Abstract
Based on conceptual change theory, cognitive dissonance is known as an important factor in conceptual change. Thus, those who design and build educational robots will need to understand how best to provide ways for robots to implicitly persuade students to change their bad attitudes when encountering a cognitively dissonant situation. Building on diverse literature, we examine how to make students change their bad attitudes of avoiding difficult science exercises. More precisely, we intend to make students overcome cognitive dissonance by choosing to redo a difficult science exercise that they had previously answered incorrectly rather than jumping to another exercise. First, we introduce the concept of gamma window. Then we investigate how different timings of the persuasive strategy affect how students overcome the cognitive dissonance and avoid learned helplessness.
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Notes
- 1.
The student thinks that he has to change his bad attitude of avoiding difficult exercises.
- 2.
e.g., “After all, science learning is not that important. Many other tasks could be done.”.
- 3.
The student thinks that the answer afforded by the book is incorrect and that there was a mistake in the correction because the student thinks that he has mastered the subject (very high self-esteem).
- 4.
Forewarning often produces resistance to persuasion.
- 5.
- 6.
No direct robot’s request could be inferred directly based on it speech.
- 7.
We considered students that have a minimum of cognition need.
- 8.
This is by debriefing the students. In fact, psychologists usually think of explicit measures as those that require respondents’ conscious attention to the construct being measured by using Likert scale and semantic differential scale (we need to measure the planned behavior in our case).
- 9.
This is important to verify whether the student is convinced that he needs to strive for science learning by redoing difficult exercises rather than adopting a negative implicit attitude that supports learned helplessness. Implicit measures are those that do not require this conscious attention (spontaneous behavior). Some methods could help to measure the implicit attitude such as evaluative priming and the implicit association test.
- 10.
This is to measure level of cognitive dissonance according to the student’s subjective evaluation.
- 11.
- 12.
Wear-out could occur when the student is inattentionally blind to the message’s irritation and immediately feels that he hates the message.
- 13.
Whether the student thinks that performing the attitude is good or bad.
- 14.
It refers to the student’s beliefs about how significant others view the relevant behavior.
- 15.
It refers to the notion that behavioral prediction is affected by whether people believe that they can perform the relevant behavior.
- 16.
Intrusive thoughts about the current exercise that was once pursued and left incomplete. In this case, students might experience it because they stopped at least a few moments to listen to the robot’s message.
- 17.
The student has already exerted cognitive effort just before to overcome the first cognitive dissonance.
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Youssef, K., Ham, J., Okada, M. (2016). Investigating the Differences in Effects of the Persuasive Message’s Timing During Science Learning to Overcome the Cognitive Dissonance. In: Agah, A., Cabibihan, JJ., Howard, A., Salichs, M., He, H. (eds) Social Robotics. ICSR 2016. Lecture Notes in Computer Science(), vol 9979. Springer, Cham. https://doi.org/10.1007/978-3-319-47437-3_11
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