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Explore how the degree of humanization affects user misconduct, and provide effective misconduct prevention measures for the wide application of artificial intelligence in the future.

Based on the “Uncanny Valley theory”, three experiments were conducted to explore the relationship between the degree of humanization of service machines and user misbehavior, and to analyze the mediating role of cognitive resistance and the moderating role of social class.

There is a U-shaped relationship between the degree of humanization of service machines and user misbehavior; Social class not only regulates the main effect of anthropomorphism on misbehavior, but also regulates the intermediary effect of anthropomorphism on cognitive resistance, thus affecting misbehavior.

The design of the service robot can be from the user’s point of view, combined with the user’s social class, match different user types, and provide the same preferences as the user’s humanoid service robot.

This study is an important reference value for enterprises and governments to provide intelligent services in public places. It can prevent the robot from being vandalized and also provide users with a comfortable human-computer interaction experience, expanding the positive effects of providing smart services by government and enterprises.

This study avoids and reduces users' misbehavior towards intelligent service robots, improves users' satisfaction in using service robots, and avoids service robots being damaged, resulting in waste of government, enterprise and social resources.

From the perspective of product factors to identify the inducing factors of improper behavior, from the perspective of social class of users to analyze the moderating effect of humanization degree and user improper behavior.

The purpose of this study is to scrutinize the influence of individual learning styles on the effectiveness of augmented reality (AR)-based learning in structural engineering. There has been a lack of research examining the correlation between learning efficiency and learning style, particularly in the context of quantitatively assessing the efficacy of AR in structural engineering education.

Using Kolb’s experiential learning theory (ELT), a model that emphasizes learning through experience, students from the construction management department are assigned four learning styles (converging, assimilating, diverging and accommodating). Performance data were gathered, appraised, and compared through the three dimensions from the Knowledge, Attitude and Practices (KAP) survey model across four categories of Kolb’s learning styles in both text-graph (TG)-based and AR-based learning settings.

The findings indicate that AR-based materials positively impact structural engineering education by enhancing overall learning performance more than TG-based materials. It is also found that the learning style has a profound influence on learning effectiveness, with AR technology markedly improving the information retrieval processes, particularly for converging and assimilating learners, then diverging learners, with a less significant impact on accommodating learners.

These results corroborate prior research analyzing learners' outcomes with hypermedia and informational learning systems. It was found that learners with an “abstract” approach (convergers and assimilators) outperform those with a “concrete” approach (divergers and accommodators). This research emphasizes the importance of considering learning styles before integrating technologies into civil engineering education, thereby assisting software developers and educational institutions in creating more effective teaching materials tailored to specific learning styles.

A lack of research has reported how playful gamification is applied to adult learners as an idea of andragogical instruction. Thus, this study aims to identify how the concept of gamification was used for adult learners in an online class during the COVID-19 pandemic and its impact on learning performance and motivation with the guidance of Knowles' andragogical principle.

The study applied an explanatory sequential mixed method in collecting the data. Assessments' scores during the experimental research and questionnaires were used as the quantitative data. For the qualitative data, personal semi-structured interviews were employed.

The findings indicate that gamification raises student enthusiasm and interest and improves learning outcomes. Students who previously lacked attentiveness to the online class are now waiting for game quiz activities during the class meeting. Furthermore, the experimental groups reported statistically improved assessments compared to their counterparts. Indeed, some recommended other courses with whole activities of gamification and discussion rather than listening to talks.

For its implications, this study has enriched the literature on gamification implementation for adult learners. Regarding its originality, it has discussed an old issue of Knowles' andragogical principle from the novelty angle of gamification.

As global issues such as climate change, economic growth, social equality and the wealth gap are widely discussed, education for sustainable development (ESD) allows every human being to acquire the knowledge, skills, attitudes and values necessary to shape a sustainable future. It also requires participatory teaching and learning methods that motivate and empower learners to change their behavior and take action for sustainable development. Teachers have begun rating pupils based on peer assessment for open evaluation. Peer assessment enables students to transition from passive to active feedback recipients. The assessors improve critical thinking and encourage introspection, resulting in more significant recommendations. However, the quality of peer assessment is variable, resulting in reviewers not recognizing the remarks of other reviewers, therefore the benefits of peer assessment cannot be fulfilled. In the past, researchers frequently employed post-event questionnaires to examine the effects of peer assessment on learning effectiveness, which did not accurately reflect the quality of peer assessment in real time.

