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dc.contributor.advisor Lane, David M.
dc.creatorThomas, Sebastian
dc.date.accessioned 2013-09-16T16:57:14Z
dc.date.accessioned 2013-09-16T16:57:16Z
dc.date.available 2013-09-16T16:57:14Z
dc.date.available 2013-09-16T16:57:16Z
dc.date.created 2013-05
dc.date.issued 2013-09-16
dc.date.submitted May 2013
dc.identifier.urihttp://hdl.handle.net/1911/72050
dc.description.abstract Politeness is a part of student-tutor interactions and research in affective computing has shown that this social convention may also be applicable when a computer plays the role of tutor. This study sought to build on previous work that examined the effect of the politeness of computer feedback through the application of social and cognitive theories. Employing a mixed-factor design, a sample of 150 college students completed a multiple cue probability learning task (MCPL) on a computer that provided feedback phrased in one of three different tonal styles (joint-goal, student-goal and baldon- record). Feedback tone was a within-subjects factor. Subjects received feedback as either text or as audio. Audio feedback was a between-subjects factor and was delivered in one of four different modes male/female human voice or a male/female synthesized voice. The study found gender differences in tone preference as well as a possible impact of the Tone x Mode interaction on learning. Specifically, men were more likely than women to prefer the student-goal style feedback prompts. It is hoped that this research can provide additional insight to designers of learning applications when they are designing the feedback mechanisms that these systems should employ.
dc.format.mimetype application/pdf
dc.language.iso eng
dc.subjectAffective computing
Human-computer interaction
Politeness theory
eLearning
Feedback
HCI/HF
dc.title The impact of Feedback Tone, Grammatical Person and Presentation Mode on Performance and Preference in a Computer-based Learning Task.
dc.contributor.committeeMember Byrne, Michael D.
dc.contributor.committeeMember Kortum, Philip
dc.contributor.committeeMember Napier, Albert
dc.date.updated 2013-09-16T16:57:16Z
dc.identifier.slug 123456789/ETD-2013-05-521
dc.type.genre Thesis
dc.type.material Text
thesis.degree.department Psychology
thesis.degree.discipline Social Sciences
thesis.degree.grantor Rice University
thesis.degree.level Doctoral
thesis.degree.name Doctor of Philosophy
dc.identifier.citation Thomas, Sebastian. "The impact of Feedback Tone, Grammatical Person and Presentation Mode on Performance and Preference in a Computer-based Learning Task.." (2013) PhD diss., Rice University. http://hdl.handle.net/1911/72050.


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