Browsing by Author "Thomas, Sebastian"

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    The impact of Feedback Tone, Grammatical Person and Presentation Mode on Performance and Preference in a Computer-based Learning Task.
    (2013-09-16) Thomas, Sebastian; Lane, David M.; Byrne, Michael D.; Kortum, Philip; Napier, Albert
    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.
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    The Influence of the Tone of Feedback Prompts on the Learning Behavior and Satisfaction of University Students in a Multiple Cue Probablility Learning Task
    (2011) Thomas, Sebastian; Lane, David M.
    Previous research has shown that feedback tone affects users' perceptions of computer systems. This study tested the generality of this finding and explored possible interactions of feedback tone with feedback validity and user gender. The task was a multiple cue probability learning (MCPL) problem. Experiment 1was used to establish an appropriate level of task difficulty and ensure the effectiveness of cognitive feedback. In Experiment 2, cognitive feedback validity and feedback tone were manipulated as within-subjects variables. Women improved substantially over blocks of trials in both tone conditions whereas men improved only in the polite condition. Most women preferred polite feedback whereas most men preferred the opposite. These results extend the range of tasks in which feedback tone has been shown to affect users' reactions to interfaces. These results suggest dissociation between performance and preference as men improved more with polite feedback although they preferred direct feedback.