conference number: 8
http://icsoro.org/icsr2016/

Publication series

NameLecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
Volume9979 LNAI
ISSN (Print)03029743
ISSN (Electronic)16113349

Conference

Conference8th International Conference on Social Robotics (ICSR 2016)
Abbreviated titleICSR 2016
CountryUnited States
CityKansas City
Period1/11/163/11/16
Internet address

Fingerprint

Robot
Students
Educational robots
Exercise
Verify
Science Education
Closure
Education
Profile
Experiment
Teaching
Robots
Learning
Experiments

Keywords

  • Agency level
  • Cognitive conflict
  • Persuasiveness
  • Student’s profile

Cite this

Youssef, K., Ham, J. R. C., & Okada, M. (2016). Investigating the effects of the persuasive source’s social agency level and the student’s profile to overcome the cognitive dissonance. In A. Agah, J-J. Cabibihan, A. M. Howard, M. A. Salichs, & H. He (Eds.), Social Robotics: 8th International Conference, ICSR 2016, Kansas City, MO, USA, November 1-3, 2016 Proceedings (pp. 115-125). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 9979 LNAI). Dordrecht: Springer. https://doi.org/10.1007/978-3-319-47437-3_12
Youssef, K. ; Ham, J.R.C. ; Okada, M. / Investigating the effects of the persuasive source’s social agency level and the student’s profile to overcome the cognitive dissonance. Social Robotics: 8th International Conference, ICSR 2016, Kansas City, MO, USA, November 1-3, 2016 Proceedings. editor / A. Agah ; J.-J. Cabibihan ; A.M. Howard ; M.A. Salichs ; H. He. Dordrecht : Springer, 2016. pp. 115-125 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)).
@inproceedings{92a79b00d231483596b18896c7160e1f,
title = "Investigating the effects of the persuasive source’s social agency level and the student’s profile to overcome the cognitive dissonance",
abstract = "Educational robots are regarded as beneficial tools in education due to their capabilities of improving learning motivation. Using cognitive dissonance as a teaching tool has been popular in science education too. A considerable number of researchers have argued that cognitive dissonance has an important role in the student’s attitudes change. This paper presents a design for a cutting-edge experiment where we describe a procedure that induces cognitive dissonance. We propose to use an educational robot that helps the student overcome the cognitive dissonance during science learning. We make the difference between students that base their decisions on thinking (though-minded) and those that mostly base their decisions on feeling (relational). The main mission of the study was to implicitly lead students to evolve a positive implicit attitude supporting redoing difficult scientific exercises to understand one’s errors and to avoid learned helplessness. Based on the assumption that relational students are emotional (easily alienated), we investigate whether they are easy to be persuaded in comparison to though-minded students. Also, we verify whether it is possible to consider an educational robot for such a mission. We compare different persuasive sources (tablet showing a persuasive text, an animated robot and a human) encouraging the student to strive for cognitive closure, to verify which of these sources leads to better implicit attitude supporting defeating one’s self to assimilate difficult scientific exercises. Finally, we explore which of the persuasive sources better fits each of both student’s profiles.",
keywords = "Agency level, Cognitive conflict, Persuasiveness, Student’s profile",
author = "K. Youssef and J.R.C. Ham and M. Okada",
year = "2016",
doi = "10.1007/978-3-319-47437-3_12",
language = "English",
isbn = "978-3-319-47436-6",
series = "Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)",
publisher = "Springer",
pages = "115--125",
editor = "A. Agah and J.-J. Cabibihan and A.M. Howard and M.A. Salichs and H. He",
booktitle = "Social Robotics",
address = "Germany",

}

Youssef, K, Ham, JRC & Okada, M 2016, Investigating the effects of the persuasive source’s social agency level and the student’s profile to overcome the cognitive dissonance. in A Agah, J-J Cabibihan, AM Howard, MA Salichs & H He (eds), Social Robotics: 8th International Conference, ICSR 2016, Kansas City, MO, USA, November 1-3, 2016 Proceedings. Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), vol. 9979 LNAI, Springer, Dordrecht, pp. 115-125, 8th International Conference on Social Robotics (ICSR 2016), Kansas City, United States, 1/11/16. https://doi.org/10.1007/978-3-319-47437-3_12

Investigating the effects of the persuasive source’s social agency level and the student’s profile to overcome the cognitive dissonance. / Youssef, K.; Ham, J.R.C.; Okada, M.

