| Summary: | 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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