Does learner conscientiousness matter when generating emotional support in feedback?

Matthew Gordon Dennis, J. Masthoff, C. Mellish

Research output: Chapter in Book/Report/Conference proceedingChapter

9 Citations (Scopus)

Abstract

This paper describes the development of an algorithm for use by an Empathic Conversational Agent for choosing appropriate emotional support messages to a learner receiving feedback on their performance. We present a study where we employed a User as Wizard approach to explore how such statements were used by people giving feedback to a fictional learner with high or low conscientiousness and varying grades. We found that the type of emotional support employed depended primarily on the grade that had been achieved, but conscientiousness also influenced the amount of advice given. Interesting differences were found in how people combine Emotional Support messages depending on grade and level of conscientiousness, which inspired an algorithm for automatically choosing appropriate messages depending on context.
Original languageEnglish
Title of host publicationProceedings - 2013 Humaine Association Conference on Affective Computing and Intelligent Interaction, ACII 2013
PublisherIEEE Explore
Pages209-214
Number of pages6
ISBN (Print)9780769550480
DOIs
Publication statusPublished - 2013
EventAffective Computing and Intelligent Interaction (ACII), 2013 - Geneva, Switzerland
Duration: 2 Sep 20135 Sep 2013

Conference

ConferenceAffective Computing and Intelligent Interaction (ACII), 2013
CountrySwitzerland
CityGeneva
Period2/09/135/09/13

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  • Cite this

    Dennis, M. G., Masthoff, J., & Mellish, C. (2013). Does learner conscientiousness matter when generating emotional support in feedback? In Proceedings - 2013 Humaine Association Conference on Affective Computing and Intelligent Interaction, ACII 2013 (pp. 209-214). IEEE Explore. https://doi.org/10.1109/ACII.2013.41