The Politeness Effect in an Intelligent Foreign Language Tutoring System
ITS '08 Proceedings of the 9th international conference on Intelligent Tutoring Systems
It's Not Easy Being Green: Supporting Collaborative "Green Design" Learning
ITS '08 Proceedings of the 9th international conference on Intelligent Tutoring Systems
Tutorial Dialogue as Adaptive Collaborative Learning Support
Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
Building conversational agents with Basilica
NAACL-Demonstrations '09 Proceedings of Human Language Technologies: The 2009 Annual Conference of the North American Chapter of the Association for Computational Linguistics, Companion Volume: Demonstration Session
Engaging Collaborative Learners with Helping Agents
Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
AutoTutor: an intelligent tutoring system with mixed-initiative dialogue
IEEE Transactions on Education
Persistent effects of social instructional dialog in a virtual learning environment
AIED'11 Proceedings of the 15th international conference on Artificial intelligence in education
Automatic assessment of collaborative chat conversations with PolyCAFe
EC-TEL'11 Proceedings of the 6th European conference on Technology enhanced learning: towards ubiquitous learning
Comparing triggering policies for social behaviors
SIGDIAL '11 Proceedings of the SIGDIAL 2011 Conference
Towards academically productive talk supported by conversational agents
ITS'12 Proceedings of the 11th international conference on Intelligent Tutoring Systems
Triggering effective social support for online groups
ACM Transactions on Interactive Intelligent Systems (TiiS)
Learner characteristics and dialogue: recognising effective and student-adaptive tutorial strategies
International Journal of Learning Technology
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Tutorial Dialog has been shown to be effective in supporting both individual as well as group learners. However, unlike the case with individual learners, teams of learners often ignore and abuse the automated tutors. Both theory and empirical work in the area of small group communication argue that group participants display both task as well as socio-emotional behaviors during interactions. However, in connection with automated conversational agents, the effects of socio-emotional behaviors are much less well understood, especially in the case of multi-party interactions. In this paper, we will describe an evaluation of a socially capable conversational tutor that supports teams of three (or more) learners in a design task. This tutor is evaluated in comparison with a socially neutral baseline agent and human capability “gold standard” tutors demonstrating that the socially capable tutor achieves significantly higher learning gains than the neutral, purely task focused tutor and learning gains not significantly different from the human capability “gold standard” tutors.