This study employs a multi-label model and develops a self-feedback system in order to use the AIOLPA system in the classroom to enhance students' learning efficacy and the validity of peer assessment.

The research findings indicate that the better peer assessment through the rapid feedback system, for the evaluator, encourages more self-reflection and attempts to provide more ideas, so bringing the peer rating closer to the instructor rating and assisting the evaluator. Improve self-evaluation and critical thinking for the evaluator, peers make suggestions and comments to help improve the work and support the growth of students' learning effectiveness, which can lead to more suggestions and an increase in the work’s quality.

ESD consequently promotes competencies like critical thinking, imagining future scenarios and making decisions in a collaborative way. This study builds an online peer assessment system with a self-feedback mechanism capable of classifying peer comments, comparing them with scores in a consistent manner and providing prompt feedback to critics.

Based on sensory marketing theory and cognitive appraisal theory, this study investigates whether and how the background visual complexity of live-streaming affects consumers' purchase intention and reveals the underlying mechanisms through which background visual complexity influences consumers' purchase decisions.

The experiment was conducted with 180 college students, using eye-tracking technology to explore the impact mechanism of live background visual complexity on consumers' purchase intention, considering three types of background visual complexity (high vs medium vs low) and two levels of need for cognitive closure (high vs low).

Firstly, the background visual complexity of live-streaming positively influences consumers' purchase intention by eliciting positive emotions (pleasure and arousal), and the relationship between consumer emotions and purchase intention is nonlinear. Secondly, need for cognitive closure to significantly moderate the influence of background visual complexity on purchase intention.

The limited sample size makes it difficult to generalize to other consumer groups. Also, the study only focuses on one visual factor, lacking comprehensive analysis from multiple perspectives.

It is recommended that live e-commerce companies optimize the visual design of live-streaming backgrounds and identify consumer traits to match the visual complexity with consumers' level of need for cognitive closure, thereby stimulating positive emotions and facilitating more satisfactory shopping decisions.

This paper addresses an interesting and practical issue related to the effects of live background visual complexity on consumers' purchase intention.

This study aims to investigate the impact of environmental responsibility (ER) on consumers' green customization intention (GCI), as well as the separate and joint moderating effects of consumers' negative perceptions and environmental claim type (ECT) on the relationship between ER and GCI.

In this study, two online experimental questionnaires and one between-subject lab experiment were conducted to test all hypotheses.

This study found that high-ER consumers are more likely to choose environmental options in the product customization process (versus low ER). The effect of ER on consumers' GCI is moderated by consumers' negative perceptions of green consumption (e.g. green skepticism and perceived environmental premium (PEP)). Additionally, ECT's joint moderating effect and consumers' negative perception of green customization consumption can be decreased by a substantive (versus associative) claim type in message framing.

The findings provide new insights into the factors affecting consumers' GCIs and have significant practical implications. First, consumers' different ER levels should not be neglected when examining the value of green customization. Second, consumers' green skepticism and PEP could reduce consumers' GCI. Third, the use of substantive environmental claims may also be particularly helpful for companies' communication strategies regarding consumers' low-level negative perceptions of green options.

While previous studies state “environmental responsibility” as a key characteristic of general green consumption, the authors extend that to a green customization process and connect that with consumers' negative perceptions and ECT. In addition, the separate and joint moderating effects of consumers' negative perceptions and ECT were examined. Thus, these findings refine the existing understanding of the relationship between ER and green customization.

There is a growing trend among online merchants to conduct help-request marketing campaigns (HMCs), which refers to a kind of marketing campaign that leverages participants' help-request to encourage the subsequent engagement of participants' online friends. The paper aims to investigate how individuals respond to online HMCs in social networking groups (SNGs). Integrating the norm activation model and regulatory focus theory, this paper examines the mediation effects of the two facets of responsibility perception, i.e. perceived causality and perceived answerability.

A field experiment was conducted by organizing a real HMC on WeChat. To manipulate request individuation, experimental confederates were engaged to serve as requesters in the HMC. The actual responses provided by the recipients (subjects) were captured via the HMC pages. The multiple-group analysis was used for data analysis.

Empirical results reveal that request individuation strengthens the effect of relationship closeness on perceived causality but reverses the effect of relationship closeness on perceived answerability from being positive to negative. Except for the negligible impact of perceived answerability on inaction, both perceived causality and perceived answerability affect recipients' reactions to HMCs as expected.

