scholarly journals Designing Conversational Agents to Support Self-Regulated Learning for Older Adults

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 124-124
Author(s):  
Jessie Chin ◽  
Smit Desai
Keyword(s):  
Older Adults ◽  
Technology Acceptance ◽  
Everyday Life ◽  
Health Information ◽  
Life Support ◽  
Conversational Agents ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Novice Users ◽  
Barriers To Use

Abstract The rapid growth of the off-the-shelf smart speakers (such as Amazon Alexa and Google Home), also called Conversational Agents (CAs), creates potential to deliver everyday life support to users at home (such as checking weather, listening to news, scheduling events). Literature demonstrated the technology acceptance of CAs among older adults (including novice users) given the low barriers to use CAs. The natural conversations among CAs and users enable the opportunities to build deeper understandings about a topic through theory-driven guided dialogues. Our study has designed the metacognition strategies in the guided dialogues of CAs to support informal self-regulated learning of health information among older adults. The study has shown the feasibility and acceptance of CAs to help older adults learn new health information on their own through these guided dialogues. Additional analyses on the feasibilities to implement different metacognitive strategies in guided dialogues in the off-the-shelf CAs were also conducted.

scholarly journals ANALISIS KEMAMPUAN KONEKSI MATEMATIK SISWA MTS DITINJAU DARI SELF REGULATED LEARNING

2018 ◽  
Vol 1 (4) ◽  
pp. 657 ◽  
Author(s):  
Hadin Hadin ◽  
Helmy Muhammad Pauji ◽  
Usman Aripin
Keyword(s):  
Everyday Life ◽  
High Learning ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Subject ◽  
Relationship Of ◽  
The Relationship ◽  
Research Stage ◽  
Descriptive Method ◽  
Mathematical Connection

This study aims to describe the extent to which the mathematical connection ability of students who viewed from Self Regulated Learning seen from students' mistakes in solving a problem of mathematical connection ability. The subject of this study students Classes VIIIA MTs AL-Hikmah Talegong Garut II as many as 20 students. The method used in this research is a descriptive method with quantitative approach. The research stage consisted of 4 stages, among others: self-regulated learning questionnaires, tests of mathematical connection ability, data analysis and draw conclusions. The results of the research were obtained that 1) Students who have high learning independence make mistakes on inter-topic relationships in mathematics and apply/use mathematics in other fields or in everyday life, 2) Students who have learning independence are making mistakes in understanding relationships between topics in mathematics as well as in identifying processes or procedures in carrying out basic concepts, 3) Students have low self-reliance to make mistakes in understanding the relationship of mathematics in other fields of science or in everyday life. Based on the results of the study can be concluded that the better the students' independence in learning then the smaller make a mistake in solve the problem of mathematical connection capabilities.

An Explorative Analysis of the Feasibility of Implementing Metacognitive Strategies in Self-Regulated Learning with the Conversational Agents

2020 ◽  
Vol 64 (1) ◽  
pp. 495-499
Author(s):  
Smit Desai ◽  
Jessie Chin
Keyword(s):  
Metacognitive Strategies ◽  
Conversational Agents ◽  
Systematic Analysis ◽  
Self Regulated Learning ◽  
Computer Based Learning ◽  
New Information ◽  
Regulated Learning ◽  
Work Domain Analysis ◽  
Computer Based ◽  
Educational Applications

With the prevalence of commercially available conversational agents (CAs), little research examined the capacities and constraints of these devices to support adults to learn new information on their own. The article conducted systematic analysis on the commercially available CAs (using work domain analysis and literature review), synthesized the metacognitive strategies that have been implemented in the computer-based learning environments, and examined the feasibility to implement these strategies on CAs to support self-regulated learning. This study has implications on designing scalable evidence-based theory-driven educational applications to support users to learn new information on their own using the off-the-shelf devices.

scholarly journals How Older Adults Learn ICT—Guided and Self-Regulated Learning in Individuals With and Without Disabilities

2022 ◽  
Vol 3 ◽  
Author(s):  
Anna Schlomann ◽  
Christiane Even ◽  
Torsten Hammann
Keyword(s):  
Older Adults ◽  
Older People ◽  
Information And Communication Technologies ◽  
Fluid Intelligence ◽  
Support Network ◽  
Living Situation ◽  
Self Regulated Learning ◽  
Guided Learning ◽  
Age Related ◽  
Regulated Learning

Learning to use information and communication technologies (ICT) may be more difficult for older people due to decreases in fluid intelligence, generational effects, and other age-related effects. Especially older people with intellectual disabilities (ID) are at a high risk of digital exclusion. To enable all older adults to use ICT, individualized technology training may be provided. However, little is known about the ICT learning preferences among older people with ID. Based on semi-structured interviews with older adults (n = 7, mean age = 76.6 years) and older adults with ID (n = 14, mean age = 62.4 years), this paper analyzes learning strategies, preferences, and learning settings. The results from content analysis show that guided learning with personal explanations in a one-to-one setting is the most preferred learning format in both groups of older adults. While many older adults without ID additionally favor self-regulated learning (i.e., learning with manuals or videos), older adults with ID mostly rely on guided learning with personal assistance. The differences can be explained by different abilities (e.g., reading skills) and social networks (e.g., living situation, having children). Not all older adults have a family or an institutional support network to help them learn ICT and community organizations may provide additional support. Researchers and practitioners should be aware of the diverse knowledge backgrounds and competencies in the group of older adults. ICT training in old age should be ideally composed in a modular way embedding self-regulated learning formats into guided learning modules.

scholarly journals Does Perceived Ease of Use Mitigate Computer Anxiety and Stimulate Self-regulated Learning for Pre-Service Teacher Students?

