TY - GEN
T1 - Rudeness and rapport
T2 - 11th International Conference on Intelligent Tutoring Systems, ITS 2012
AU - Ogan, Amy
AU - Finkelstein, Samantha
AU - Walker, Erin
AU - Carlson, Ryan
AU - Cassell, Justine
PY - 2012/6/22
Y1 - 2012/6/22
N2 - For 20 years, researchers have envisioned artificially intelligent learning companions that evolve with their students as they grow and learn. However, while communication theory suggests that positivity decreases over time in relationships, most tutoring systems designed to build rapport with a student remain adamantly polite, and may therefore inadvertently distance the learner from the agent over time. We present an analysis of high school friends interacting in a peer tutoring environment as a step towards designing agents that sustain long-term pedagogical relationships with learners. We find that tutees and tutors use different language behaviors: tutees express more playfulness and face-threat, while tutors attend more to the task. This face-threat by the tutee is associated with increased learning gains for their tutor. Additionally, a small sample of partners who were strangers learned less than friends, and in these dyads increased face-threat was negatively correlated with learning. Our findings support the idea that learning companions should gradually move towards playful face-threat as they build relationships with their students.
AB - For 20 years, researchers have envisioned artificially intelligent learning companions that evolve with their students as they grow and learn. However, while communication theory suggests that positivity decreases over time in relationships, most tutoring systems designed to build rapport with a student remain adamantly polite, and may therefore inadvertently distance the learner from the agent over time. We present an analysis of high school friends interacting in a peer tutoring environment as a step towards designing agents that sustain long-term pedagogical relationships with learners. We find that tutees and tutors use different language behaviors: tutees express more playfulness and face-threat, while tutors attend more to the task. This face-threat by the tutee is associated with increased learning gains for their tutor. Additionally, a small sample of partners who were strangers learned less than friends, and in these dyads increased face-threat was negatively correlated with learning. Our findings support the idea that learning companions should gradually move towards playful face-threat as they build relationships with their students.
KW - ECA
KW - Rapport
KW - impoliteness
KW - teachable agent
KW - virtual peers
UR - http://www.scopus.com/inward/record.url?scp=84862489679&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84862489679&partnerID=8YFLogxK
U2 - 10.1007/978-3-642-30950-2_2
DO - 10.1007/978-3-642-30950-2_2
M3 - Conference contribution
AN - SCOPUS:84862489679
SN - 9783642309496
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 11
EP - 21
BT - Intelligent Tutoring Systems - 11th International Conference, ITS 2012, Proceedings
Y2 - 14 June 2012 through 18 June 2012
ER -