First, social media platforms should promote other-oriented prosocial values when designing features or launching campaigns. Second, the designers of HMCs should introduce a “tagging” feature in HMCs and provide additional bonuses for requesters who perform tagging. Third, HMC requesters should prudently select tagging targets when making a request.

First, this paper contributes to the literature on social media engagement by identifying responsibility as an other-oriented motivation for individuals' social media engagement. Second, this paper also extends our understanding of responsibility by dividing it into perceived causality and answerability as well as measuring them with self-developed instruments. Third, this study contributes to the research on WOM by demonstrating that individuals' response behaviors toward help-requests embedded in HMCs can take the form of proactive helping, reactive helping or inaction.

The objective of this paper is to explore how anchoring affects the dynamics of investor decision-making with regard to mutual funds and how this bias differs amongst gender and level of financial knowledge.

An experimental research design was adopted to uncover the relationship between the variables under study; this involved the use of a questionnaire with an embedded experiment. Data obtained from the study were analysed using Pearson's chi-square test and two-way analysis of variance.

The findings show that, overall, investors were prone to be significantly influenced by the anchoring bias. The study finds a strong, albeit not significant, association between participants' susceptibility to anchor and both gender and the level of financial knowledge of participants. Females were observed to be more likely to anchor than their male counterparts. Also, a higher level of financial knowledge did not help to reduce the possibility of anchoring; it rather increased it.

The findings of the study cannot be interpreted as suggesting causality as the study only tests for association between variables and not causality. Additionally, external validity cannot be fully established as a result of the quasi-experiment approach used.

The study adds to the body of knowledge on the influences of behavioural biases in the sub-region to make investors aware of their biases in order to minimise the influence of these biases on their investment decisions.

This study differs from earlier studies in that it analyses the presence of anchoring as influenced by a completely different set of variables (expertise and gender) and also does it within the context of an African country where there remains a paucity of research on behavioural finance.

Using Generation Z consumers from China as an example and focusing on the nostalgia-driven design of brand spokes-character, this study sought to update research on the causal relationship between nostalgia and brand attitude for younger consumers. Two types of nostalgic brand spokes-characters (i.e., eliciting personal nostalgia and historical nostalgia) were examined separately and compared to verify their contributions to more positive brand attitude, as well as related mechanisms, that is, whether consumer trust in the spokes-character mediated the relationship between nostalgic spokes-characters and brand attitude.

An experiment was first conducted to test the causal effects of brand spokes-characters designed to elicit two types of nostalgic feelings (i.e., personal nostalgia and historical nostalgia). Then, the authors investigated the influencing mechanism of nostalgic brand spokes-characters based on bootstrap mediation models.

The results revealed that for less familiar brand spokes-characters, either type of nostalgia-driven design would enhance consumers' brand attitude. Moreover, consumer trust in the spokes-character mediated the relationship between personal-nostalgic brand spokes-characters and brand attitude.

This study was the first to examine personal nostalgia and historical nostalgia separately regarding the effects of nostalgic spokes-characters and related mechanisms. By combining methods of experimental design and bootstrap mediation modeling, it provided a more robust evaluation of nostalgia-driven design, and supported using certain nostalgic styles for designing brand spokes-characters, which can help modern brands draw more interest from young consumers and promote more positive brand attitude.

What if companies try to combine the IKEA and Trophy winner effects? The purpose of this study is to understand the similarities and differences between both effects. This is not only theoretically but also practically important for the way that companies interact with their customers.

Successful work – invested either to create or to obtain a product – increases the customers’ valuation of the product. This phenomenon known as the IKEA or Trophy winner effect. This study directly compares both effects using experiments with two different products (paper planes and 3D puzzles). Moreover, this study tests whether they reinforce each other.

The Trophy winner effect looms larger than the IKEA effect for inexpensive items. For slightly more expensive products, this study finds a Trophy loser effect. Positive emotions of trophy winners drive the results for inexpensive products, whereas negative emotions of trophy losers drive the results for slightly more expensive products.

The relevance of the IKEA and Trophy effects is influenced by the type of product. Customers’ labor invested in the product itself is of greater importance the more expensive the product is. As soon as customers interpret the interaction with other customers as competition, the effect on valuation can be substantial even for inexpensive products. Future studies could try to replicate our results with different product categories.

Although the IKEA and Trophy effects are no new phenomena in consumer psychology and behavioral economics, they have not been compared to each other or combined yet. The results are useful for researchers and practitioners alike. They yield implications for product customization and customer empowerment.