Modeling the Learner Preferences for Embodied Agents: Experimenting with the Control of Humor

This research presents a model and an experiment on the integration of personality preferences in support systems for learning. We will present briefly the context of the research on the access to learner and group models, than the theoretical background on personalization of interface and more specifically of the functions of humor in general and how it can be used to integrate affective dimensions in tutoring interaction. This research stems partly from the Reeves and Nass [1] postulate that people will react the same way to a computer mediated interaction, then they do to a real interaction, and thus that their reaction to an humoristic tutor would be generally more positive than to the non-humoristic tutor: the tutor attracts more attention, the perceived usability, social presence and personalization are improved. We will present the design and experimentation of an open model support system, where feedback is given to learners on their progression, but also where preferences for support may be defined. It was experimented under two conditions “with” and “without humor” and qualitative attitudes measures where taken. Though results are only preliminary, this study of the impact of humor suggests various considerations on how personality aspects can be integrated and their impact studied in ITS systems.

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