The impact of Feedback Tone, Grammatical Person and Presentation Mode on Performance and Preference in a Computer-based Learning Task.

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dc.contributor.advisorLane, David M.en_US
dc.contributor.committeeMemberByrne, Michael D.en_US
dc.contributor.committeeMemberKortum, Philipen_US
dc.contributor.committeeMemberNapier, Alberten_US
dc.creatorThomas, Sebastianen_US
dc.date.accessioned2013-09-16T16:57:14Zen_US
dc.date.accessioned2013-09-16T16:57:16Zen_US
dc.date.available2013-09-16T16:57:14Zen_US
dc.date.available2013-09-16T16:57:16Zen_US
dc.date.created2013-05en_US
dc.date.issued2013-09-16en_US
dc.date.submittedMay 2013en_US
dc.date.updated2013-09-16T16:57:16Zen_US
dc.description.abstractPoliteness 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.en_US
dc.format.mimetypeapplication/pdfen_US
dc.identifier.citationThomas, Sebastian. "The impact of Feedback Tone, Grammatical Person and Presentation Mode on Performance and Preference in a Computer-based Learning Task.." (2013) Diss., Rice University. <a href="https://hdl.handle.net/1911/72050">https://hdl.handle.net/1911/72050</a>.en_US
dc.identifier.slug123456789/ETD-2013-05-521en_US
dc.identifier.urihttps://hdl.handle.net/1911/72050en_US
dc.language.isoengen_US
dc.rightsCopyright is held by the author, unless otherwise indicated. Permission to reuse, publish, or reproduce the work beyond the bounds of fair use or other exemptions to copyright law must be obtained from the copyright holder.en_US
dc.subjectAffective computingen_US
dc.subjectHuman-computer interactionen_US
dc.subjectPoliteness theoryen_US
dc.subjecteLearningen_US
dc.subjectFeedbacken_US
dc.subjectHCI/HFen_US
dc.titleThe impact of Feedback Tone, Grammatical Person and Presentation Mode on Performance and Preference in a Computer-based Learning Task.en_US
dc.typeThesisen_US
dc.type.materialTexten_US
thesis.degree.departmentPsychologyen_US
thesis.degree.disciplineSocial Sciencesen_US
thesis.degree.grantorRice Universityen_US
thesis.degree.levelDoctoralen_US
thesis.degree.nameDoctor of Philosophyen_US
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