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Kocher, Bruno

Nom
Kocher, Bruno
Affiliation principale
Site web
Fonction
Professeur ordinaire de Marketing
Email
bruno.kocher@unine.ch
Identifiants
https://libra.unine.ch/handle/123456789/1226
_
0000-0003-1332-5261

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  • Publication
    Accès libre
    Care-Based Eco-Feedback Augmented with Generative AI: Fostering Pro-Environmental Behavior through Emotional Attachment
    (2024-04-11)
    Berney, Manon 
    ;
    Ouaazki, Abdessalam 
    ;
    Macko, Vladimir 
    ;
    Kocher, Bruno 
    ;
    Holzer, Adrian 
    Lights out! With the escalating climate crisis, eco-feedback has gained prominence over the last decade. However, traditional ap- proaches could be underperforming as they often use data-driven strategies and assume that people only need additional information about their consumption to change behavior. A proposed path to overcome this issue is to design eco-feedback to foster emotional connections with users. However, not much is known about the effectiveness of such designs. In this paper, we propose a novel care- based eco-feedback system. Central to the system is a Tamagotchi- inspired digital character named Infi who gets its life force from the user’s energy savings. Additionally, we harness the latest ad- vancements in generative artificial intelligence to enhance emo- tional attachment through conversational interactions that users can have with Infi. The results of a randomized controlled experi- ment (N=420) convey the fact that this design increases emotional attachment, which in turn increases energy-saving behavior.
  • Publication
    Accès libre
    Gamifying Knowledge Sharing in Humanitarian Organisations: A Design Science Journey
    (2020-2-2)
    Holzer, Adrian 
    ;
    Kocher, Bruno 
    ;
    Bendahan, Samuel
    ;
    Mazuze, Jorge
    ;
    Vonèche Cardia, Isabelle
    ;
    Gillet, Denis
    Humanitarian organisations provide invaluable work to improve the lives of individuals impacted by natural and anthropogenic hazards. While humanitarian organisations are highly knowledge intensive, they often fail to manage knowledge effectively. Providing adequate incentives to foster knowledge sharing on a knowledge management system is a challenge for many organisations. It is especially important in the humanitarian context where organisational efficiency leads to saving more lives. We argue that gamification (i.e., the integration of game-like features, such as points or badges in non-game systems) is a viable solution to address the lack of knowledge sharing often encountered. To do so, we embark on a design science journey with Doctors Without Borders to investigate how gamification within (e.g., using a personal profile) and outside (e.g., using a connected ambient object) a knowledge management system can improve knowledge sharing. Our findings demonstrate that well-designed gamification can increase engagement and knowledge sharing, in particular for altruistic individuals.
  • Publication
    Accès libre
    Blending Digital and Face-to-face Interaction using a Co-located Social Media App in the Classroom
    (2018-10-1)
    Govaerts, Sten
    ;
    Holzer, Adrian 
    ;
    Kocher, Bruno 
    ;
    Vozniuk, Andrii
    ;
    Garbinato, Benoît
    ;
    Gillet, Denis
  • Publication
    Accès libre
    Digitally Scaffolding Debate in the Classroom
    (2018-4-21)
    Holzer, Adrian 
    ;
    Tintarev, Nava
    ;
    Kocher, Bruno 
    ;
    Bendahan, Samuel
    ;
    Greenup, Shane
    ;
    Gillet, Denis
    Students increasingly have access to information that can be posted by anyone without being vetted, and it becomes vital to support students in evaluating claims through debate and critical thinking. To address this issue, this paper designs and evaluates a light-weight but effective protocol for supporting debate in a classroom activity with university students. It evaluated participants’ beliefs on controversial topics (e.g., homeopathy) before and after briefly learning about critical thinking tools, posting arguments, and critically evaluating the arguments of peers. The findings suggest that this intervention led to a statistically significant belief change, and that this change was in the direction of the position best supported by evidence. Consequently, this work in progress presents a constructive approach to scaffold debates in the classroom and beyond.