Name
Title | ||
|---|---|---|
"Oh dear stacy!": social interaction, elaboration, and learning with teachable agents |
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. |
Year | DOI | Venue |
|---|---|---|
2012 | 10.1145/2207676.2207684 | CHI |
Keywords | Field | DocType |
significant predictor,aligning oneself,linear equation,student learning,intelligent tutoring system,social interaction,formal tutoring statement,elaborate explanation,playful face-threatening comment,teachable agent,experience teaching stacy,peer tutoring,linear equations,eca | Social relation,Intelligent tutoring system,Computer science,Elaboration,Multimedia,Student learning,Peer tutor | Conference |
Citations | PageRank | References |
14 | 1.01 | 8 |
Authors | ||
6 | ||
Name | Order | Citations | PageRank |
|---|---|---|---|
| Amy E. Ogan | 1 | 267 | 31.42 |
| Samantha Finkelstein | 2 | 113 | 7.51 |
| Elijah Mayfield | 3 | 102 | 9.73 |
| Claudia D'Adamo | 4 | 14 | 1.01 |
| Noboru Matsuda | 5 | 200 | 23.45 |
| Justine Cassell | 6 | 3098 | 407.75 |