In a traditional classroom environment, instructor enthusiasm has been shown to enhance student’s emotion, affective perceptions, intrinsic motivation, and cognitive outcome. Additionally, emotional response theory argues that enthusiastic verbal and nonverbal cues of an instructor will induce positive emotional states in learners, which in turn, enact learners’ approach behaviours in the learning process. Therefore, should a pedagogical agent convey enthusiastic behaviours in a multimedia learning environment? Literature and theoretical reviews offer two competing views. The first view, based on emotional response theory, predicts that enthusiastic verbal and nonverbal cues of a pedagogical agent can induce higher positive emotions in learners, which in turn, enhance affective perceptions, intrinsic motivation, and cognitive outcome. However, the second view, based on cognitive load theory, suggests that pedagogical agent enthusiasm may increase extraneous cognitive load (additional processing in the mind), which negatively impact emotion, affective perceptions, intrinsic motivation, and cognitive outcome. To investigate the effects of agent enthusiasm, seventy-two university freshmen interacted with either an enthusiastic agent or a neutral agent (operationalized through vocal tones, facial expression, gestures, and remarks) that simulates the instructional role of a virtual tutor that delivers narrative demonstrations on how to predict the outputs of C-Programming algorithms. The results of our study showed that pedagogical agent enthusiasm significantly enhanced emotion, intrinsic motivation, affective perceptions, and cognitive outcome. Moreover, mediation analyses revealed that the facilitating effects of agent enthusiasm on intrinsic motivation, affective perceptions of the learning environment, and affective perceptions of the pedagogical agent were fully mediated by a learner’s positive emotion, thus demonstrating that the framework of emotional response theory can be applied to learner-agent interaction in a multimedia learning environment. Implications and suggestions for future research related to pedagogical agent enthusiasm are discussed in this paper.

Imagine walking into a department store to shop for various products. Based on the social heuristics related to expertise, you would likely favor and trust the advice conveyed by a product specialist dedicated to his/her product base than by a generalist advisor who opines on all product categories. As per the computers are social actors theory, this effect should also apply to people’s interaction with embodied conversational agents simulating product advisors in a multi-product category e-commerce. This study evaluated the effects of specialist agent design using surfaces cues that were 1) agents’ self-introduction as product specialists, and 2) agents’ assignment to dedicated product categories, in a multi-product category e-commerce website. An experiment (n = 122) was conducted to compare the effects of the specialist agent design against the conventional generalist agent design where one agent advised on all product categories. Consistent with source credibility theory and multiple source effect theory, the results demonstrated that specialist agent design increased the perceived agent’s expertise, message trustworthiness, social presence, website trust, and purchase intention. Further, mediation analyses revealed that perceived agent’s expertise and message trustworthiness mediated the effects of specialist agent design on purchase intention, thus affirming the source credibility model. As predicted by multiple source theory, the implementation of multiple agents in the specialist agent design prompted a higher social presence, which was found to be a mediating factor that led to higher perceived website trust ability and benevolence. Finally, the effects of specialist agent design on purchase intentions were also mediated by perceived website trust ability and benevolence. Theoretical and practical implications are discussed in this paper.

While prior research has examined the effects of interactive e-commerce avatars that simulate the roles of virtual assistants and recommender agents, there is lack of empirical study that investigates the effects of non-interactive talking avatars in e-commerce. This is unfortunate, as many websites today utilize non-interactive talking avatars that provide one-way dialogue in the forms of greetings, introduction of the company, and description of products and services offered. To bridge this gap, our study aims to investigate the effects of non-interactive talking avatar on perceptions of social presence, credibility, website trust, and patronage intention in an online store. Comparing between the experimental (website with avatar) and control (website without avatar) conditions, the experimental results showed that perceived social presence was significantly enhanced by the presence of the non-interactive talking avatar. Furthermore, the presence of the avatar had positive effects on website trust and patronage intention among male participants; but had negative effects on perceptions of information credibility and website patronage intention among females. Analysis based on participants’ comments suggests that females were more critical towards certain shortcomings of the non-interactive talking avatar; citing limited interactivity and artificial dialogue from text-to-speech engine. Additionally, the comment analysis suggests that females preferred processing textual over auditory information (as spoken by the avatar) about the products in the online store. Theoretical and managerial implications related to non-interactive talking avatars are discussed in this paper.

Most chatbot interfaces in contemporary m-commerce platforms feature a single chatbot that provides recommendations for all product categories. Nonetheless, there is an emerging research interest in multi-chatbot systems designating multiple chatbots as product/domain-specific advisers. Given the dearth of studies investigating the effects of multi-chatbot versus single-chatbot in the m-commerce context, we addressed this research gap by conducting an online between-subjects experiment to explore how the m-commerce chatbot interface types can differently influence source credibility, social presence, trusting beliefs, and purchase intention. Based on 154 valid responses, the single-chatbot interface led to higher social presence and trusting beliefs toward the m-commerce platform than the multi-chatbot interface. Males attributed the chatbot with higher competence and reported higher purchase intention through the m-commerce platform when engaging with the single-chatbot interface than the multi-chatbot interface. These findings suggest that designating chatbots as product-specific advisers in a multi-chatbot interface without labels to accentuate expertise could not evoke the users to categorize them as product specialists. Moreover, the multi-chatbot interface could have imposed user confusion and unfamiliarity cues, decreasing trust in the m-commerce platform. These findings’ theoretical, design, and managerial implications are discussed through the lens of the computers-are-social-actors paradigm, source credibility theory, source specialization, multiple source effect, and m-commerce behavioral research.