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      Predictors of Willingness to Participate in Survey Interviews Conducted by Live Video

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          Abstract

          As people increasingly communicate via live video—even more since the COVID-19 pandemic—how willing will they be to participate via video in large-scale standardized surveys that inform public policy, many of which have historically been carried out in-person? This registered report tests three potential predictors of willingness to participate in a live video interview: How (a) easy, (b) useful, and (c) enjoyable respondents find live video to use in other contexts. A potential survey-specific moderator of these effects is also tested: The extent to which respondents report that they would be uncomfortable answering a particular question on a sensitive topic via live video relative to other survey modes. In the study, 598 online U.S. respondents rated their willingness to take part in a hypothetical live video survey that might ask about personal information, in the context of also rating their willingness to take part in four other survey modes, two interviewer-administered (in-person and telephone) and two self-administered (a text-only web survey and a “prerecorded video” web survey in which respondents play videos of interviewers reading questions and then enter answers). Findings demonstrate that willingness to participate in a live video interview is significantly predicted by the extent to which respondents perceive live video as useful and enjoyable in other contexts and by their relative discomfort disclosing in live video versus other modes.

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          Technology Acceptance Model 3 and a Research Agenda on Interventions

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                Author and article information

                Journal
                Technology, Mind, and Behavior
                American Psychological Association
                2689-0208
                May 3, 2023
                : 4
                : 2
                Affiliations
                [1]Department of Psychology, New School for Social Research
                [2]Institute for Social Research, University of Michigan
                Author notes
                Special Collection Editors: C. Shawn Green, Nicholas David Bowman, and Tobias Greitemeyer.
                Action Editor: Nicholas David Bowman was the action editor for this article.
                Acknowledgments: The authors thank Kerby Shedden, University of Michigan Statistics, for consultation on modeling approaches.
                Funding: Michael F. Schober and Frederick G. Conrad received funding from Grants SES-1825194 and SES-1825113, respectively, from the National Science Foundation (U.S.).
                Disclosures: The authors declare no conflicts of interest to disclose.
                Data Availability: Data for this study are publicly available at https://doi.org/10.3886/E181584V1
                Open Science Disclosures:

                The data are available at https://doi.org/10.3886/E181584V1

                The preregistered design and analysis plan (transparent changes notation) is accessible at https://doi.org/10.17605/OSF.IO/SWD37

                [*] Michael F. Schober, Department of Psychology, New School for Social Research, 80 Fifth Avenue, New York, NY 10011, United States schober@newschool.edu
                Author information
                https://orcid.org/0000-0003-1531-6326
                https://orcid.org/0000-0001-6873-4906
                https://orcid.org/0000-0002-1933-3273
                https://orcid.org/0000-0001-9389-854X
                https://orcid.org/0000-0002-3118-3458
                https://orcid.org/0000-0002-4057-9921
                Article
                tmb 2023-68899-001
                10.1037/tmb0000100
                526094fe-cdaa-4125-b7c8-7bd0070c31d9
                © 2023 The Author(s)

                This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC-BY-NC-ND). This license permits copying and redistributing the work in any medium or format for noncommercial use provided the original authors and source are credited and a link to the license is included in attribution. No derivative works are permitted under this license.

                History
                Categories
                Technology & Social Distancing

                Education,Psychology,Vocational technology,Engineering,Clinical Psychology & Psychiatry
                survey interview mode,participation,technology acceptance,sensitive questions,live video

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