Abstract
Intelligent Tutoring Systems usually take into account only the cog-nitive aspects of the student: they may suggest the right actions to perform, cor-rect mistakes, and provide explanations. However, besides cognition, educa-tional researchers increasingly recognize the importance of factors such as self-confidence and interest that contribute to learner intrinsic motivation. We be-lieve that the student affective goals can be taken into account by implementing a model of politeness into the tutoring system. This paper aims at providing an overall account of politeness in tutoring interactions (in particular, natural lan-guage dialogs), and describes the way in which politeness has been imple-mented in an intelligent tutoring system based on an animated pedagogical agent. The work is part of a larger project building a socially intelligent peda-gogical agent able to monitor learner performance and provide socially sensi-tive coaching and feedback at appropriate times. The project builds on the ex-perience gained in realizing several other pedagogical agents.
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Johnson, W.L., Rizzo, P. (2004). Politeness in Tutoring Dialogs: “Run the Factory, That’s What I’d Do”. In: Lester, J.C., Vicari, R.M., Paraguaçu, F. (eds) Intelligent Tutoring Systems. ITS 2004. Lecture Notes in Computer Science, vol 3220. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-540-30139-4_7
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DOI: https://doi.org/10.1007/978-3-540-30139-4_7
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