Can a humorous conversational agent enhance learning experience and outcomes?

Abstract

Previous studies have highlighted the benefts of pedagogical conversational agents using socially-oriented conversation with students. In this work, we examine the efects of a conversational agent's use of afliative and self-defeating humour - considered conducive to social well-being and enhancing interpersonal relationships - on learners' perception of the agent and attitudes towards the task. Using a between-subjects protocol, 58 participants taught a conversational agent about rock classifcation using a learning-by-teaching platform, the Curiosity Notebook. While all agents were curious and enthusiastic, the style of humour was manipulated such that the agent either expressed an afliative style, a self-defeating style, or no humour. Results demonstrate that affliative humour can signifcantly increase motivation and efort, while self-defeating humour, although enhancing efort, negatively impacts enjoyment. Findings further highlight the importance of understanding learner characteristics when using humour.