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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Proceedings ArticleDOI
Evaluating and Informing the Design of Chatbots
TL;DR: A study with 16 first-time chatbot users interacting with eight chatbots over multiple sessions on the Facebook Messenger platform revealed that users preferred chatbots that provided either a 'human-like' natural language conversation ability, or an engaging experience that exploited the benefits of the familiar turn-based messaging interface.
Teaching Scientific Thinking Skills: Students and Computers Coaching Each Other
Lisa A. Scott,Frederick Reif +1 more
TL;DR: In this paper, the authors developed computer programs called PALs (Personal A_ssistants for L_earning) in which computers and students alternately coach each other.
Journal ArticleDOI
The experience of agency in human-computer interactions: a review.
TL;DR: The overlap between HCI and sense of agency for computer input modalities and system feedback, computer assistance, and joint actions between humans and computers is explored.
Proceedings ArticleDOI
All Work and No Play
Q. Vera Liao,Muhammed Mas-ud Hussain,Praveen Chandar,Matthew Davis,Yasaman Khazaeni,Marco Crasso,Dakuo Wang,Michael Muller,N. Sadat Shami,Werner Geyer +9 more
TL;DR: By studying a field deployment of a Human Resource chatbot, data is reported on users' interest areas in conversational interactions to inform the development of CAs, and rich signals in Conversational interactions are highlighted for inferring user satisfaction with the instrumental usage and playful interactions with the agent.
Proceedings ArticleDOI
What Can You Do?: Studying Social-Agent Orientation and Agent Proactive Interactions with an Agent for Employees
TL;DR: A 17-day field study of a prototype of a personal AI agent that helps employees find work-related information is conducted and it is found that user differences in social-agent orientation and aversion to agent proactive interactions can be inferred from behavioral signals.
References
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Journal ArticleDOI
Understanding Tutor Learning: Knowledge-Building and Knowledge-Telling in Peer Tutors’ Explanations and Questions:
TL;DR: In this paper, the authors examined two tutoring activities that are commonly hypothesized to support tutor learning: explaining and questioning, and found that they tend to exhibit a pervasive knowledge-telling bias.
Journal ArticleDOI
Peer-assisted learning interventions with elementary school students: A meta-analytic review.
TL;DR: A meta-analytic review of group comparison design studies evaluating peer-assisted learning (PAL) interventions with elementary school students produced positive effect sizes (ESs) indicating increases in achievement as mentioned in this paper.
Journal ArticleDOI
Learning by teaching: a new agent paradigm for educational software
TL;DR: Betty's Brain, a teachable agent in the domain of river ecosystems that combines learning by teaching with self-regulation mentoring to promote deep learning and understanding, is discussed.
Journal ArticleDOI
Teachable Agents and the Protégé Effect: Increasing the Effort Towards Learning
TL;DR: Betty's Brain this paper is a computer-based learning environment that capitalizes on the social aspects of learning in which students instruct a character called a Teachable Agent (TA) which can reason based on how it is taught.