Abstract
Metacognitive training reflects knowledge, consideration and control over decision-making and task performance evident in any social and learning context. Interest in understanding the best account of effective (win-win) negotiation emerges in different social and cultural interactions worldwide. The research presented in this paper explores an extended study of metacognitive training system during negotiation using an embodied conversational agent. It elaborates on the findings from the usability evaluation employing 40 adult learners pre- and postinteraction with the system, reporting on the usability and metacognitive, individual- and community-level related attributes. Empirical evidence indicates (a) higher levels of self-efficacy, individual readiness to change and civic action after user-system experience, (b) significant and positive direct associations between self-efficacy, self-regulation, interpersonal and problem-solving skills, individual readiness to change, mastery goal orientation and civic action pre- and postinteraction and (c) gender differences in the perceptions of system usability performance according to country of origin. Theoretical and practical implications in tandem with future research avenues are discussed in light of embodied conversational agent metacognitive training in negotiation.
Highlights
Negotiation is a social influence process of interaction by two or more parties making decisions, allocating resources, or resolving disagreement in a mutually interesting, and possibly cross-cultural, context
The significant positive correlations obtained pre- and postinteraction seem to capture the exploration of favourable metacognitive, individual- and community-associated attitudes and skills prior and post-negotiation context, relating and transferring beneficial learning experience outcomes to computer-human interaction context mapped into the Embodied conversational agents (ECAs) negotiation environment
The higher levels of self-efficacy, civic action and individual readiness to change that Greek users exhibited postinteraction (t-tests), tend to indicate that our training approach appears to fuel such metacognitive, individual- and community-based interaction learning attitudes and skills in ECA negotiation context, per se
Summary
Negotiation is a social influence process of interaction by two or more parties (conversational agents) making decisions, allocating resources, or resolving disagreement in a mutually interesting, and possibly cross-cultural, context. An advanced research interface of such an ECA system [22,23,24] is the one that employs multimodal interaction for instructing metacognitive knowledge and skills of both application and users [25] by modelling human negotiation behaviour and being evaluated across diverse cultural context [26] Such multimodal metacognitive training system allows (a) extended cooperation between negotiating agents (human and virtual) in order to reach a designated consensus over negotiation issues, (b) natural language interaction by both interacting agents (human and virtual) and (c) demonstration of expressive quality of verbal and nonverbal characteristics generated by the conversational agent.
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