Speakers build rapport in the process of aligning conversational behaviors with each other. Rapport engendered with a teachable agent while instructing domain material has been shown to promote learning. Past work on lexical alignment in the field of education suffers from limitations in both the measures used to quantify alignment and the types of interactions in which alignment with agents has been studied. In this paper, we apply alignment measures based on a data-driven notion of shared expressions (possibly composed of multiple words) and compare alignment in one-on-one human-robot (H-R) interactions with the H-R portions of collaborative human-human-robot (H-H-R) interactions. We find that students in the H-R setting align with a teachable robot more than in the H-H-R setting and that the relationship between lexical alignment and rapport is more complex than what is predicted by previous theoretical and empirical work.
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Effect of Cognitive Fatigue, Operator Sex, and Robot Assistance on Task Performance Metrics, Workload, and Situation Awareness in Human-Robot Collaboration
- Award ID(s):
- 1900704
- PAR ID:
- 10277326
- Date Published:
- Journal Name:
- IEEE Robotics and Automation Letters
- Volume:
- 6
- Issue:
- 2
- ISSN:
- 2377-3774
- Page Range / eLocation ID:
- 3049 to 3056
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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