{'fraction_non_alphanumeric': 0.021689497716894976, 'fraction_numerical': 0.0, 'mean_word_length': 6.130081300813008, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Interaction tactics for socially intelligent pedagogical agents

Guidebots, or animated pedagogical agents, can enhance interactive learning environments by promoting deeper learning and improve the learner's subjective experience. Guidebots exploit a person's natural tendency to interact socially with computers, as documented by Reeves, Nass, and their colleagues. However they also raise expectations of social abilities, and failure to meet those expectations can have unintended negative effects. The Social Intelligence Project is developing improved social interaction skills for guidebots. This paper describes efforts to model and implement interaction tactics for guidebots, i.e., dialog exchanges that are intended to achieve particular communicative and motivational effects. These are based on analyses of student-tutor interaction during computer-based learning