Power dynamics in human-human communication can impact rapport-building and learning gains, but little is known about how power impacts human-agent communication. In this paper, we examine dominance behavior in utterances between middle-school students and a teachable robot as they work through math problems, as coded by Rogers and Farace's Relational Communication Control Coding Scheme (RCCCS). We hypothesize that relatively dominant students will show increased learning gains, as will students with greater dominance agreement with the robot. We also hypothesize that gender could be an indicator of difference in dominance behavior. We present a preliminary analysis of dominance characteristics in some of the transactions between robot and student. Ultimately, we hope to determine if manipulating the dominance behavior of a learning robot could support learning.
翻译:人类-人类交流中的动力动态可以影响关系建设和学习收益,但对于权力如何影响人类代理交流却知之甚少。 在本文中,我们审视中学生和可教学机器人之间的主导行为,因为他们在数学问题上工作,这是罗杰斯和法瑞斯的“关系通信控制编码计划”编码的。我们假设相对占优势的学生将表现出更多的学习收益,与机器人签有较大优势协议的学生也会这样做。我们还假设性别可以成为主导行为差异的标志。我们对机器人和学生之间一些交易中的主导特征进行了初步分析。最终,我们希望确定操纵学习机器人的主导行为是否能支持学习。