Interaction Studies - Volume 25, Issue 3, 2024

Abstract

Everyday explanations are interactive processes with the aim to provide a less knowledgeable person with reasonable information about other people, objects, or events. Because explanations are interactive communicative processes, the topical structure of an explanation may vary dynamically depending on the immediate feedback of the explainee. In this paper, we analyse topical transitions in medical explanations organised by different physicians (explainers) related to different forms of multimodal behaviour of caregivers (explainees) attending an explanation about the procedures of an upcoming surgery of a child. The analyses reveal that explainees’ multimodal behaviour with gaze shifts (and particularly gaze aversion) can predict a transition from an elaborated topic to a new one, whereas explainees’ forms of multimodal behaviour with static gaze cannot be related to changes of the topical structure.

Abstract

We introduce a vocalization-based behavioral coding protocol, which is designed to assess engagement in in-the-wild child-robot interactions. We evaluate inter-coder agreement between 3–4 coders using the protocol in two training data sets and two experimental data sets in two languages (English and Japanese), both assessing the results as they are, and by grouping behavior codes into broader categories. Using the results of the coding, we analyze segments of the four experimental interactions. We find that this methodology has merit for vocalization-based behavioral analysis, especially when used to build a consensus between multiple behavioral coders to account for ambiguity. It still has several limitations, including a generally low intercoder agreement rate even when the controls are in agreement, which we attribute to the ambiguity of voice recordings of group interactions, meaning that the use of multiple coders to build consensus is not an option but a necessity to eliminate clearly subjective results.

Abstract

Synchrony is a pervasive phenomenon in nature and interpersonal interactions. Lately, it has attracted more and more attention from the Human–Robot Interaction (HRI) community as well. The different concepts of synchrony have, however, not been formally defined in the HRI field, which lead to different interpretations and some conceptual confusion in the HRI literature. In this paper, we present a focused literature review of synchrony, highlight some ongoing conceptual ambiguity across the HRI domain and suggest a unifying framework that clarifies synchrony and related terms.

Abstract

This study investigates the factors influencing English as a Foreign Language (EFL) learners’ adoption of AI chatbots by extending the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model. The research incorporates two additional constructs, Core Self-Evaluation (CSE) and Learning Value (LV), to enhance the model’s predictive power in the context of language learning technology.

A quantitative approach was employed, collecting data from 362 English-major undergraduates at a prominent university, using structured survey questionnaires. The data were analyzed using partial least squares structural equation modeling (PLS-SEM) to evaluate the relationships within the augmented UTAUT2 model.

The results reveal that performance expectancy, facilitating conditions, habit, CSE, and LV significantly influence EFL learners’ behavioral intentions and actual use of AI chatbots. Effort expectancy, social influence, and hedonic motivation were found to have no significant impact on adoption intentions. These findings underscore the importance of aligning AI chatbot functionalities with learners’ educational goals and supporting their self-evaluative beliefs to promote technology acceptance in language learning.

The study advances the UTAUT2 model by demonstrating the relevance of CSE and LV in predicting EFL learners’ adoption of AI chatbots. The findings offer insights for educators and developers to enhance chatbot design, meeting learners’ pedagogical needs and expectations.

Abstract

The evolving landscape of higher education increasingly recognizes the significance of employing interactive pedagogical approaches to enhance the quality of tertiary education. The engagement was gauged through a questionnaire encompassing cognitive, emotional, and behavioural dimensions, with data collected at two junctures: pre-intervention and post-intervention. The results were corroborated by t-tests, indicating the statistical significance of the increase in the experimental group. The findings unequivocally demonstrate the positive influence of interactive theatrical techniques on student engagement, surpassing traditional teaching methods significantly. These outcomes underscore the potential of incorporating such innovative methods into university curricula to effectively enhance student activity and enthusiasm. The study emphasizes interactive theatre’s potential as a practical tool for elevating the quality of education and the student experience in higher education institutions.

Abstract

This study explores how inter-turn speech pauses influence the perception of cognitive states such as knowledge, confidence, and willingness to grant requests in conversational settings. Longer pauses are typically associated with lower competence and willingness, but Matzinger et al. (2023) discovered that this attribution varies when non-native speakers are involved. They found that listeners were more tolerant of long pauses from non-native than from native speakers when assessing their willingness to grant requests. This may result from the fact that listeners may attribute long pauses to the additional cognitive load non-native speakers face during cognitive processing and response formulation in a second language. This tolerance towards long pauses by non-native speakers did not extend to judgments about non-native speakers’ knowledge and confidence — potentially because knowledge questions are less socially engaging than requests. Here, we replicated and extended Matzinger et al.’s (2023) experiment, which focussed on speakers of Polish, to a cross-cultural context with speakers of Chinese. Our results confirmed that non-native accent mediates perceptions of willingness, but not knowledge or confidence. These findings suggest that inter-turn speech pauses play a nuanced role in cognitive state attribution of native and non-native speakers and that cultural factors minimally influence these perceptions. This may indicate that the mechanisms involved are rooted in evolutionarily fundamental aspects of human social communication and cognition.

This article reviews Translation and Interpreting as Social Interaction