NDLI: Conversational agents for academically productive talk: a comparison of directed and undirected agent interventions

Content Provider	Springer Nature Link
Author	Tegos, Stergios Demetriadis, Stavros Papadopoulos, Pantelis M. Weinberger, Armin
Copyright Year	2016
Abstract	Conversational agents that draw on the framework of academically productive talk (APT) have been lately shown to be effective in helping learners sustain productive forms of peer dialogue in diverse learning settings. Yet, literature suggests that more research is required on how learners respond to and benefit from such flexible agents in order to fine-tune the design of automated APT intervention modes and, thus, enhance agent pedagogical efficacy. Building on this line of research, this work explores the impact of a configurable APT agent that prompts peers to build on prior knowledge and logically connect their contributions to important domain concepts discussed in class. A total of 96 computer science students engaged in a dialogue-based activity in the context of a Human-Computer Interaction (HCI) university course. During the activity, students worked online in dyads to accomplish a learning task. The study compares three conditions: students who collaborated without any agent interference (control), students who received undirected agent interventions that addressed both peers in the dyad (U treatment), and students who received directed agent interventions addressing a particular learner instead of the dyad (D treatment). The results suggest that although both agent intervention methods can improve students’ learning outcomes and dyad in-task performance, the directed one is more effective than the undirected one in enhancing individual domain knowledge acquisition and explicit reasoning. Furthermore, findings show that the positive effect of the agent on dyad performance is mediated by the frequency of students’ contributions displaying explicit reasoning, while most students perceive agent involvement favorably.
Starting Page	417
Ending Page	440
Page Count	24
File Format	PDF
ISSN	15561607
Journal	International Journal of Computer-Supported Collaborative Learning
Volume Number	11
Issue Number	4
e-ISSN	15561615
Language	English
Publisher	Springer US
Publisher Date	2016-11-18
Publisher Institution	International Society of the Learning Sciences
Publisher Place	New York
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Conversational agent Academically productive talk Computer-supported collaborative learning Peer dialogue Educational Technology Learning and Instruction User Interfaces and Human Computer Interaction Computers and Education Cognitive Psychology
Content Type	Text
Resource Type	Article
Subject	Education Human-Computer Interaction

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1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
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