Alle Publikationen
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2011
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(2011): A politeness effect in learning with web-based intelligent tutors. In: International Journal of Human-Computer Studies 69 (1), S. 70-79. DOI: 10.1016/j.ijhcs.2010.09.001
DOI: https://doi.org/10.1016/j.ijhcs.2010.09.001 Abstract: College students learned to solve chemistry stoichiometry problems with a web-based intelligent tutor that provided hints and feedback, using either polite or direct language. There was a pattern in which students with low prior knowledge of chemistry performed better on subsequent problem-solving tests if they learned from the polite tutor rather than the direct tutor (d=.78 on an immediate test, d=.51 on a delayed test), whereas students with high prior knowledge showed the reverse trend (d=−.47 for an immediate test; d=−.13 for a delayed test). These results point to a boundary condition for the politeness principle—the idea that people learn more deeply when words are in polite style. At least for low-knowledge learners, the results are consistent with social agency theory—the idea that social cues, such as politeness, can prime learners to accept a web-based tutor as a social partner and therefore try harder to make sense of the tutor’s messages.
2008
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(2008): The politeness effect. Pedagogical agents and learning outcomes. In: International Journal of Human-Computer Studies 66 (2), S. 98-112. DOI: 10.1016/j.ijhcs.2007.09.003
DOI: https://doi.org/10.1016/j.ijhcs.2007.09.003 Abstract: Pedagogical agent research seeks to exploit Reeves and Nass's media equation theory, which holds that users respond to interactive media as if they were social actors. Investigations have tended to focus on the media used to realize the pedagogical agent, e.g., the use of animated talking heads and voices, and the results have been mixed. This paper focuses instead on the manner in which a pedagogical agent communicates with learners, i.e., on the extent to which it exhibits social intelligence. A model of socially intelligent tutorial dialog was developed based on politeness theory, and implemented in an agent interface within an online learning system called virtual factory teaching system. A series of Wizard-of-Oz studies was conducted in which subjects either received polite tutorial feedback that promotes learner face and mitigates face threat, or received direct feedback that disregards learner face. The polite version yielded better learning outcomes, and the effect was amplified in learners who expressed a preference for indirect feedback, who had less computer experience, and who lacked engineering backgrounds. These results confirm the hypothesis that learners tend to respond to pedagogical agents as social actors, and suggest that research should focus less on the media in which agents are realized, and place more emphasis on the agent's social intelligence.
1993
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(1993) : Communicating conceptual integrity in distributed systems through intelligent assistance: IEEE Colloquium on AI (Artificial Intelligence) in Enterprise Modelling: London, United Kingdom: IET, S. 4/1-4/3
Abstract: Increased globalisation and de-regulation in the commercial environment has given rise to requirements for a new generation of software tools capable of supporting complex, dispersed inter-organisational projects and decision making. A major difficulty in designing such systems relates to the fact that the ultimate users of such tools are commonly from varying backgrounds, have different conceptualisations, frequently use different terms and have varying perceptions of the events, procedures and objects represented within the system. The design of online user assistance for such systems is frequently passive, responding only to requests from the user for help. The author highlights the need for interactive online assistance capable of functioning both in ’reactive’ and ’pro-active’ modes, with the system instigating interaction when necessary. In particular, it is, therefore, concerned with discussing the appropriate timing and content of the ’triggers’ necessary to proactive functioning. A set of design principles for an adaptive assistant which are derived from earlier work on intelligent tutoring system design are described (B. Cox et al., 1988, 1989).<>
Keywords: adaptive assistant, administrative data processing, BUSINESS, commerce, commercial environment, conceptualisations, Data processing, Decision Making, design principles, dispersed inter-organisational projects, distributed computing, distributed processing, distributed systems, ieee xplore, intelligent assistance, Intelligent tutoring system, interactive online assistance, interactive systems, knowledge based systems, Künstliche Intelligenz, online user assistance, proactive functioning, software tools, timing, triggers, user interfaces
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