Impression Effect of Using Politeness Theory by Educational-Support-Robot that Suggest the Number of Problems by Real-Time Dialogue System

In recent years, educational-support-robots have attracted much attention. In conventional educational-support-robots, the number of problems to be solved by the learner is fixed. However, to promote spontaneous learning and enhance learning effectiveness, it is important of trying to solve a larger number of problems. The authors believed that it would be effective for the robot to suggest more problems to the learner by using politeness theory. Therefore, in this study, we construct a method for suggesting the number of problems. The robot is equipped this method with three types of politeness theory, and we investigate the impression effect that the robot suggested by each strategy has on the learner by comparing it with a robot with a fixed number of questions and a robot in which the number of questions is freely decided by the learner. The experimental results suggest that the robot that proposes the number of problems using the politeness strategy, PPS or NPS, is the most favorable and can keep the amount of learning as same as that of the conventional robot.