## 4 Discussion
### RQ1: Progression Through Acceptance Phases
#### 4.1.3 Personality/Mindset  
An individual's mindset when trying something new can set the path for their acceptance or rejection. Although we did not measure personality in the study, some of our participants' experiences relate to the **Big Five** personality categories, including agreeableness, openness to experience, extroversion, and neuroticism [88], which affect technology acceptance [78; 89; 90]. These relate to how people create expectations of technology and respond when expectations do not match reality [91; 92]. Similarly, social influence like peer pressure can influence people to use the technology (**UTAUT**; [45]). In our case study, participants' high agreeableness, openness to experience, extroversion, and low neuroticism aided advancement, while the reverse hindered it, as in past work [90]. In particular, we found that openness to the technology allowed participants to experience it without strong expectations, which advanced acceptance.  
**What hinders advancement?** How people form and use expectations can hinder their advancement. Some users do not advance through phases due to a gap between their expectations of the technology and its actual capabilities [61]. [PERSON] had high expectations of the mobile telepresence robot, which may come from her limited experience with advanced technology [66; 75; 76; 78; 79; 80; 81] and importing expectations from fictional robots. She (falsely) expected that this robot would like a smart device that she could direct and struggled to understand its use and applications. The research team used multiple attempts and methods to explain the robot's abilities and how to use it. However, [PERSON]'s high neuroticism (or pessimistic attitude) and low openness to experience hindered her acceptance hindered her interest in learning. She came to believe that it was not possible for her to use the robot and enter the **Non Use\({}_{\varnothing}\)** phase. Some of [PERSON]'s struggles with acceptance also relate to her active attempts to seek social approval from [PERSON], whom she knew outside the study. [PERSON] talked to [PERSON] about the robot and often made frustrated comments to the researchers about not understanding how [PERSON] \"had control\" of the robot when she herself had no access to it. [PERSON] appeared to crave the experience that [PERSON] was having, but because she could not, she settled on an understanding that her access to the robot was purposefully blocked.  
**What aids advancement?** A positive and open mindset and high levels of agreeableness can allow users to accept the limitations of the technology and seek applications that push the bounds of its limitations. [PERSON]'s and [PERSON]'s openness to experience and agreeableness helped them advance through the acceptance phases and gave them resilience when there was a problem with the mobile telepresence robot. [PERSON], like [PERSON], had little experience with new technology. She began her seven months with some fears related to this novel robot technology and challenges she began facing with using it, like control and internet connectivity issues. However, [PERSON] remained open to this new experience, which allowed her to resolve such issues and advance through the acceptance phases. Further, through her agreeableness, [PERSON] formed an emotional attachment to the robot and identified it with her daughter ([PERSON]). This helped her push through issues with the technology, because she enjoyed using it with her [PERSON], and because it became \"part of the family\". [PERSON] was open to experiences and upbeat. She actively sought new ways to use the robot and made a game of learning and pushing its limitations. Her routine use and imagination sped her progress through the acceptance phases by allowing her to use the robot in her daily life in a variety of ways.