Deictic and emotive communication in animated pedagogical agents
Embodied conversational agents
Integrating Pedagogical Agents into Virtual Environments
Presence: Teleoperators and Virtual Environments
Toward an Affect-Sensitive AutoTutor
IEEE Intelligent Systems
Faces of pain: automated measurement of spontaneousallfacial expressions of genuine and posed pain
Proceedings of the 9th international conference on Multimodal interfaces
The Politeness Effect in an Intelligent Foreign Language Tutoring System
ITS '08 Proceedings of the 9th international conference on Intelligent Tutoring Systems
A Survey of Affect Recognition Methods: Audio, Visual, and Spontaneous Expressions
IEEE Transactions on Pattern Analysis and Machine Intelligence
The Politeness Effect: Pedagogical Agents and Learning Gains
Proceedings of the 2005 conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology
Serious Use of a Serious Game for Language Learning
Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
Can a Polite Intelligent Tutoring System Lead to Improved Learning Outside of the Lab?
Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
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
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Previous studies on the Politeness Effect show that using politeness strategies in tutorial feedback can have a positive impact on learning (McLaren et al. 2010; Wang and Johnson 2008; Wang et al. 2005). While prior research efforts tried to uncover the mechanism through which the politeness strategies impact the learner, the results were inconclusive. Further, it is unclear how the politeness strategies should adapt over time. In this paper, we analyze the video tapes of participants' facial expression while interacting with a polite or direct tutor in a foreign language training system. The Facial Action Coding System was then used to analyze the facial expressions. Results show that as social distance decreases over time, polite feedback is received less favorably while the preference for direct feedback increases.