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Lexical Network Analysis on an Online Explanation Task: Effects of Affect and Embodiment of a Pedagogical Agent

2016 IEICE transactions on information and systems  
Yugo HAYASHI †a) , Member SUMMARY The present study investigated the performance of textbased explanation for a large number of learners in an online tutoring task guided by a Pedagogical Conversational  ...  Machine learning results showed that during the explanation activity, the expressions used and the gender of the PCA influenced learner performance.  ...  the learner's personal characteristics that may influence performance.  ... 
doi:10.1587/transinf.2015cbp0005 fatcat:brb7ein6mjeptnsyoxfto6yale

Quizbot: Exploring Formative Feedback with Conversational Interfaces [chapter]

Bharathi Vijayakumar, Sviatlana Höhn, Christoph Schommer
2019 Communications in Computer and Information Science  
Formative feedback providing learners with a practical instruction for improvement is one of the challenging tasks in, for instance self-assessment settings and self-directed learning.  ...  A chatbot called SQL Quizbot was deployed on Facebook Messenger for the purposes of this study 1 .  ...  Confidence can be measured at different time points related to the task: as a self-report or "online" as a post-question immediately after the task [21] .  ... 
doi:10.1007/978-3-030-25264-9_8 fatcat:35tbrlnaejgzra2rnrqcbvhllu

Can a Humorous Conversational Agent Enhance Learning Experience and Outcomes? [article]

Jessy Ceha, Ken Jen Lee, Elizabeth Nilsen, Joslin Goh, Edith Law
2021 arXiv   pre-print
learners' perception of the agent and attitudes towards the task.  ...  While all agents were curious and enthusiastic, the style of humour was manipulated such that the agent either expressed an affiliative style, a self-defeating style, or no humour.  ...  found evidence of the positive influence on learning experiences and outcomes of agents engaging in off-task conversation during learning tasks (e.g., [26] ).  ... 
arXiv:2108.11259v1 fatcat:53xaeljitnhljh7be3hnlk7qha

Agent-based Collaborative Affective E-learning System

M. Ben Ammar, Adel M.Alim, Mahmoud Neji, Guy Gouardères
2007 Proceedings of the ImmersCom  
We focus on human facial characteristics to develop general-purpose agents that can recognize human emotion and create emotional framework with the implications of peer-to-peer technology.  ...  In order to promote a more dynamic and flexible communication between the learner and the system, we integrate five kinds of adaptive agents in emotional framework.  ...  Social psychologists assert that more than 65% of the information exchanged during a person-to-person conversation takes place in the non-verbal band.  ... 
doi:10.4108/icst.immerscom2007.2090 dblp:conf/immerscom/AmmarANG07 fatcat:aty6bkey65c2zb745matrf4yhi

Making virtual learning interactive and meaningful: Implications of constructivism for adult students

Peshal Khanal
2013 International Journal of Research Studies in Education  
This article attempts to address this issue by exploring the implications of constructivism for interactive online learning, with a particular focus on the characteristics and needs of adult learners.  ...  Following a brief review of scholarships surrounding the issue of constructivism, adult learning and online learning, this article explores and discusses five implications of constructivism for online  ...  The theory of andragogy acknowledges that as a person grows and matures his or her self-concept changes from that of a dependent personality toward that of a self-directed individual.  ... 
doi:10.5861/ijrse.2013.302 fatcat:4sotdmfzqjeebp5bg4zi7vb5sq

Persuasive Teachable Agent for Intergenerational Learning [article]

Su Fang Lim
2016 arXiv   pre-print
During the tutoring process, where students take on the role of the tutor to teach a computer agent tutee, learners have been observed to gain deeper understanding of the subject matter.  ...  We argue that the PTA, an autonomous agent, capable of encouraging attitude and behavioural change can offer a more meaningful and engaging learning experiences for learners from different age groups.  ...  knowledge and social profile", "dealing with learner's engagement in off-task conversation" and "managing potential abuse of the agent" (Agneta Gulz et al., 2011) , especially with open-ended learning  ... 
arXiv:1601.07264v1 fatcat:uqgqwbvhbja63fgxi3zz5daori

Towards Personalized Scaffolding and Fading of Motivational Support in L2 Learner-Dialogue Agent Interactions: An Exploratory Study

Emmanuel Ayedoun, Yuki Hayashi, Kazuhisa Seta
2020 IEEE Transactions on Learning Technologies  
In our previous work [13] , [14] , a conversational agent enhanced with a set of specific conversational strategies, i.e., communication strategies (CS) and affective backchannels (AB) dedicated to carrying  ...  To do so, we implemented a conversational agent embedding a dialogue management model based on two conversational strategies (i.e., communication strategies and affective backchannels), serving as scaffolds  ...  In [14] , learners' expected WTC were examined after interacting with one of the following versions of the system: 1) an agent featuring both CS and AB; 2) an agent featuring only CS; and 3) an agent  ... 
doi:10.1109/tlt.2020.2989776 fatcat:hi45lou4qffbffscefwirxuoqq

Learning from scientific texts: personalizing the text increases transfer performance and task involvement

