Advancing Development of Intercultural Competence through Supporting Predictions in Narrative Video

Autor/inn/en	Ogan, Amy; Aleven, Vincent; Jones, Christopher
Titel	Advancing Development of Intercultural Competence through Supporting Predictions in Narrative Video
Quelle	In: International Journal of Artificial Intelligence in Education, 19 (2009) 3, S.267-288 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1560-4292
Schlagwörter	Foreign Countries; Intelligent Tutoring Systems; Perspective Taking; Cultural Awareness; Prediction; Multicultural Education; Second Language Instruction; Second Language Learning; French; College Students; College Instruction; Introductory Courses; Virtual Classrooms; Instructional Design; Educational Technology; Computer System Design; Programming; Computer Software; Computer Software Evaluation; Electronic Learning; Web Based Instruction; Comparative Analysis; Pretests Posttests; Program Descriptions; Program Effectiveness; Program Development; Instructional Effectiveness; Intercultural Communication; Video Technology; Online Courses; Blended Learning; France; Pennsylvania + Suchen Sie Ihr Suchwort? Ausland; Intelligentes Tutorsystem; Zukunftsperspektive; Cultural identity; Kulturelle Identität; Vorhersage; Multikulturelle Erziehung; Fremdsprachenunterricht; Zweitsprachenerwerb; Französisch; Collegestudent; Hochschullehre; Einführungskurs; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtsmedien; Programmierung; Softwareanalyse; Web Based Training; Programmplanung; Unterrichtserfolg; Interkulturelle Kommunikation; Online course; Online-Kurs; Frankreich
Abstract	Most successes in intelligent tutoring systems have come in well-defined domains like algebra or physics. We investigate how to support students in acquiring ill-defined skills of intercultural competence using an online environment that employs clips of feature films from a target culture. To test the effectiveness of a set of attention-focusing techniques ("pause-predict-ponder") we created ICCAT, a simple tutor that enhances an existing classroom model for the development of intercultural competence. We ran a study in two French Online classrooms with 34 participants, comparing ICCAT versions with and without these techniques. We found that the addition of pause-predict-ponder seemed to guide students in acquiring cultural knowledge and significantly increased students' ability to reason from an intercultural perspective. Further analysis of the posttest and the post-video viewing discussion found that students in the experimental condition were significantly assisted by the prediction, and were able to maintain a high quality of discussion over time. The research thus establishes that a simple model for intercultural competence activities, enhanced with the novel pause-predict-ponder techniques, is a viable approach to creating tutors in an ill-defined domain, and possibly better suited to the demands of the domain than the standard problem-solving approach embedded in intelligent tutoring systems. (Contains 8 figures and 1 table.) (As Provided).
Anmerkungen	IOS Press. Nieuwe Hemweg 6B, Amsterdam, 1013 BG, The Netherlands. Tel: +31-20-688-3355; Fax: +31-20-687-0039; e-mail: info@iospress.nl; Web site: http://www.iospress.nl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10