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Social support, social perceptions, and user satisfaction with intelligent voice assistants: unravelling the differential mechanisms based on the social response theory

文献类型: 外文期刊

作者: Zhao, Yiming 1 ; Li, Yuexin 3 ; Chen, Yu 4 ; Sun, Yongqiang 3 ;

作者机构: 1.Wuhan Univ, Ctr Studies Informat Resources, Wuhan, Peoples R China

2.Wuhan Univ, Big Data Inst, Wuhan, Peoples R China

3.Wuhan Univ, Sch Informat Management, Wuhan, Peoples R China

4.Zhejiang Acad Agr Sci, Hangzhou, Peoples R China

关键词: Artificial intelligence; Intelligent voice assistants; User satisfaction; Perceived warmth; Emotional support; Social response theory

期刊名称:ASLIB JOURNAL OF INFORMATION MANAGEMENT ( 影响因子:3.1; 五年影响因子:3.0 )

ISSN: 2050-3806

年卷期: 2025 年

页码:

收录情况: SCI

摘要: PurposeThis study uses social response theory to examine how two types of social support (emotional and instrumental) provided by intelligent voice assistants (IVAs) influence user satisfaction, mediated by two types of social perception (perceived warmth and perceived competence).Design/methodology/approachAn online survey was conducted via the Wenjuanxing platform. The model was tested using the structural equation modelling (SEM) with LISREL 8.80 based on data collected from 432 IVA users.FindingsThe SEM results indicate that emotional support increases user satisfaction by enhancing perceived warmth, while instrumental support increases user satisfaction by improving both perceived warmth and perceived competence. Emotional support has a more pronounced effect on perceived warmth compared to instrumental support, whereas instrumental support has a greater impact on perceived competence than emotional support.Originality/valueThis study examines the distinct effects of two types of social support on user satisfaction with IVAs through two forms of social perception. The relationship between emotional support and user satisfaction is mainly mediated by perceived warmth, while the connection between instrumental support and user satisfaction is mainly mediated by perceived competence.

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