Extending a Teachable Agent with a Social Conversation Module – Effects on Student Experiences and Learning

Gulz, Agneta; Haake, Magnus; Silvervarg, Annika

doi:10.1007/978-3-642-21869-9_16

Cited by 28 publications

(15 citation statements)

References 13 publications

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“…In several other studies on the TA-game used in the present study, learning outcomes in relation to game and agent characteristics have been researched [8,13]. The present study has a focus on attitudes.…”

Section: A Teachable Agent With Social Conversational Skillsmentioning

confidence: 99%

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The Effect of Visual Gender on Abuse in Conversation with ECAs

Silvervarg

Raukola

Haake

et al. 2012

Intelligent Virtual Agents

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Abstract.Previous studies have shown that female ECAs are more likely to be abused than male agents, which may cement gender stereotypes. In the study reported in this paper a visually androgynous ECA in the form of a teachable agent in an educational math game was compared with a female and male agent. The results confirm that female agents are more prone to be verbally abused than male agents, but also show that the visually androgynous agent was less abused than the female although more than the male agent. A surprising finding was that very few students asked the visually androgynous agent whether it was a boy or a girl. These results suggest that androgyny may be a way to keep both genders represented, which is especially important in pedagogical settings, simultaneously lowering the abusive behavior and perhaps most important, loosen the connection between gender and abuse.

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Section: A Teachable Agent With Social Conversational Skillsmentioning

confidence: 99%

“…social conversation). A recent study of the game by Gulz, Haake & Silvervarg [13] indicates that the social conversation can: (i) improve students' game experience, (ii) improve learning outcomes, and (iii) engage learners in voluntary ondomain chats.…”

Section: A Teachable Agent With Social Conversational Skillsmentioning

confidence: 99%

The Effect of Visual Gender on Abuse in Conversation with ECAs

Silvervarg

Raukola

Haake

et al. 2012

Intelligent Virtual Agents

Self Cite

View full text Add to dashboard Cite

show abstract

“…Thus, several projects have human students teach software that acts like a student (Biswas et al, 2005;Chase, Chin, Oppenzzo, & Schwartz, 2009;Chin et al, 2010;Gulz, Haake, & Silvervarg, 2011;Matsuda et al, 2011;Obayashi, Shimoda, & Yoshikawa, 2000;Pareto, Arvemo, Dahl, Haake, & Gulz, 2011;Tan, Wagster, et al, 2007;Wagster, Tan, Wu, et al, 2007). The software that acts like a student is called a teachable agent or simulated student.…”

Section: Teachable Agents and Reciprocal Teachingmentioning

confidence: 99%

Model construction as a learning activity: a design space and review

VanLehn

2013

Interactive Learning Environments

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Modeling is becoming increasingly important both as a way to learn science and mathematics, and as a useful cognitive skill. Although many learning activities qualify as "modeling", this article focuses on activities where (1) students construct a model rather than explore a given model, (2) the model is expressed in a formal language rather than drawings, physical objects or natural language texts and (3) the model's predictions are generated by executing it on a computer. Most research on such learning activities has focused on getting students to successfully construct models, which they find very difficult to do. In the hope that new research can find ways to remove this bottleneck, this article attempts to list all the major ideas that have appeared in the literature and might be useful to those developing new learning activities involving model construction. The ideas are organized into a design space with five dimensions: (1) modeling language types, (2) ways for describing the systems that students should model, (3) instructional objectives and their corresponding assessments, (4) common student difficulties and (5) types of scaffolding.

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“…They are aware of the player profile and they adjust their behavior (in the form of feedback) in order to keep them interested and motivated. For example, Conati and Manske [17] discuss how to improve the feedback provided to players, while [18] adds socially oriented conversational abilities to an existing "teachable agent" in order to enhance student's experience within the game. In our work, we use adaptive social feedback for building game presenters for any game, without focusing on learning.…”

Section: Related Workmentioning

confidence: 99%

A Framework for Adaptive Game Presenters with Emotions and Social Comments

Karuzaki

Savidis

2012

International Journal of Computer Games Technology

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More and more games today try to adjust their gameplay to fit individual players; however, little work has been carried out in the same direction towards game presenter characters. Game commentary should take into account players' personalities along with game progress in order to achieve social player-adapted comment delivery that boosts the overall gameplay, engages the players, and stimulates the audience. In our work, we discuss a framework for implementing artificial game presenter characters that are based on game actions and players' social profiles in order to deliver knowledgeable, socially oriented comments. Moreover, the presented framework supports emotional facial expressions for the presenters, allowing them to convey their emotions and thus be more expressive than the majority of the commentary systems today. We prove our concept by developing a presenter character for multiplayer tabletop board games which we further put under usability evaluation with 9 players. The results showed that game sessions with presenter characters are preferred over the plain version of the game and that the majority of the players enjoy personalized social-oriented comments expressed via multimedia and emotions.

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Extending a Teachable Agent with a Social Conversation Module – Effects on Student Experiences and Learning

Cited by 28 publications

References 13 publications

The Effect of Visual Gender on Abuse in Conversation with ECAs

The Effect of Visual Gender on Abuse in Conversation with ECAs

Model construction as a learning activity: a design space and review

A Framework for Adaptive Game Presenters with Emotions and Social Comments

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