Abstract | ||
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Question asking is an important tool for constructing academic knowledge, and a self-reinforcing driver of curiosity. However, research has found that question asking is infrequent in the classroom and children's questions are often superficial, lacking deep reasoning. In this work, we developed a pedagogical agent that encourages children to ask divergent-thinking questions, a more complex form of questions that is associated with curiosity. We conducted a study with 95 fifth grade students, who interacted with an agent that encourages either convergent-thinking or divergent-thinking questions. Results showed that both interventions increased the number of divergent-thinking questions and the fluency of question asking, while they did not significantly alter children's perception of curiosity despite their high intrinsic motivation scores. In addition, children's curiosity trait has a mediating effect on question asking under the divergent-thinking agent, suggesting that question-asking interventions must be personalized to each student based on their tendency to be curious.
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Year | DOI | Venue |
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2020 | 10.1145/3313831.3376776 | CHI '20: CHI Conference on Human Factors in Computing Systems
Honolulu
HI
USA
April, 2020 |
DocType | ISBN | Citations |
Conference | 978-1-4503-6708-0 | 1 |
PageRank | References | Authors |
0.35 | 0 | 5 |
Name | Order | Citations | PageRank |
---|---|---|---|
Alaimi Mehdi | 1 | 1 | 0.35 |
Edith Law | 2 | 348 | 43.02 |
Pantasdo Kevin Daniel | 3 | 1 | 0.35 |
Pierre-yves Oudeyer | 4 | 1209 | 104.05 |
Sauzeon Helene | 5 | 1 | 0.35 |