标题： 支配作为人机交流中关系和学习的指标 显示英文标题

标题： Dominance as an Indicator of Rapport and Learning in Human-Agent Communication

摘要： 人类之间的沟通中的权力动态可能会影响亲和力的建立和学习成果，但关于权力如何影响人与代理之间的沟通了解甚少。 在本文中，我们研究了中学生与可教学机器人在解决数学问题时的话语中的支配行为，这些行为由Rogers和Farace的关系沟通控制编码方案（RCCCS）进行编码。 我们假设相对支配的学生将表现出更大的学习成果，那些与机器人有更大支配一致性的学生也是如此。 我们还假设性别可能是支配行为差异的指标。 我们对机器人和学生之间的一些交互中的支配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支配行为是否可以支持学习。 显示英文摘要

摘要： 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.