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THE POLITENESS EFFECT: PEDAGOGICAL AGENTS AND
LEARNING OUTCOMES
by
Ning Wang
A Dissertation presented to the
FACULTY OF THE GRADUATE SCHOOL
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfilment of the
Requirements for the Degree
DOCTOR OF PHILOSOPHY
(COMPUTER SCIENCE)
May 2008
Copyright 2008 Ning Wang
Object Description
| Title | The politeness effect: pedagogical agents and learning outcomes |
| Author | Wang, Ning |
| Author email | nwang@ict.usc.edu |
| Degree | Doctor of Philosophy |
| Document type | Thesis |
| Degree program | Computer Science |
| School | Viterbi School of Engineering |
| Date defended/completed | 2008-03-03 |
| Date submitted | 2008 |
| Restricted until | Unrestricted |
| Date published | 2008-04-19 |
| Advisor (committee chair) | Johnson, W. Lewis |
| Advisor (committee member) |
Rosenbloom, Paul S. Read, Stephen J. Marsella, Stacy |
| Abstract | For over a decade, researchers have been investigating the potential of pedagogical agents to promote learning. Most of the research in this area has focused on addressing students' cognitive needs at the expense of affective needs. Intelligent tutoring systems designed following this philosophy have been very effective compared to traditional methods of tutoring (Ritter, Anderson, Koedinger, & Corbett, 2007; VanLehn et al., 2005). However, in recent years, pedagogical agent researchers have begun to appreciate that ignoring student 's affective needs can potentially diminish the effect of cognitive tutorial strategies. To address students' affective needs, some pedagogical agent researchers (Lester et al., 1997a; Johnson, Rickel, & Lester, 2000; Moreno, Mayer, Spires, & Lester, 2001) began to exploit Reeves and Nass ' (1996) Media Equation, which holds that users respond to interactive media as if they were social actors. Investigations following the Media Equation 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. In my thesis, I focus instead on the manner in which a pedagogical agent communicates with students, i.e., the extent to which it exhibits social intelligence. I propose the hypothesis that pedagogical agents with socially intelligent strategies can affect learning outcomes. I investigated this hypothesis by studying the effect of politeness tactics in two different learning environments, across two different domains: industrial engineering and language learning. Results from these studies support this hypothesis, demonstrating the effect of socially intelligent tactics on learning outcomes. Comparison of results across studies helps to clarify our understanding of the processes whereby tactics employed by pedagogical agents can affect learning outcomes. |
| Keyword | politeness effect |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Type | texts |
| Legacy record ID | usctheses-m1114 |
| Rights | Wang, Ning |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Wang-20080419 |
| Archival file | uscthesesreloadpub_Volume32/etd-Wang-20080419.pdf |
Description
| Title | Page 1 |
| Full text | THE POLITENESS EFFECT: PEDAGOGICAL AGENTS AND LEARNING OUTCOMES by Ning Wang A Dissertation presented to the FACULTY OF THE GRADUATE SCHOOL UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfilment of the Requirements for the Degree DOCTOR OF PHILOSOPHY (COMPUTER SCIENCE) May 2008 Copyright 2008 Ning Wang |
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