Use self-talking for learning progress

Lepădatu, Ioana

doi:10.1016/j.sbspro.2012.01.128

Cited by 6 publications

(3 citation statements)

References 3 publications

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“…In prior CA research, Litman et al [42] already added spoken language capabilities to text-based dialog tutors but were not able to reveal positive effects [41]. However, more recent research shows that if learners also verbalize their knowledge (e.g., also respond to the CA via voice), they are able to improve their learning process [36,53]. Thus, we propose:…”

Section: Cognitive Theory Of Multimedia Learningmentioning

confidence: 84%

Sara, the Lecturer: Improving Learning in Online Education with a Scaffolding-Based Conversational Agent

Winkler

Hobert

Salovaara

et al. 2020

Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems

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Enrollment in online courses has sharply increased in higher education. Although online education can be scaled to large audiences, the lack of interaction between educators and learners is difficult to replace and remains a primary challenge in the field. Conversational agents may alleviate this problem by engaging in natural interaction and by scaffolding learners' understanding similarly to educators. However, whether this approach can also be used to enrich online video lectures has largely remained unknown. We developed Sara, a conversational agent that appears during an online video lecture. She provides scaffolds by voice and text when needed and includes a voice-based input mode. An evaluation with 182 learners in a 2 x 2 lab experiment demonstrated that Sara, compared to more traditional conversational agents, significantly improved learning in a programming task. This study highlights the importance of including scaffolding and voice-based conversational agents in online videos to improve meaningful learning.

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Section: Cognitive Theory Of Multimedia Learningmentioning

confidence: 84%

Sara, the Lecturer: Improving Learning in Online Education with a Scaffolding-Based Conversational Agent

Winkler

Hobert

Salovaara

et al. 2020

Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems

View full text Add to dashboard Cite

show abstract

“…Thus, a voice-based system without any scaffolding may overload the auditory channel, but a combination of the two (e.g., a voice-or-textbased system) may overcome the challenges of high cognitive load [34]. Recent research also shows that student learning is improved when students have verbal interaction back to a conversational system [35].…”

Section: B Accessibility and Cognitive Loadmentioning

confidence: 99%

Convo: What does conversational programming need? An exploration of machine learning interface design

Van Brummelen,

Weng,

Lin

et al. 2020

Preprint

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Vast improvements in natural language understanding and speech recognition have paved the way for conversational interaction with computers. While conversational agents have often been used for short goal-oriented dialog, we know little about agents for developing computer programs. To explore the utility of natural language for programming, we conducted a study (n=45) comparing different input methods to a conversational programming system we developed. Participants completed novice and advanced tasks using voice-based, text-based, and voice-or-text-based systems. We found that users appreciated aspects of each system (e.g., voice-input efficiency, text-input precision) and that novice users were more optimistic about programming using voice-input than advanced users. Our results show that future conversational programming tools should be tailored to users programming experience and allow users to choose their preferred input mode. To reduce cognitive load, future interfaces can incorporate visualizations and possess custom natural language understanding and speech recognition models for programming.

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“…According to sports psychology, this mental practice along with experience makes the performance better by raising the confidence level of athletes and eliminating the fear of failure (Zetou et al, 2014). According to Lepadatu (2012), as an effective tool, self-talk is part of the learning process (Robbins and Madrigal, 2016).…”

Section: Introductionmentioning

confidence: 99%

Effect of Self-Talk on Male Intervarsity Volleyball Players' Performance

Tabassum

Hussein

Khadim³

2021

GSR

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Self-talk is the process by which an individual may guide him/herself to accomplish a goal. Positive self-talk relates to the ability to overcome negative thinking. Those who practice positive self-talk are more likely not to suffer from negative thoughts. The present study aimed to examine the effect of self-talk on intervarsity male volleyball players' performance. For this purpose, we selected n=84 players with an age range between 18-25 (mean age =23.7±2.05) from all Pakistan Volleyball intervarsity competitions 2019-2020. The study of results convinced that the majority of athletes strongly agreed that positive self-talk had a significant optimistic effect on their performances and reduced negative feelings and emotions before and during competition. It has been exhibited that self-talk increments in recurrence as the event progresses to be more challenging or competitive.

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Use self-talking for learning progress

Cited by 6 publications

References 3 publications

Sara, the Lecturer: Improving Learning in Online Education with a Scaffolding-Based Conversational Agent

Sara, the Lecturer: Improving Learning in Online Education with a Scaffolding-Based Conversational Agent

Convo: What does conversational programming need? An exploration of machine learning interface design

Effect of Self-Talk on Male Intervarsity Volleyball Players' Performance

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