"Oh dear stacy!": social interaction, elaboration, and learning with teachable agents
05 May 2012-pp 39-48
TL;DR: Treating her as a partner, primarily through aligning oneself with Stacy using pronouns like you or the authors rather than she or it significantly correlates with student learning, as do playful face-threatening comments such as teasing, while elaborate explanations of Stacy's behavior in the third-person and formal tutoring statements reduce learning gains.
Abstract: Understanding how children perceive and interact with teachable agents (systems where children learn through teaching a synthetic character embedded in an intelligent tutoring system) can provide insight into the effects of so-cial interaction on learning with intelligent tutoring systems. We describe results from a think-aloud study where children were instructed to narrate their experience teaching Stacy, an agent who can learn to solve linear equations with the student's help. We found treating her as a partner, primarily through aligning oneself with Stacy using pronouns like you or we rather than she or it significantly correlates with student learning, as do playful face-threatening comments such as teasing, while elaborate explanations of Stacy's behavior in the third-person and formal tutoring statements reduce learning gains. Additionally, we found that the agent's mistakes were a significant predictor for students shifting away from alignment with the agent.
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01 Jan 2018
TL;DR: A fully autonomous robot for middle school math is presented and six design recommendations are reported; for low self-efficacy individuals, an ideal design should incorporate problem-solving statements and positivity to foster social experiences of mastery and social persuasion.
Abstract: Teachable robots are a form of social robot for education, where learners engage in conversation to teach the robot like they would a peer. Part of the popularity of social robots is their ability to utilize social channels of communication to foster productive social experiences, interactions which help individuals grow and develop. Teachable robots have potential to utilize social channels of communication to create social experiences which can help learners develop self-efficacy, an individual’s belief in their ability to succeed. In this paper, we present a fully autonomous robot for middle school math; we iterate through three design phases and analyze responses to identify how to better foster productive social experiences for self-efficacy. We report six design recommendations; for example, for low self-efficacy individuals, an ideal design should incorporate problem-solving statements and positivity to foster social experiences of mastery and social persuasion.
6 citations
21 Jun 2015
TL;DR: This investigation in classrooms in the Philippines found significant amounts of code-switching and explored cognitive and social factors such as explanation quality and affective valence that serve as evidence for code- Switching motivations and effects.
Abstract: Personalized learning systems have shown significant learning gains when used in formal classroom teaching. Systems that use pedagogical agents for teaching have become popular, but typically their design does not account for multilingual classrooms. We investigated one such system in classrooms in the Philippines to see if and how students used code-switching when providing explanations of algebra problem solving. We found significant amounts of code-switching and explored cognitive and social factors such as explanation quality and affective valence that serve as evidence for code-switching motivations and effects. These results uncover complex social and cognitive interactions that occur during learning interactions with a virtual peer, and call for more affordances to support multilingual students.
5 citations
18 Mar 2015
TL;DR: This work proposes interactive e-Lecture, where lecturers' three dimensional motions and audio are captured by a motion capture system, then a 3D avatar interactively performs the lecture.
Abstract: To introduce interactivity in e-learning, HTML5 and JavaScript have been widely used for years. And recent advancements of WebGL, JavaScript API for computer graphic programming that works on any modern browsers, enable us to draw animations of a fully human-like embodied computer graphics character on web-browsers. With these technologies, web-based e-learning could be more interactive. We propose interactive e-Lecture, where lecturers' three dimensional motions and audio are captured by a motion capture system, then a 3D avatar interactively performs the lecture. The advantage of the use of computer graphics character to perform lectures instead of videos is that e-learning designers can introduce interaction into the e-learning. For example, by controlling the avatar's head and eye movements according to the results of face-recognition, the eye-gaze behavior could be realized. We recorded 3D motions of a lecture performed by a volunteer with a motion capture system, and created a small lecture data. We also developed a web-based viewer that can process the 3D motion data and draw a lecture performed by a 3D avatar on a web-browser.
4 citations
Cites methods from ""Oh dear stacy!": social interactio..."
...For example, SimStudent [6][7] uses “learning by teaching” strategy and developed an software agent that can be taught from system users....
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Posted Content•
01 Jan 2020TL;DR: This work performs a literature review on concepts proposed to incorporate Conversational Agents (CA) into the workplace and compiled a list of aspects to be considered when designing such CAs and identified starting points for further research.
