The Relationship between Avatar Social Attributes and Advice Acceptance in PCIT: A Cross-Cultural Study Using Cognitive and Neuroscience Approaches

Abstract

The rapid development of artificial intelligence and embodied interaction technologies has promoted the use of avatar-based coaching systems in education and behavioral intervention. Although avatar appearance influences trust and compliance, the cognitive and neural mechanisms through which avatar social attributes shape advice acceptance remain unclear, particularly across cultures. Grounded in Parent–Child Interaction Therapy (PCIT), which distinguishes supportive “Do Skills” from critical “Don’t Skills,” this study examined how avatar social roles and communication tones jointly affect advice acceptance at behavioral and neural levels in Chinese and Japanese university students. Using a within-subject design, participants received avatar-delivered advice in three university scenarios (Game Playing, Academic Writing, Career Planning). Avatars represented Mother, Teacher, or Robot roles and communicated in rational or critical tones (18 conditions). Functional near-infrared spectroscopy (fNIRS) recorded oxygenated hemoglobin (Oxy-Hb) changes in prefrontal and temporal regions. Participants also rated advice acceptance. Across cultures, rational tone consistently elicited higher acceptance and stronger prefrontal activation than critical tone, supporting PCIT principles that explanatory communication enhances cognitive engagement and reduces reactance. A stable avatar hierarchy emerged (Robot/Teacher > Mother), with the Mother avatar showing reduced prefrontal activation and minimal tone differentiation, suggesting emotional interference in adult advisory contexts. Cross-cultural differences were observed. Japanese participants consistently preferred robots while females showing higher acceptance of robots than males. Chinese participants demonstrated context-dependent preferences favoring teachers in leisure contexts and robots in academic tasks. These findings extend PCIT to adult avatar interaction and highlight culturally adaptive design principles for coaching systems.

Keywords: Human–computer Interaction, Avatar Social Roles, Communication Tone, fNIRS, Parent–child Interaction Therapy (PCIT), Cross-cultural Comparison

DOI: 10.54941/ahfe1007406