This study investigated the effect of a robot tutor’s feedback valence (positive feedback and negative feedback) and attributional style (internal-attribution and external-attribution) on learners. A Nao robot was designed to be a dance tutor that taught participants dance movements and gave performance feedback. Thirty-six graduate and undergraduate students participated in the experiments and were divided into two groups: an internal-attribution group and an external-attribution group. Participants in each group received both positive and negative feedback. The results indicated that the participants were more likely to accept positive feedback than negative feedback. In addition, they perceived greater influence by positive feedback than negative feedback. Moreover, participants did not the demonstrate self-serving attributional bias. They attributed more blame to themselves than to the robot for negative performance, whereas no difference was observed in the attribution of credit between the robot and the participants. Furthermore, the internal-attribution robot tutor was more likely to be regarded as a training coach instead of a training tool than the external-attribution robot tutor. Finally, participants reported a higher relationship closeness with the internal-attribution robot tutor than the external-attribution robot tutor.

这项研究调查了机器人导师的反馈价（正反馈和负反馈）和归因风格（内部归因和外部归因）对学习者的影响。Nao机器人被设计为舞蹈教练，可以教参与者舞蹈动作并提供表演反馈。三十六名研究生和本科生参加了实验，分为两组：内部归因组和外部归因组。每组的参与者都收到了正面和负面的反馈。结果表明，与否定反馈相比，参与者更可能接受积极反馈。此外，他们认为正面反馈的影响要大于负面反馈。而且，参与者没有表现出自我服务的归因偏见。他们对自己的负面表现要归咎于自己，而不是归咎于机器人，而在机器人和参与者之间的信用归因上没有发现差异。此外，与外部属性机器人导师相比，内部属性机器人导师更可能被视为培训教练而不是培训工具。最后，参与者报告说，与内部属性机器人导师的关系亲密度高于内部属性机器人导师。