Abstract: Conversational interfaces at the workplace are not a new idea, but it is only the recent technological advancements that turned what was once a vision into near-future reality. Improved reliability and accuracy enable conversational systems to be used in higher stake environments, such as the workplace. In this work, we perform a literature review on concepts proposed to incorporate Conversational Agents (CA) into the workplace. We found 29 workplace CAs designed for workers that contribute to eight different application domains. Based on the studies of these CAs, we compiled a list of aspects to be considered when designing such CAs and identified starting points for further research.
4 citations
Cites background from ""Oh dear stacy!": social interactio..."
...The usage of CAs as a virtual teacher [67], to support peer learning and knowledge building [68] and as a learning partner [69] were proposed in the publications in our result set....
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01 Jan 2018
4 citations
References
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TL;DR: In this article, the authors present a procedure for having two or more judges independently categorize a sample of units and determine the degree, significance, and significance of the units. But they do not discuss the extent to which these judgments are reproducible, i.e., reliable.
Abstract: CONSIDER Table 1. It represents in its formal characteristics a situation which arises in the clinical-social-personality areas of psychology, where it frequently occurs that the only useful level of measurement obtainable is nominal scaling (Stevens, 1951, pp. 2526), i.e. placement in a set of k unordered categories. Because the categorizing of the units is a consequence of some complex judgment process performed by a &dquo;two-legged meter&dquo; (Stevens, 1958), it becomes important to determine the extent to which these judgments are reproducible, i.e., reliable. The procedure which suggests itself is that of having two (or more) judges independently categorize a sample of units and determine the degree, significance, and
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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01 Jan 1987
TL;DR: Gumperz as discussed by the authors discusses politeness strategies in language and their implications for language studies, including sociological implications and implications for social sciences. But he does not discuss the relationship between politeness and language.
Abstract: Symbols and abbreviations Foreword John J. Gumperz Introduction to the reissue Notes 1. Introduction 2. Summarized argument 3. The argument: intuitive bases and derivative definitions 4. On the nature of the model 5. Realizations of politeness strategies in language 6. Derivative hypotheses 7. Sociological implications 8. Implications for language studies 9. Conclusions Notes References Author index Subject index.
9,542 citations
Book•
01 Jan 1987TL;DR: This paper presents an argument about the nature of the model and its implications for language studies and Sociological implications and discusses the role of politeness strategies in language.
Abstract: This study is about the principles for constructing polite speeches. The core of it first appeared in Questions and Politeness, edited by Esther N. Goody (now out of print). It is here reissued with a fresh introduction that surveys the considerable literature in linguistics, psychology and the social sciences that the original extended essay stimulated, and suggests distinct directions for research. The authors describe and account for some remarkable parallelisms in the linguistic construction of utterances with which people express themselves in different languages and cultures. A motive for these parallels is isolated and a universal model is constructed outlining the abstract principles underlying polite usages. This is based on the detailed study of three unrelated languages and cultures: the Tamil of South India, the Tzeltal spoken by Mayan Indians in Chiapas, Mexico, and the English of the USA and England. This volume will be of special interest to students in linguistic pragmatics, sociolinguistics, applied linguistics, anthropology, and the sociology and social psychology of interaction.
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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Book•
01 Jan 1996TL;DR: This chapter discusses the media equation, which describes the role media and personality play in the development of a person's identity and aims at clarifying these roles.
Abstract: Part I. Introduction: 1. The media equation Part II. Media and Manners: 2. Politeness 3. Interpersonal distance 4. Flattery 5. Judging others and ourselves Part III. Media and Personality: 6. Personality of characters 7. Personality of interfaces 8. Imitating a personality Part IV. Media and emotion: 9. Good versus bad 10. Negativity 11. Arousal Part V. Media and Social Roles: 12. Specialists 13. Teammates 14. Gender 15. Voices 16. Source orientation Part VI. Media and Form: 17. Image size 18. Fidelity 19. Synchrony 20. Motion 21. Scene changes 22. Subliminal images Part VII. Final Words: 23. Conclusions about the media equation References.
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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TL;DR: Cooperative learning is one of the greatest success stories in the history of educational research as discussed by the authors, and the most frequent objective of this research is to determine the effects of cooperative learning on student achievement.
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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