The media equation: how people treat computers, television, and new media like real people and places
Relational agents: a model and implementation of building user trust
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Redefining the learning companion: the past, present, and future of educational agents
Computers & Education
Experimental evaluation of polite interaction tactics for pedagogical agents
Proceedings of the 10th international conference on Intelligent user interfaces
Game Writing: Narrative Skills for Videogames (Charles River Media Game Development (Paperback))
Game Writing: Narrative Skills for Videogames (Charles River Media Game Development (Paperback))
Professional Techniques for Video Game Writing
Professional Techniques for Video Game Writing
Story-Based Learning: The Impact of Narrative on Learning Experiences and Outcomes
ITS '08 Proceedings of the 9th international conference on Intelligent Tutoring Systems
Mere belief in social action improves complex learning
ICLS'08 Proceedings of the 8th international conference on International conference for the learning sciences - Volume 2
Persistent effects of social instructional dialog in a virtual learning environment
AIED'11 Proceedings of the 15th international conference on Artificial intelligence in education
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Virtual pedagogical agents are used to teach skills like intercultural negotiation. In this work, we looked at how introducing social conversational strategies into instructional dialog affects learners' interpersonal relations with such virtual agents. We discuss the development of a model for social instructional dialog (SID), and a comparison task informational dialog model. SID is designed to support students in taking a social orientation towards learning, through the use of conversational strategies that are theorized to produce interpersonal effects: self-disclosure, narrative, and affirmation. We discuss the implementation of these models in a virtual agent that instructs learners on negotiation and Iraqi culture. Finally, we report on the results of an empirical study with 39 participants in which we found that the SID model had significant effects on learners' interpersonal relations with the agent. While SID engendered greater feelings of entitativity and shared perspective with the agent, it also significantly lowered ratings of trust. These findings may guide development of dialog for future agents.