2017 ◽  
Vol 6 (3) ◽  
pp. 154
Author(s):  
Myriam Schlag ◽  
Margarete Imhof
Keyword(s):  
Preservice Teachers ◽  
Technology Acceptance ◽  
Computer Anxiety ◽  
Electronic Portfolio ◽  
Ease Of Use ◽  
Electronic Portfolios ◽  
Perceived Ease Of Use ◽  
Self Regulated Learning ◽  
External Variables ◽  
Regulated Learning

The aim of this study is to contribute to a better understanding of challenges and factors which influence learning efficiency with electronic-portfolios. Based on the Technology Acceptance Model (TAM; Davis, Bagozzi, & Warshaw, 1989) we analyzed external variables (e.g., computer-anxiety) that influence technology acceptance and the actual system use in form of self-regulated learning. Additionally we included computer related attitudes and correlated them with external variables as well as measures of self-regulated learning. To foster learning efficacy with electronic portfolios the program Microsoft OneNote was used. A group of N = 32 preservice teachers worked on an electronic-portfolio in OneNote for 14 weeks.Results showed that computer-anxiety and the challenge of working with an electronic portfolio decreased over time. The more the computer was rated as a useful tool for learning and teaching, the less computer-anxiety, the more challenge and interest and better mood students reported. In contrast the more the computer was seen as uninfluential tool for working and learning, the more computer anxiety, hopelessness, anxiety and less positive mood, interest and joy to work on the electronic-portfolio has been reported. So, students’ computer related attitudes should be considered when working with an electronic-portfolio to better tailor instruction to learner needs.

scholarly journals HARNESSING VOICE-ASSISTED TECHNOLOGY AND IN-HOME SENSORS TO MANAGE OLDER ADULT HEALTH: A USER PREFERENCE STUDY

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S926-S927
Author(s):  
Erin L Robinson ◽  
Geunhye Park ◽  
Shradha Shalini ◽  
Trevor Levins ◽  
Kari R Lane ◽  
...  
Keyword(s):  
Older Adults ◽  
Speech Recognition ◽  
Technology Acceptance ◽  
Family Member ◽  
Health Information ◽  
Recognition Test ◽  
User Preferences ◽  
Valuable Insight ◽  
Advantages And Disadvantages ◽  
Assisted Technologies

Abstract In recent years voice-assisted technologies, such as the Amazon Echo Show and Google Home, have been harnessed to help older adults manage their health. However, little is known about the use of such technologies in combination with in-home sensor systems to help older adults age in place. Therefore, this research explored user preferences of older adults and a designated family member/friend in using voice-assisted technologies to retrieve in-home sensor-generated health information, such as fall risk and other early indicators of health changes. Seventeen dyad interviews were conducted with known pairs of older adults (Mean age=75; 56% female) and a family member/friend (Mean age=64; 89% female). Participants were given a description of the technology and its capabilities, and then were instructed to interact with each device using a prepared scenario. Participants asked each device health-related questions to elicit pre-programmed information for the respective scenarios and provided user experience feedback for each device. At the end of the interview, participants completed a speech recognition test for each device and a technology acceptance survey. Overall acceptance of the technology was high, and participants believed that using voice-assisted technologies to retrieve sensor-generated health information would be beneficial in managing their health or providing care to a family member/friend. However, advantages and disadvantages exist with each device and the Google Home generally performed better on the speech recognition test for each dyad pair. These findings provide valuable insight about older adults’ preferences (as well as family members’/friends) in using voice-assisted technologies to manage their health.

scholarly journals A User Study on the Feasibility and Acceptance of Delivering Physical Activity Programs to Older Adults through Conversational Agents

2020 ◽  
Vol 64 (1) ◽  
pp. 33-37
Author(s):  
Jessie Chin ◽  
Kelly Quinn ◽  
Naoko Muramatsu ◽  
David Marquez
Keyword(s):  
Physical Activity ◽  
Older Adults ◽  
Technology Acceptance ◽  
Rapid Growth ◽  
User Study ◽  
Evidence Based ◽  
Conversational Agents ◽  
Personnel Costs ◽  
The Future ◽  
Turn Taking

The implementation of evidence-based physical activity (PA) programs for older adults is limited in part due to the administration-related personnel costs. The rapid growth of the off-the-shelf smart speakers, conversational agents (CAs), demonstrates the potential of scalable delivery of PA programs to older adults at home. We implemented a PA virtual coach based on an evidence-based PA program on a Google Home device, and conducted a user study to examine how older adults interact with the virtual coach. Results suggested that all older adults were able to complete the PA program with guidance from the virtual coach, and showed high acceptance and intentions to use CAs in the future. Analyses on conversation turn-taking further suggested that all older adults (including 80% novice CAs users) experienced minimum difficulty talking with the PA virtual coach. Relationships among age, technology acceptance, conversation patterns and the perceived sociability of CAs are also discussed.

Sign in / Sign up

Export Citation Format

Share Document