CHI '94 Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Why distance matters: effects on cooperation, persuasion and deception
CSCW '02 Proceedings of the 2002 ACM conference on Computer supported cooperative work
Permutation, Parametric, and Bootstrap Tests of Hypotheses (Springer Series in Statistics)
Permutation, Parametric, and Bootstrap Tests of Hypotheses (Springer Series in Statistics)
PERSUASIVE'07 Proceedings of the 2nd international conference on Persuasive technology
Technology adds new principles to persuasive psychology: evidence from health education
PERSUASIVE'06 Proceedings of the First international conference on Persuasive technology for human well-being
Behavior wizard: a method for matching target behaviors with solutions
PERSUASIVE'10 Proceedings of the 5th international conference on Persuasive Technology
PERSUASIVE'10 Proceedings of the 5th international conference on Persuasive Technology
Research and reality: using mobile messages to promote maternal health in rural India
Proceedings of the 4th ACM/IEEE International Conference on Information and Communication Technologies and Development
On Being a Peer: What Persuasive Technology for Teaching Can Gain from Social Robotics in Education
International Journal of Conceptual Structures and Smart Applications
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The persuasive power of live interaction is hard to match, yet technologies are increasingly taking on roles to promote behavioral change. We believe that speech-based interfaces offer a compelling mode of interaction for engaging users and are motivated to understand how to best present persuasive information using speech interaction. We present a study comparing the persuasive power of two speech-based information systems, one which uses a recorded message-based lecture presentation and another which uses an interactive dialogic presentation. We measure the persuasive power across both conditions using a survival task. We find that the dialogic system is significantly more persuasive than the lecture system. We also find that the dialogic system presents significantly (almost four times) less information than the lecture system. We analyze our results using three standard rank correlation methods. We point to limitations of these measures and propose a new metric which appears to be more sensitive for this task.