Resumen
Motives for designing tact, courtesy and even humor into educational tools must be intrinsically understood and appreciated before applied. Educators have always emphasized good manners and etiquette, both in their own behavior and in attempting to inculcate good manners in their students. However, the etiquette of human-computer interaction has not been of much concern to designers of educational technology, who typically consider computers as cognitively powerful but socially neutral tools. The presumed anti-social nature of computer was often argued as a key advantage for pedagogical purposes. Moreover, it has been argued that learners would find computer personalities implausible, scripted, stiff, unnatural and lacking the vitality and dynamism of human personalities. Recently, however, researchers and developers working on educational tools have been paying more attention to issues of etiquette. There appear to be two reasons for this change. First, evidence from the Computer As Social Actors research paradigm provided empirical evidence that, given the mere perception of agency, people often respond naturally to computers as they would to real people and events.