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Why should I trust you ? The role of Explainable AI on AI-based recommendation systems trust and acceptance
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Why should I trust you ? The role of Explainable AI on AI-based recommendation systems trust and acceptance
No full text„Why should I trust you? Influence of explanation design on consumer behavior in AI-based services“
No full textpeer reviewedPurpose: This study explores how the format of explanations used in AI-based services affects consumer behavior, specifically the effects of explanation detail (low vs. high) and consumer control (automatic vs. on demand) on trust and acceptance. The aim is to provide service providers with insights into how to optimize the format of explanations to enhance consumer evaluations of AI-based services.
Design/methodology/approach: Drawing on the literature on explainable AI (XAI) and
information overload theory, a conceptual model is developed. To empirically test the conceptual model, two between-subjects experiments were conducted wherein the level of detail and level of control were manipulated, taking AI-based recommendations as a use case. The data were analyzed via partial least squares (PLS) regressions. Findings: The results reveal significant positive correlations between level of detail and perceived
understanding and between level of detail and perceived assurance. The level of control negatively moderates the relationship between the level of detail and perceived understanding. Further analyses revealed that the perceived competence and perceived integrity of AI systems positively and significantly influence the acceptance and purchase intentions of AI-based services.
Originality/value: This article elucidates the nuanced interplay between the level of detail and control over explanations for nonexpert consumers in high-credence service sectors. The findingsoffer insights for the design of more consumer-centric explanations to increase the acceptance of AI-based services.
Practical implications: This research offers service providers key insights into how tailored
explanations and maintaining a balance between detail and control build consumer trust and enhance AI-based service outcomes
Using in-store customer education to act upon the negative effects of impulsiveness in relation to unhealthy food consumption
No full textpeer reviewedGrocery shopping mostly takes place in affect-laden shopping environments, where impulsiveness tempts consumers towards less healthy food choices. The negative relationship between impulsiveness and healthy food choices has largely been investigated, but no research tried to find how to alter the negative consequences of impulsiveness to become a beneficial driver toward healthy food choices. Using a survey and an experimental study design, this research examines how in-store customer education contributes towards interrupting this vicious circle. Findings show that impulsiveness leads to a lower purchase frequency of healthy food products when in-store food-education is perceived as low; however, if consumers are provided with immediate knowledge in the store, this leads to a positive relationship between impulsiveness and healthy food options. More specifically, providing procedural knowledge (e.g., preparation scripts) rather than sensory knowledge (e.g., taste description) affects consumers’ healthy food options. Retailers and policy makers should therefore consider in-store customer education as an effective strategy for convincing impulsive consumers to choose healthier food options
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Les antécédents et conséquences de l’apprentissage du consommateur en ligne
No full textL'apprentissage est un processus fondamental et sous-jacent au comportement du consommateur. Ceci est particulièrement vrai lorsque des (nouveaux) produits ou services sont achetés et utilisés pour la première fois. La recherche actuelle en psychologie et marketing a mis l'accent sur des principes pédagogiques pour expliquer comment les consommateurs apprennent à utiliser des produits hors ligne. Cette recherche vise à élargir ce concept en explorant les processus d'apprentissage dans des contextes en ligne et en se basant sur une approche andragogique, à savoir l’apprentissage des adultes, et d’un point de vue cognitif. En utilisant une approche multi-méthodes basée sur une approche qualitative, à savoir des entretiens semi-structurés et des observations non-participantes, et une approche quantitative, à savoir une enquête et des expérimentations, nos résultats contribuent à la compréhension du "consumer e-learning". Tout d'abord, nous identifions comment et par quels processus les consommateurs adultes apprennent dans un environnement en ligne. Deuxièmement, nous déterminons les facteurs andragogiques et online qui aident à réduire les efforts cognitifs des consommateurs dans l’apprentissage d’un nouveau produit, et par conséquent, améliorent leur appropriation d'un produit. Dans un contexte où l'inefficacité des modes d’emploi traditionnels conduit à un manque d’apprentissage et l’utilisation moindre d’un produit, cette recherche contribue au niveau théorique au champ de l'apprentissage des consommateurs en abordant la question de l'apprentissage des consommateurs d’un point de vue andragogique et cognitif, et en abordant des questions critiques telles que le désapprentissage de pratiques antérieures.Learning is a fundamental process underlying consumer behavior. This is especially true when (new) products or services are purchased and used for the first time. Existing research in psychology and marketing has focused on pedagogical principles to explain how consumers learn to use products in offline settings. This research aims to broaden this scope by exploring learning processes in online contexts and by drawing on an andragogical, i.e. adult learning, and cognitive perspective. Using a multi-method approach based on a qualitative study including semi-structured interviews and non-participant observations, and a quantitative part involving a survey and experiments, our results contribute to the understanding of consumer e-learning. First, we identify how and by which processes adult consumers learn in an online environment. Second, we determine andragogical and online factors that help reducing consumers’ cognitive effort in new product learning, and consequently improve their appropriation of the product usage. In a context in which the ineffectiveness of traditional step-by-step instructions leads to reduced insight-based learning and product usage intention, this research contributes theoretically to the field of consumer learning by investigating consumer learning from an andragogical and cognitive perspective, and addressing critical issues such as product unlearning
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