Social Robotics: 8th International Conference, ICSR 2016, Kansas City, MO, USA, November 1-3, 2016 Proceedings. ed. / A. Agah; J.-J. Cabibihan; A.M. Howard; M.A. Salichs; H. He. Dordrecht : Springer, 2016. p. 115-125 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 9979 LNAI).

Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademicpeer-review

TY - GEN

T1 - Investigating the effects of the persuasive source’s social agency level and the student’s profile to overcome the cognitive dissonance

AU - Youssef, K.

AU - Ham, J.R.C.

AU - Okada, M.

PY - 2016

Y1 - 2016

N2 - Educational robots are regarded as beneficial tools in education due to their capabilities of improving learning motivation. Using cognitive dissonance as a teaching tool has been popular in science education too. A considerable number of researchers have argued that cognitive dissonance has an important role in the student’s attitudes change. This paper presents a design for a cutting-edge experiment where we describe a procedure that induces cognitive dissonance. We propose to use an educational robot that helps the student overcome the cognitive dissonance during science learning. We make the difference between students that base their decisions on thinking (though-minded) and those that mostly base their decisions on feeling (relational). The main mission of the study was to implicitly lead students to evolve a positive implicit attitude supporting redoing difficult scientific exercises to understand one’s errors and to avoid learned helplessness. Based on the assumption that relational students are emotional (easily alienated), we investigate whether they are easy to be persuaded in comparison to though-minded students. Also, we verify whether it is possible to consider an educational robot for such a mission. We compare different persuasive sources (tablet showing a persuasive text, an animated robot and a human) encouraging the student to strive for cognitive closure, to verify which of these sources leads to better implicit attitude supporting defeating one’s self to assimilate difficult scientific exercises. Finally, we explore which of the persuasive sources better fits each of both student’s profiles.

AB - Educational robots are regarded as beneficial tools in education due to their capabilities of improving learning motivation. Using cognitive dissonance as a teaching tool has been popular in science education too. A considerable number of researchers have argued that cognitive dissonance has an important role in the student’s attitudes change. This paper presents a design for a cutting-edge experiment where we describe a procedure that induces cognitive dissonance. We propose to use an educational robot that helps the student overcome the cognitive dissonance during science learning. We make the difference between students that base their decisions on thinking (though-minded) and those that mostly base their decisions on feeling (relational). The main mission of the study was to implicitly lead students to evolve a positive implicit attitude supporting redoing difficult scientific exercises to understand one’s errors and to avoid learned helplessness. Based on the assumption that relational students are emotional (easily alienated), we investigate whether they are easy to be persuaded in comparison to though-minded students. Also, we verify whether it is possible to consider an educational robot for such a mission. We compare different persuasive sources (tablet showing a persuasive text, an animated robot and a human) encouraging the student to strive for cognitive closure, to verify which of these sources leads to better implicit attitude supporting defeating one’s self to assimilate difficult scientific exercises. Finally, we explore which of the persuasive sources better fits each of both student’s profiles.

KW - Agency level

KW - Cognitive conflict

KW - Persuasiveness

KW - Student’s profile

UR - http://www.scopus.com/inward/record.url?scp=84992512178&partnerID=8YFLogxK

U2 - 10.1007/978-3-319-47437-3_12

DO - 10.1007/978-3-319-47437-3_12

M3 - Conference contribution

AN - SCOPUS:84992512178

SN - 978-3-319-47436-6

T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)

SP - 115

EP - 125

BT - Social Robotics

A2 - Agah, A.

A2 - Cabibihan, J.-J.

A2 - Howard, A.M.

A2 - Salichs, M.A.

A2 - He, H.

PB - Springer

CY - Dordrecht

ER -

Youssef K, Ham JRC, Okada M. Investigating the effects of the persuasive source’s social agency level and the student’s profile to overcome the cognitive dissonance. In Agah A, Cabibihan J-J, Howard AM, Salichs MA, He H, editors, Social Robotics: 8th International Conference, ICSR 2016, Kansas City, MO, USA, November 1-3, 2016 Proceedings. Dordrecht: Springer. 2016. p. 115-125. (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)). https://doi.org/10.1007/978-3-319-47437-3_12