Promoting academically productive talk with conversational agent interventions in collaborative learning settings

2015 ◽  
Vol 87 ◽  
pp. 309-325 ◽  
Author(s):  
Stergios Tegos ◽  
Stavros Demetriadis ◽  
Anastasios Karakostas
Keyword(s):  
Collaborative Learning ◽  
Conversational Agent ◽  
Productive Talk

scholarly journals Gaze awareness and metacognitive suggestions by a pedagogical conversational agent: an experimental investigation on interventions to support collaborative learning process and performance

2020 ◽  
Vol 15 (4) ◽  
pp. 469-498 ◽  
Author(s):  
Yugo Hayashi
Keyword(s):  
Collaborative Learning ◽  
Real Time ◽  
Learning Process ◽  
Common Ground ◽  
Learning Performance ◽  
Conversational Agent ◽  
Learning Gains ◽  
Computer Supported Collaborative Learning ◽  
Collaborative Process ◽  
And Performance

AbstractResearch on collaborative learning has revealed that peer-collaboration explanation activities facilitate reflection and metacognition and that establishing common ground and successful coordination are keys to realizing effective knowledge-sharing in collaborative learning tasks. Studies on computer-supported collaborative learning have investigated how awareness tools can facilitate coordination within a group and how the use of external facilitation scripts can elicit elaborated knowledge during collaboration. However, the separate and joint effects of these tools on the nature of the collaborative process and performance have rarely been investigated. This study investigates how two facilitation methods—coordination support via learner gaze-awareness feedback and metacognitive suggestion provision via a pedagogical conversational agent (PCA)—are able to enhance the learning process and learning gains. Eighty participants, organized into dyads, were enrolled in a 2 × 2 between-subject study. The first and second factors were the presence of real-time gaze feedback (no vs. visible gaze) and that of a suggestion-providing PCA (no vs. visible agent), respectively. Two evaluation methods were used: namely, dialog analysis of the collaborative process and evaluation of learning gains. The real-time gaze feedback and PCA suggestions facilitated the coordination process, while gaze was relatively more effective in improving the learning gains. Learners in the Gaze-feedback condition achieved superior learning gains upon receiving PCA suggestions. A successful coordination/high learning performance correlation was noted solely for learners receiving visible gaze feedback and PCA suggestions simultaneously (visible gaze/visible agent). This finding has the potential to yield improved collaborative processes and learning gains through integration of these two methods as well as contributing towards design principles for collaborative-learning support systems more generally.

scholarly journals Agent-Supported Peer Collaboration in MOOCs

2021 ◽  
Vol 4 ◽  
Author(s):  
Stergios Tegos ◽  
Apostolos Mavridis ◽  
Stavros Demetriadis
Keyword(s):  
Collaborative Learning ◽  
Online Courses ◽  
Evaluation Studies ◽  
Massive Open Online Courses ◽  
Learning Activities ◽  
Teaching Staff ◽  
Prototype System ◽  
Conversational Agent ◽  
Postgraduate Students ◽  
Human Support

While massive open online courses (MOOCs) can be effective in scaling education, orchestrating collaborative learning activities for large audiences remains a non-trivial task that introduces a series of practical challenges, such as the lack of adequate human support. Even when collaboration takes place, there is uncertainty whether meaningful interactions will occur among learners. This work presents the architecture of a prototype system called PeerTalk. The system was created to enable instructors to easily incorporate real-time collaborative learning activities into their online courses. Furthermore, PeerTalk employs a conversational agent service that aims to scaffold students’ online collaboration and provide valuable guidance, which can be configured by the course instructor. In order to investigate the user-acceptance of the system, two evaluation studies took place. The first one involved a group of experts, i.e., MOOC instructors who are expected to use such a system in their course, whereas the second study featured 44 postgraduate students. The study findings were encouraging in terms of the system efficiency and usability levels, laying the foundation for a conversational agent service, which can effectively scale the support of the teaching staff and be easily integrated in MOOC platforms, creating further opportunities for valuable social interaction among learners.

Collaborative Learning in the Speech-Language Pathology and Audiology Classroom

2008 ◽  
Vol 11 (1) ◽  
pp. 9-11 ◽  
Author(s):  
Carolyn S. Potts ◽  
Sarah M. Ginsberg
Keyword(s):  
Collaborative Learning ◽  
Student Retention ◽  
Student Learning ◽  
Student Learning Outcomes ◽  
Retention Rates ◽  
Speech Language Pathology ◽  
Traditional Lecture ◽  
Language Pathology ◽  
Improve Student Learning

Abstract In recent years, colleges and universities across the country have been called upon to increase the quality of education provided and to improve student retention rates. In response to this challenge, many faculty are exploring alternatives to the traditional “lecture-centered” approach of higher education in an attempt to increase student learning and satisfaction. Collaborative learning is one method of teaching, which has been demonstrated to improve student learning outcomes.

Mental Models and Collaborative Learning With a More Experienced Partner

2005 ◽  
Author(s):  
Vanessa Kowollik ◽  
Eric A. Day ◽  
Jazmine Espejo ◽  
Lauren E. McEntire ◽  
Paul R. Boatman
Keyword(s):  
Collaborative Learning ◽  
Mental Models
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