Adapting Performance And Emotional Support Feedback To Cultural Differences

Abstract

This paper investigates adaptation of feedback to learners' cultural backgrounds. First, we investigate how to portray the cultural background of a learner. Second, we present a qualitative focus-group study, investigating how participants from different cultures believe culture affects the kind of feedback given to a learner. Finally, we present an empirical study on how humans adapt feedback based on the cultural background of learners to inspire an algorithm. Our investigations resulted in a set of stories which can be used to reliably portray a person's culture when investigating cultural adaptation in indirect experiments and user as wizard studies. They also provided insights into the adaptations people make to cultural differences.

Adapting Learning Activity Selection to Emotional Stability and Competence

“…Fifth, other learner characteristics could be investigated, for example, the impact of learner goals and interests, or as advocated by Zhu et al ( 2019 ) participation levels. As initial research by Adamu Sidi-Ali et al ( 2019 ) showed that cultural background may impact desired learner emotional support, we would also like to investigate whether cultural background should matter for learning activity selection. Sixth, we did not consider other personality traits.…”

“…For example, Masthoff ( 1997 ) argued for adapting navigation through the course content, exercise selection, feedback, instructions, provision of hints, and content presentation. For example, feedback has been adapted to performance and personality (Dennis et al, 2016 ) and culture (Adamu Sidi-Ali et al, 2019 ), difficulty level to performance, personality and effort (Okpo et al, 2018 ), navigational control to learner goals and knowledge (Masthoff, 1997 ), and learning content and presentation to learning styles (Bunderson and Martinez, 2000 ).…”

Adapting Emotional Support in Teams: Emotional Stability and Productivity

“…It has been shown that personality determines the type and quantity of emotional support messages, with different personality traits affecting the delivery and the reception of support messages [21,23,75]. Furthermore, people adapt support feedback to the recipient's culture [71]. The recipient's context and situation also impact the support messages provided: previous research explored how to support community first responders [20,43], informal carers [75], and learners [23,24].…”