RESUMEN
The popularization of intelligent machines such as service robot and industrial robot will make human-machine interaction, an essential work mode. This requires employees to adapt to the new work content through learning. However, the research involved human-machine interaction that how influences the employee's learning is still rarely. This paper was to reveal the relationship between human-machine interaction and employee's learning from the perspective of job characteristics and competence perception of employees. We sent questionnaire to 500 employees from 100 artificial intelligence companies in China and received 319 valid and complete responses. Then, we adopted a hierarchical regression for the test. Empirical results show that human-machine interaction has a U-shaped curvilinear relationship with employee learning, and employee's vitality mediates the curvilinear relationship. In addition, job characteristics (skill variety and job autonomy) moderate the U-shaped curvilinear relationship between human-machine interaction and employee's vitality, especially the results of moderating effects varying with employee's competence perception. Exploring the mechanism of the effect of human-machine interaction on employee's learning enriches the socially embedded model. Moreover, it provides managerial implications how to enhance individual adaptability with the introduction of AI into firms. However, our research focuses more on the impact of human-machine interaction on employees at the initial stage of AI development, and the level of machine intelligence in various industries will reach a high degree of autonomy in the future. The future research can explore the impact of human-machine interaction on individual's behavior at different stages, and the results may vary depending on the technologies mastered by different individuals. The study has theoretical and practical significance to human-machine interaction literature by underscoring the important of individual's behavior among individuals with different skills.
RESUMEN
In practice, more and more companies are using warmth appeals in their advertisements, but not all warmth appeals can bring the expected results. Grounded in social perception, we propose that consumers' inferences and behavioral intentions stemming from warmth appeals in advertising are moderated by brand concepts. Specifically, warmth appeal decreases competence inferences and, in turn, behavioral intentions toward the self-enhancement brands. However, it increases warmth inferences and, in turn, behavioral intentions toward self-transcendence brands. We tested our hypotheses through two experimental studies. Experiment 1 demonstrated that for self-enhancement brands, warmth appeals in advertisements decreased brand attitudes and purchase intentions; for self-transcendence brands, warmth appeals in advertisements increased brand attitudes and purchase intentions. Experiment 2 showed further evidence to the proposed effect and tested the mediating effects of warmth perception and competence perception. This research provides significant implications for advertising strategies.
RESUMEN
Although multiple efforts have been initiated to increase students' science proficiency scores, most of the schools in the United States do not reach the expected student academic performance. This study addresses the impact of a one-week summer scientific learning experience on students that worked with experimental procedures and students that did not. We describe and evaluate these two different interventions to explore what components influence high school students' perception of their scientific competence, performance, and recognition, using science identity as an analytical lens. Science identity score was increased at the end of both interventions. Interestingly, science identity change index was higher for the group that did not work with experimental procedures. Although this group did not perform any hands-on experiments, they report, through reflexive diaries and interviews that working with CRISPR-Cas9 models, being in a research laboratory, and seeing the instrumentation made them feel like scientists. Regarding science competence, both groups report exponential learning gains, although the group that performed the experiments reports more difficulties. Both groups report that mentorship was key in their competence and performance development. These findings suggest that our one-week scientific learning programs influence participants' perception of scientific competence and performance and create an opportunity to develop further studies on short scientific learning experiences using models and active learning activities.