论文标题
作为人类通讯中融洽关系和学习的指标的主导地位
Dominance as an Indicator of Rapport and Learning in Human-Agent Communication
论文作者
论文摘要
人类沟通中的权力动态会影响融洽的建设和学习成就，但对权力如何影响人类代理的交流知之甚少。在本文中，我们研究了中学生和可教机器人通过数学问题工作时的话语行为，如罗杰斯和法拉斯的关系传播控制编码方案（RCCC）所编码。我们假设相对主导的学生将表现出增加的学习成就，与机器人具有更高的优势同意的学生也将表现出更多的学习成就。我们还假设性别可能是主导行为差异的指标。我们对机器人和学生之间的某些交易中的主导特征进行了初步分析。最终，我们希望确定是否操纵学习机器人的主导行为是否可以支持学习。
Power dynamics in human-human communication can impact rapport-building and learning gains, but little is known about how power impacts human-agent communication. In this paper, we examine dominance behavior in utterances between middle-school students and a teachable robot as they work through math problems, as coded by Rogers and Farace's Relational Communication Control Coding Scheme (RCCCS). We hypothesize that relatively dominant students will show increased learning gains, as will students with greater dominance agreement with the robot. We also hypothesize that gender could be an indicator of difference in dominance behavior. We present a preliminary analysis of dominance characteristics in some of the transactions between robot and student. Ultimately, we hope to determine if manipulating the dominance behavior of a learning robot could support learning.
