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Experimental evaluation of polite interaction tactics for pedagogical agents

Authors:

Richard E. MayerAuthors Info & Claims

IUI '05: Proceedings of the 10th international conference on Intelligent user interfaces

Pages 12 - 19

https://doi.org/10.1145/1040830.1040845

Published: 10 January 2005 Publication History

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Abstract

Recent research shows that instructors commonly use politeness strategies to achieve affective scaffolding in educational contexts. The importance of affective factors such as self-confidence and interest that contribute to learner motivation is well recognized. In this paper, we describe the results of a Wizard-of-Oz experiment to study the effect of politeness strategies on both cognitive and motivational factors. We compare the results of two different politeness strategies, direct and polite, in assisting seventeen students in a computer-based learning task. We find that politeness can affect students' motivational state and help students learn difficult concepts. The results of the experiment provide a basis for the design of a polite pedagogical agent and its tutorial intervention strategies.

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Cited By

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Lin JRaković MLi YXie HLang DGašević DChen G(2023)On the role of politeness in online human–human tutoringBritish Journal of Educational Technology10.1111/bjet.1333355:1(156-180)Online publication date: 27-Apr-2023
https://doi.org/10.1111/bjet.13333
Siegle RSchroeder NLane HCraig S(2023)Twenty-five Years of Learning with Pedagogical Agents: History, Barriers, and OpportunitiesTechTrends10.1007/s11528-023-00869-367:5(851-864)Online publication date: 3-Jul-2023
https://doi.org/10.1007/s11528-023-00869-3
Lin JRakovic MLang DGasevic DChen GWise AMartinez-Maldonado RHilliger I(2022)Exploring the Politeness of Instructional Strategies from Human-Human Online Tutoring DialoguesLAK22: 12th International Learning Analytics and Knowledge Conference10.1145/3506860.3506904(282-293)Online publication date: 21-Mar-2022
https://dl.acm.org/doi/10.1145/3506860.3506904
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Index Terms

Experimental evaluation of polite interaction tactics for pedagogical agents
1. Human-centered computing
  1. Human computer interaction (HCI)
  2. Interaction design
    1. Interaction design process and methods
      1. Interface design prototyping
    2. Interaction design theory, concepts and paradigms

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Reviews

Reviewer: Bernice T. Glenn

The authors of this paper hypothesize that the Brown and Levinson politeness theory could be applied to human-computer tutorial interaction, similar to interaction between two humans. The paper describes an experiment based on online assistance for learning difficult concepts. The 17 subjects, all male engineering students, were subjected to a computational model of politeness in the tutorial dialog. Positive and negative politeness values were assigned beforehand to the tutor, using a natural language generator to produce speech-based utterances to the student being tutored. The authors found that their sample was too small for some conclusions, they did find that extroverted students preferred to work alone, as compared to those that scored low on extroversion. They also found that this group of subjects didn't consider the direct tutor too unfriendly. This well-designed experiment would be improved by dropping the terms "polite" versus "direct" treatment, and using the term "supportive" instead. The study suffered from the limited number of subjects, and their lack of gender and discipline diversity. Online Computing Reviews Service

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Information & Contributors

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Published In

IUI '05: Proceedings of the 10th international conference on Intelligent user interfaces

January 2005

344 pages

ISBN:1581138946

DOI:10.1145/1040830

General Chair:
Rob St. Amant
North Carolina State University, USA
,
Program Chairs:
John Riedl
University of Minnesota, USA
,
Anthony Jameson
DFKI and International University in Germany

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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Association for Computing Machinery

New York, NY, United States

Publication History

Published: 10 January 2005

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IUI05

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IUI05: Tenth International Conference on Intelligent User Interfaces

January 10 - 13, 2005

California, San Diego, USA

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Overall Acceptance Rate 746 of 2,811 submissions, 27%

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Cited By

View all

Lin JRaković MLi YXie HLang DGašević DChen G(2023)On the role of politeness in online human–human tutoringBritish Journal of Educational Technology10.1111/bjet.1333355:1(156-180)Online publication date: 27-Apr-2023
https://doi.org/10.1111/bjet.13333
Siegle RSchroeder NLane HCraig S(2023)Twenty-five Years of Learning with Pedagogical Agents: History, Barriers, and OpportunitiesTechTrends10.1007/s11528-023-00869-367:5(851-864)Online publication date: 3-Jul-2023
https://doi.org/10.1007/s11528-023-00869-3
Lin JRakovic MLang DGasevic DChen GWise AMartinez-Maldonado RHilliger I(2022)Exploring the Politeness of Instructional Strategies from Human-Human Online Tutoring DialoguesLAK22: 12th International Learning Analytics and Knowledge Conference10.1145/3506860.3506904(282-293)Online publication date: 21-Mar-2022
https://dl.acm.org/doi/10.1145/3506860.3506904
Yang EDorneich M(2018)Affect-Aware Adaptive Tutoring Based on Human–Automation Etiquette StrategiesHuman Factors: The Journal of the Human Factors and Ergonomics Society10.1177/001872081876526660:4(510-526)Online publication date: 28-Mar-2018
https://doi.org/10.1177/0018720818765266
Schneider SNebel SPradel SRey G(2015)Mind your Ps and Qs! How polite instructions affect learning with multimediaComputers in Human Behavior10.1016/j.chb.2015.05.02551:PA(546-555)Online publication date: 1-Oct-2015
https://dl.acm.org/doi/10.1016/j.chb.2015.05.025
Guo YGoh DLuyt BBuchanan GKlein MRauber ACunningham S(2014)Using affective embodied agents in information literacy educationProceedings of the 14th ACM/IEEE-CS Joint Conference on Digital Libraries10.5555/2740769.2740836(389-398)Online publication date: 8-Sep-2014
https://dl.acm.org/doi/10.5555/2740769.2740836
Yan Ru Guo Goh DLuyt B(2014)Using affective embodied agents in information literacy educationIEEE/ACM Joint Conference on Digital Libraries10.1109/JCDL.2014.6970195(389-398)Online publication date: Sep-2014
https://doi.org/10.1109/JCDL.2014.6970195
Yang HZapata‐Rivera D(2014)AN EXPLORATORY STUDY INTO INTERLANGUAGE PRAGMATICS OF REQUESTS: A GAME OF PERSUASIONETS Research Report Series10.1002/j.2333-8504.2009.tb02170.x2009:1Online publication date: 8-Aug-2014
https://doi.org/10.1002/j.2333-8504.2009.tb02170.x
Mutlu BKanda TForlizzi JHodgins JIshiguro H(2012)Conversational gaze mechanisms for humanlike robotsACM Transactions on Interactive Intelligent Systems10.1145/2070719.20707251:2(1-33)Online publication date: 13-Jan-2012
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Zhu BKaber D(2012)Effects of etiquette strategy on human---robot interaction in a simulated medicine delivery taskIntelligent Service Robotics10.1007/s11370-012-0113-35:3(199-210)Online publication date: 1-Jul-2012
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