Advancements in large language models (LLMs) have transformed human-computer interaction, enhancing engagement with conversational agents like chatbots, virtual agents, and social robots. This study explored how different conversational interfaces (computer, Furhat, NAO, and Pepper) impact perception and acceptance using the Human-Robot Interaction Evaluation Scale (HRIES) and the Technology Acceptance Model (TAM). One hundred participants rated interfaces through a video-based survey, revealing significant differences: computers scored highest in Perceived Usefulness (PU) and Ease of Use (PEU), while social robots, particularly Pepper and NAO, excelled in Sociability. A Structural Equation Model (SEM) indicated that HRIES dimensions of Sociability and Agency positively influenced Perceived Enjoyment (PENJ) and PEU, whereas Disturbance negatively affected both. These findings highlight the nuanced interplay between interface design and user acceptance, suggesting that while factors like Sociability and Agency are pivotal for enhancing enjoyment and ease of use, they alone are insufficient to account for overall acceptance.

This paper demonstrates Neffy, an anthropomorphic social robot designed in a sustainable way to support slow-paced breathing for stress reduction through multimodal interaction. Neffy is an evolution of the prototype Ommie, previously developed at Yale University, and incorporates a sustainable design approach, utilizing environmentally friendly materials and energy-efficient components. We present the background, design, and development considerations. An exploratory pilot usability study with 25 participants was conducted, demonstrating that the exercise led to a significant reduction in STAI-6 anxiety measures. Qualitative feedback from interviews highlighted the benefits of the haptic experience with Neffy, which was described as motivating, organic, and fostering a sense of co-presence.

Abstract: The corona pandemic has shown how important it is to be able to react quickly to changing conditions. In many organizations, agile process models and agile practices are used for this purpose. This paper examines how agility can be implemented in higher education. Using two case studies, we analyze how agile practices and agile values are implemented for knowledge and skills development. Our results present a student-centered approach where lecturers supported self-organized learning. In the student-centered approach, prior knowledge and experience of learners are taken into account, and the learning process is adjusted through continuous feedback. With the introduction of agility, a value shift towards value-based learning is taking place. Value-based learning supports competency-based teaching since the focus is less on imparting technical knowledge and more on imparting competencies.

This paper describes the gamification design of mixed-reality mini-exergames for older adult patients with hypertension and reports on results from a pilot study with 22 older adult users in the BewARe project dedicated to the development of an intelligent system for physical training enhanced by wearable sensors and immersive technologies. For the purpose of this paper, the gamification design was decomposed following the mechanics, dynamics and aesthetics (MDA) framework. The objective of the research presented in this paper was to validate the gamification design of mini-exergames focused on endurance training and to explore the emotional responses of the older adult users to this type of immersive training. The pilot study applied a mixed methods approach and collected quantitative and qualitative data. The results show that gamified exergames are positively evaluated by older adult users, who enjoy and value the hedonic quality over the pragmatic quality. Research presented in this paper has revealed some interesting tendencies, such as gender-specific preferences, importance of interaction with the virtual trainer and the familiarity effect.