Previous studies have highlighted the benefits of pedagogical conversational agents using socially-oriented conversation with students. In this work, we examine the effects of a conversational agent's use of affiliative and self-defeating humour -- considered conducive to social well-being and enhancing interpersonal relationships -- on learners' perception of the agent and attitudes towards the task. Using a between-subjects protocol, 58 participants taught a conversational agent about rock classification using a learning-by-teaching platform, the Curiosity Notebook. While all agents were curious and enthusiastic, the style of humour was manipulated such that the agent either expressed an affiliative style, a self-defeating style, or no humour. Results demonstrate that affiliative humour can significantly increase motivation and effort, while self-defeating humour, although enhancing effort, negatively impacts enjoyment. Findings further highlight the importance of understanding learner characteristics when using humour.
翻译：先前的研究突出了使用面向社会与学生的对话的教学性对话者的好处。在这项工作中,我们研究了对话性代理人使用辅助性和自我败坏的幽默 -- -- 被认为有利于社会福利和加强人际关系 -- -- 对学习者对代理人的看法和对任务的态度的影响。58名参与者使用一个学科间协议,利用一个逐项学习的平台,即 " 好奇笔记本 ",教授关于岩石分类的谈话性代理人。虽然所有代理人都好奇和热情,但幽默的风格被操纵,以致于该代理人表现出一种辅助性风格、自我败坏的风格或没有幽默感。结果表明,辅助性幽默可以极大地增强动力和努力,而自我败坏幽默,虽然加强了努力,但又对享受不利影响。研究结果进一步强调了在使用幽默时理解学习者特点的重要性。
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