Many independent studies in social robotics and human–robot interaction have gained knowledge on various factors that affect people’s perceptions of and behaviors toward robots. However, only a few of those studies aimed to develop models of social robot acceptance integrating a wider range of such factors. With the rise of robotic technologies for everyday environments, such comprehensive research on relevant acceptance factors is increasingly necessary. This article presents a conceptual model of social robot acceptance with a strong theoretical base, which has been tested among the general Dutch population (n = 1,168) using structural equation modeling. The results show a strong role of normative believes that both directly and indirectly affect the anticipated acceptance of social robots for domestic purposes. Moreover, the data show that, at least at this stage of diffusion within society, people seem somewhat reluctant to accept social behaviors from robots. The current findings of our study and their implications serve to push the field of acceptable social robotics forward. For the societal acceptance of social robots, it is vital to include the opinions of future users at an early stage of development. This way future designs can be better adapted to the preferences of potential users.

Research on why people refuse or abandon the use of technology in general, and robots specifically, is still scarce. Consequently, the academic understanding of people's underlying reasons for non-use remains weak. Thus, vital information about the design of these robots including their acceptance and refusal or abandonment by its users is needed. We placed 70 autonomous robots within people's homes for a period of six months and collected reasons for refusal and abandonment through questionnaires and interviews. Based on our findings, the challenge for robot designers is to create robots that are enjoyable and easy to use to capture users in the short-term, and functionally-relevant to keep those users in the longer-term. Understanding the thoughts and motives behind non-use may help to identify obstacles for acceptance, and therefore enable developers to better adapt technological designs to the benefit of the users.

Dealing with data quality related problems is an important issue that all organizations face in realizing and sustaining data intensive advanced applications. Upon detecting these problems in datasets, data analysts often register them in issue tracking systems in order to address them later on categorically and collectively. As there is no standard format for registering these problems, data analysts often describe them in natural languages and subsequently rely on ad-hoc, non-systematic, and expensive solutions to categorize and resolve registered problems. In this contribution we present a formal description of an innovative data quality resolving architecture to semantically and dynamically map the descriptions of data quality related problems to data quality attributes. Through this mapping, we reduce complexity – as the dimensionality of data quality attributes is far smaller than that of the natural language space – and enable data analysts to directly use the methods and tools.

This paper focuses on the relationships among traditional literacy (reading, writing and understanding text), medium-related Internet skills (consisting of operational and formal skills), content-related Internet skills (consisting of information and strategic skills) and Internet usage types (information- and career-directed Internet use and entertainment use). We conducted a large-scale survey that resulted in a dataset of 1008 respondents. The results reveal the following: (i) traditional literacy has a direct effect on formal and information Internet skills and an indirect effect on strategic Internet skills and (ii) differences in types of Internet usage are indirectly determined by traditional literacy and directly affected by Internet skills, such that higher levels of strategic Internet skills result in more information- and career-directed Internet use. Traditional literacy is a pre-condition for the employment of Internet skills, and Internet skills should not be considered an easy means of disrupting historically grounded inequalities caused by differences in traditional literacy.

This study added communication Internet skills to an existing skill framework of operational, formal, information, and strategic skills. The study investigated how people deal with inadequate skill levels by identifying support sources. Furthermore, we investigated which of the Internet skills actually matter for attaining beneficial Internet outcomes and whether support sources employed moderate these effects. Results of a large-scale survey revealed three support patterns: independents, social support seekers, and formal help seekers. The newly added communication skills prove to be an important addition because they have an independent effect on beneficial Internet use. The group of independent Internet users benefited more from Internet use than formal help seekers and much more than social support seekers. Internet communication skills hold the potential for achieving a high degree of independence in using the Internet by compensating for information skills so as to attain beneficial Internet outcomes.

Observational studies prove to be very suitable to provide a realistic view of people's Internet skills. However, their cost and time are a strong limitation for large-scale data gathering. A useful addition to the measurement of Internet skills would be the development of survey questions for measuring Internet skills. In this contribution, potential survey measures for operational, formal, information, and strategic Internet skills were analyzed. Three steps were followed to obtain valid items; coherences between, on one hand, frequency and agreement scales and, on the other hand, the results of two large-scale performance tests (assignment completion and time spent) are measured, the Fornell and Larcker discriminant validity criterion was used to test discriminant validity of these Internet skills items, and the items are analyzed using a first-order confirmatory factor analysis. The items that resulted from the three steps might be used in future survey measures.

Research that considers Internet skills often lacks theoretical justifications and does not go beyond basic button knowledge. There is a strong need for a measurement framework that can guide future research. In this article, operational definitions for measuring Internet skills are proposed, applied in two large-scale performance tests, and tested for reliability and validity. The framework consists of four Internet skills: operational, formal, information, and strategic Internet skills. The framework proves to be a powerful means for understanding the complexity of the Internet skills that people employ when they use the Internet. The reliability of the framework is supported by obtaining similar results from two studies focusing on different contexts. The validity of the framework is investigated by comparing the results with external standards that also provide an indication of Internet skill levels.

In this paper, we have analyzed the complaint database of the National Ombudsman who handles complaints with regard to almost all government organizations in the Netherlands. We searched for trends with regard to complaints and handling of complaints during a period of 25 years. For this purpose, we have applied a combination of conventional database techniques and a genetic-based mining algorithm. Our experience is that such a combination and the guidance by domain experts are necessary to produce useful and interesting results.

This study extends the conventional and superficial notion of measuring digital skills by proposing definitions for operational, formal, information and strategic skills. The main purpose was to identify individual skill related problems that users experience when navigating the Internet. In particular, lower levels of education and aging seem to contribute to the amount of experienced operational and formal skill related problems. With respect to information skills, higher levels of education seem to perform best. Age did not seem to contribute to information skill related problems. Results did reveal that age had a negative effect on selecting irrelevant search results. Individual strategic Internet skill related problems occurred often, with the exception of subjects with higher levels of education. Younger subjects experienced far less operational and formal skill related problems, but there was no difference regarding information and strategic skill related problems.