The media equation: how people treat computers, television, and new media like real people and places
The persona effect: affective impact of animated pedagogical agents
Proceedings of the ACM SIGCHI Conference on Human factors in computing systems
Relational agents: a model and implementation of building user trust
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Toward an Affect-Sensitive AutoTutor
IEEE Intelligent Systems
The Politeness Effect in an Intelligent Foreign Language Tutoring System
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
ITSPOKE: an intelligent tutoring spoken dialogue system
HLT-NAACL--Demonstrations '04 Demonstration Papers at HLT-NAACL 2004
Can Virtual Human Build Rapport and Promote Learning?
Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
Developing interpersonal relationships with virtual agents through social instructional dialog
IVA'10 Proceedings of the 10th international conference on Intelligent virtual agents
Socially capable conversational tutors can be effective in collaborative learning situations
ITS'10 Proceedings of the 10th international conference on Intelligent Tutoring Systems - Volume Part I
Noticing relevant feedback improves learning in an intelligent tutoring system for peer tutoring
ITS'12 Proceedings of the 11th international conference on Intelligent Tutoring Systems
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Interactions between learners and pedagogical agents may take on a more or less social tone, dependent on many possible factors. We investigate the effects of manipulating agent dialog on learner-agent interpersonal relations, which is hypothesized to promote learning. We have implemented our model of social instructional dialog (SID) in an agent in a virtual learning environment for instructing intercultural interactions. SID is designed to support students in taking a social orientation towards learning, through the use of conversational strategies that are theorized to produce positive interpersonal effects. This paper reports on the results of an empirical study (N=60) comparing SID to a corresponding task informational dialog (TID) model without these social features. We found that the SID model had significant positive effects on learners' entitativity, shared perspective, and trust with the agent. Moreover, these effects transferred to other non-SID based agents in the environment. We discuss how these findings may impact development of dialog for future agents.