Abstract
Empirical research showed that verbal and nonverbal alignment occurs in HCI in the same way as in HHI [1-3]. Against the background of similarity attraction [4], a “we-feeling” within dialect-origin [5] and different investigations regarding speaking variations [6,7], the present study analyses the effect of the dialectical language usage of a virtual pedagogical agent within a tutoring setting and the ramifications for the learning situation. An experimental study with a between subject design (N=47) was conducted in which the virtual interlocutor explained and subsequently questioned the subjects about medical topics in either dialect or High German (via Wizard-of-Oz-scenario). The results show that linguistic alignment occurs in both conditions, but even more in interaction with the High German-speaking agent. Furthermore the dialect-using agent was rated as more likable while there were no effects with regard to social presence. Implications for theory and development are discussed.
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Kühne, V., Rosenthal-von der Pütten, A.M., Krämer, N.C. (2013). Using Linguistic Alignment to Enhance Learning Experience with Pedagogical Agents: The Special Case of Dialect. In: Aylett, R., Krenn, B., Pelachaud, C., Shimodaira, H. (eds) Intelligent Virtual Agents. IVA 2013. Lecture Notes in Computer Science(), vol 8108. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-40415-3_13
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DOI: https://doi.org/10.1007/978-3-642-40415-3_13
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