Paper Info
Title
Conversational Agent to Promote Students' Productive Talk: The Effect of Solicited vs. Unsolicited Agent Intervention
Abstract
Recent research has provided evidence that conversational agents can effectively be used to trigger and scaffold peer discource in computer-supported collaborative learning (CSCL) settings. In this study, we use a prototype conversational agent system named Mentor Chat to explore the impact of two different intervention modes on inducing beneficial students' interactions, following the Academically Productive Talk (APT) perspective. We analyze the effects of (a) unsolicited agent interventions, which are automatically initiated and displayed by the agent, as compared to (b) solicited agent interventions, which are initiated automatically but only displayed upon students' request. The outcomes indicate that an unsolicited intervention mode can be more effective than a solicited one by means of increasing the level of explicit reasoning displayed in students' dialogues.
Year
DOI
Venue
2014
10.1109/ICALT.2014.31
Advanced Learning Technologies
Keywords
Field
DocType
computer aided instruction,groupware,multi-agent systems,APT perspective,Academically Productive Talk perspective,CSCL setting,Mentor Chat,beneficial student interactions,computer-supported collaborative learning setting,explicit reasoning,prototype conversational agent system,solicited agent intervention,student dialogues,student productive talk,unsolicited agent intervention,Academically Productive Talk,Computer-Supported Collaborative Learning,Conversational Agents
Psychological intervention,Collaborative learning,Computer science,Knowledge management,Dialog system,Multimedia,Computer-supported collaborative learning,Information and Computer Science
Conference
ISSN
Citations 
PageRank 
2161-3761
1
0.35
References 
Authors
8
3
Name
Order
Citations
PageRank
Stergios Tegos1358.37
Stavros N. Demetriadis241.46
Anastasios Karakostas311717.14