Experience as a moderator of the media equation: the impact of flattery and praise
International Journal of Human-Computer Studies
International Journal of Human-Computer Studies
International Journal of Human-Computer Studies
The politeness effect: Pedagogical agents and learning outcomes
International Journal of Human-Computer Studies
Balancing Cognitive and Motivational Scaffolding in Tutorial Dialogue
ITS '08 Proceedings of the 9th international conference on Intelligent Tutoring Systems
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
A study of demographic embodiments of product recommendation agents in electronic commerce
International Journal of Human-Computer Studies
CASA, WASA, and the dimensions of us
Computers in Human Behavior
The impact of learner attributes and learner choice in an agent-based environment
Computers & Education
Enhancing learning with off-task social dialogues
EC-TEL'10 Proceedings of the 5th European conference on Technology enhanced learning conference on Sustaining TEL: from innovation to learning and practice
A politeness effect in learning with web-based intelligent tutors
International Journal of Human-Computer Studies
Polite web-based intelligent tutors: Can they improve learning in classrooms?
Computers & Education
Feasibility of a socially intelligent tutor
ITS'10 Proceedings of the 10th international conference on Intelligent Tutoring Systems - Volume Part II
ITS'06 Proceedings of the 8th international conference on Intelligent Tutoring Systems
Effects of etiquette strategy on human---robot interaction in a simulated medicine delivery task
Intelligent Service Robotics
Modelling human tutors' feedback to inform natural language interfaces for learning
International Journal of Human-Computer Studies
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Students rated 16 tutorial statements on negative politeness (i.e., how much the tutor ''allows me freedom to make my own decisions'') and positive politeness (i.e., how much the tutor was ''working with me''). Consistent with an adaptation of Brown and Levinson's [1987. Politeness: Some Universals in Language Use. Cambridge University Press, New York] politeness theory, (a) students rated direct commands and commands attributed to machines as lowest in negative and positive politeness, (b) students rated guarded suggestions and guarded questions as highest in negative politeness, and guarded suggestions and statements expressing a common goal as highest in positive politeness, and (c) the pattern of results was stronger for students with low rather than high computing experience. Results have implications for designing polite conversational agents in educational software.