Stephan Dutke, Anna Christina Grefe, Claudia Leopold
2015 European Journal of Psychology of Education  
Students studied either a 915-word standard text on the anatomy and functionality of the human eye or a personalized version of the same text in which 60 definite articles (e.g., "the eye") were replaced  ...  However, only duration of restudying (not self-reported motivation) mediated the effect of personalization on transfer performance.  ...  The individual duration of their restudy activities was registered as an indicator of learning task involvement.  ... 
doi:10.1007/s10212-015-0281-6 fatcat:amrvp2gdn5hdrm5zceffevm73e

Corroborating Emotion Theory with Role Theory and Agent Technology: a Framework for Designing Emotional Agents as Tutoring Entities

Bogdan Florin Marin, Axel Hunger, Stefan Werner
2006 Journal of Networks  
A way to determine the best agents (services) to be implemented is to identify who the actors are in the object of study, which roles they play, and (if possible) what kind of knowledge they use.  ...  She truly is a wonderful person and I count myself extremely lucky to be with her. Abstract Nowadays, more and more applications require systems that can interact with humans.  ...  To act, the tutor can read the notes he took about the learner during his tasks of consultation of the learner's activity in an individual and in a collective task.  ... 
doi:10.4304/jnw.1.4.29-40 fatcat:3d5lceqcfzafxm6tz2dqv65tia

Supporting Self-Regulated Learning [chapter]

Alexander Nussbaumer, Ingo Dahn, Sylvana Kroop, Alexander Mikroyannidis, Dietrich Albert
2014 Responsive Open Learning Environments  
Self-regulated learning (SRL) competences are crucial for lifelong learning. Their cultivation requires the right balance between freedom and guidance during the learning processes.  ...  Furthermore, a variety of methods is presented, how learners can be supported to learn in a self-regulated way.  ...  Technological Development (FP7) of the European Union in Information and Communication Technologies.  ... 
doi:10.1007/978-3-319-02399-1_2 fatcat:ejor4rhhr5h2fc5cqcawiv2pgi

The dynamism of strategic learning: Complexity theory in strategic L2 development

Carmen M. Amerstorfer
2020 Studies in Second Language Learning and Teaching  
A holistic investigation of strategic L2 learning processes requires the integration of numerous interconnected, flexibly-interacting influences, which are at constant interplay with each other and whose  ...  Based on state-of-the-art methodological guidance for complexity research, this article presents the re-analysis of empirical data from a previous study through a complexity lens.  ...  Thanks for the personal opinions and scholarly advice.  ... 
doi:10.14746/ssllt.2020.10.1.2 fatcat:s6s5dg7mzbcnrfzlrhbsoi3m2u

In search of attributes that support self-regulation in blended learning environments

Stijn Van Laer, Jan Elen
2016 Education and Information Technologies : Official Journal of the IFIP technical committee on Education  
Blended forms of learning have become increasingly popular. Learning activities within these environments are supported by a large variety of online and face-to-face interventions.  ...  To identify such attributes and enable a more thoughtful redesign of blended learning environments, this systematic literature review (n = 95) examines evidence published between 1985 and 2015 on attributes  ...  feelings, and actions are associated with the nature of an online course, that a lack of control on the part of the learner results in boredom and frustration.  ... 
doi:10.1007/s10639-016-9505-x fatcat:trforbvik5amdj42lf5c5q5ojy

Artificial Intelligence and Machine Learning: An Instructor's Exoskeleton in the Future of Education [chapter]

Stephanie E. August, Audrey Tsaima
2021 SpringerBriefs in Statistics  
Applications of AI-based education technology support learning through automated tutoring, personalizing learning, assessing student knowledge, and automating tasks normally performed by the instructor  ...  Exploration of the use of AI and ML for both co-curricular and independent learnings in content presentation and instruction; interactions, communications, and discussions; learner activities; assessment  ...  They called for the augmentation of tutoring with personal, conversational education assistants, often referred to as autonomous conversational agents (IBM 2018) .  ... 
doi:10.1007/978-3-030-58948-6_5 fatcat:hbzidzliazdk5dqaeszhw4pepq

Towards an Information Sharing Pedagogy: A Case of Using Facebook in a Large First Year Class

Patient Rambe, Dick Ng'ambi
2011 Informing Science  
The paper reports on a study of 850 first year students, over 400 Facebook postings, and employs a Cultural Historical Activity Theory (CHAT) to uncover tensions between the informality and identities  ...  The convergence of agents' cognitive shift and transformative effect during use, paves a way for Information Sharing Pedagogy of heterogeneous informing networks.  ...  This implies that an Informer's need or task at hand influences decisions of interaction with Facebook and the agency of an Informer need not be explicit.  ... 
doi:10.28945/1391 fatcat:zovj7ab43ngubbvz73sk7e3pce

A Digital Coach That Provides Affective and Social Learning Support to Low-Literate Learners

Dylan G.M. Schouten, Fleur Venneker, Tibor Bosse, Mark A. Neerincx, Anita H.M. Cremers
2018 IEEE Transactions on Learning Technologies  
We use this foundation to create a design specification for an Embodied Conversational Agent (ECA) coach that provides cognitive, affective, and social learning support for this exercise.  ...  We use the situated Cognitive Engineering (sCE) method to update an existing foundation of knowledge with emotional models, motivational interviewing, and small talk theory, technology, and a new exercise  ...  This publication was supported by the 'Interaction For Universal Access' track of the Dutch national program COMMIT.  ... 
doi:10.1109/tlt.2017.2698471 fatcat:dz72mpqgs5gtlboux67jfi2twu
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