Proceedings ArticleDOI
"Oh dear stacy!": social interaction, elaboration, and learning with teachable agents
Amy Ogan,Samantha Finkelstein,Elijah Mayfield,Claudia D'Adamo,Noboru Matsuda,Justine Cassell +5 more
- pp 39-48
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TLDR
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.read more
Citations
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Journal ArticleDOI
Learning by teaching in immersive virtual reality – Absorption tendency increases learning outcomes
TL;DR: In this paper , the authors investigated the learning outcome of teaching an agent via immersive virtual reality (IVR) in two experiments, and found that participants who had explained the topic to an agent were better.
Exploring the Implications of Tutor Negativity Towards a Synthetic Agent in a Learning-by-Teaching Environment
TL;DR: This paper examined the implications of negativity in free-form dialogue between student tutors and a synthetic agent in APLUS, a learning-by-teaching online learning environment for algebra.
Book ChapterDOI
Can a Teachable Agent Influence How Students Respond to Competition in an Educational Game
TL;DR: It is concluded that engaging a TA can make students respond more productively to both winning and losing, depending on the particular role the TA takes in the game.
Proceedings Article
Why AIED Needs Marriage Counselling by Cognitive Science (to Live Happily Ever After)
TL;DR: This position paper reflects upon the question "Should AI stay married to Ed", specifically referring to how research in AI and Education should cross-fertilize to define AIED as an independent practice, beyond its composite fields.
Proceedings ArticleDOI
Unwritten Magic: Participatory Design of AI Dialogue to Empower Marginalized Voices
Amanda Buddemeyer,J. E. Nwogu,Jaemarie Solyst,Erin Walker,Tara M. Nkrumah,Amy Ogan,Leshell Hatley,Angela Stewart +7 more
TL;DR: Initial impressions from a Youth Advisory Group (YAG) with 12 middle-school-aged learners of color who are all female or non-binary are provided, providing initial impressions of how identity information is encoded in AI dialogue.
References
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Journal ArticleDOI
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