"Oh dear stacy!": social interaction, elaboration, and learning with teachable agents
Citations
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Cites background or methods from ""Oh dear stacy!": social interactio..."
...Ogan et al. (2012a) analyzed data on a similar time scale as my study where they looked at the change in behaviors between two sessions....
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...Additionally, most ITS systems do not support the combination of individual and collaborative learning, despite this being common in the classroom (Ogan et al., 2012)....
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...However, students within a class do not always use them individually and communicate with peers when they need help (Ogan et al., 2012)....
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8 citations
Cites background from ""Oh dear stacy!": social interactio..."
...Others have begun to explore how conversational strategies such as teasing between human peers (Ogan et al., 2012b) and human-agent peers (Ogan et al., 2012a) impacts rapport with the human learner....
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...Prior work with students in peer-to-peer interactions showed face threatening moves of this type were in some cases associated with learning (Ogan et al., 2012b), and in fact we did find that some students had a positive reaction, even saying that the message made them want to teach more....
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...Since prior work indicated that when peers are friends certain social behaviors are associated with learning (Ogan et al., 2012b), students were asked to pretend that Quinn was a long-time friend; following the teachable agent paradigm, they were also told that it is Quinn who gets the answer…...
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References
34,965 citations
""Oh dear stacy!": social interactio..." refers methods in this paper
...Reliability is given for each coding category below in a Cohen’s K [8]....
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9,542 citations
9,053 citations
""Oh dear stacy!": social interactio..." refers background in this paper
...face-threatening, by which is meant dialogue moves that threaten the other person’s identity management, or positive sense of him or herself [4]....
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4,690 citations
""Oh dear stacy!": social interactio..." refers background in this paper
...Students who made many formal tutoring moves and few social moves often used outside-aligned speech to discuss what Stacy did and did not know, which we hypothesize is because it would be face-threatening to discuss her incompetencies with her in detail, along the lines described by Reeves and Nass [16]....
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...HYPOTHESES Cognitive hypotheses of learning by teaching suggest that tutors will engage in more mental organization of the material and perform more self-explanation as they tutor, leading to learning gains [10,11,16,20,25]....
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...Given conflicting prior work on whether social relationships can be formed with virtual agents [5,16,17,18] we chose to look at the type of language students used when referring to the agent as a clue to their social stance....
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1,563 citations
""Oh dear stacy!": social interactio..." refers background in this paper
...For example, researchers have proposed that there are substantial social aspects of peer tutoring that are responsible for evoking tutor learning effects, such as a strong feeling of accountability for ensuring the tutee is learning the proper information [24], as well as a desire to avoid the face-threat of not being able to fully respond to tutee questions [28]....
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