What Do Learners and Pedagogical Agents Discuss When Given Opportunities for Open-Ended Dialogue?

Autor/inn/en	Veletsianos, George; Russell, Gregory S.
Titel	What Do Learners and Pedagogical Agents Discuss When Given Opportunities for Open-Ended Dialogue?
Quelle	In: Journal of Educational Computing Research, 48 (2013) 3, S.381-401 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.2190/EC.48.3.e
Schlagwörter	Pictorial Stimuli; Simulated Environment; Literature Reviews; Interaction; Interpersonal Communication; Computer Mediated Communication; Cybernetics; Social Influences; Preservice Teachers; Elementary School Teachers; Graduate Students; Technology Uses in Education; Artificial Intelligence; Documentation; Content Analysis; Coding; Role + Suchen Sie Ihr Suchwort? Fantasieanregung; Künstliche Umwelt; Interaktion; Interpersonale Kommunikation; Computerkonferenz; Kybernetik; Sozialer Einfluss; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Künstliche Intelligenz; Dokumentation; Inhaltsanalyse; Codierung; Programmierung; Rollen
Abstract	Researchers claim that pedagogical agents engender opportunities for social learning in digital environments. Prior literature, however, has not thoroughly examined the discourse between agents and learners. To address this gap, we analyzed a data corpus of interactions between agents and learners using open coding methods. Analysis revealed that: (1) conversations between learners and agents included sporadic on-task interactions with limited follow-up; (2) conversations were often playful and lighthearted; (3) learners positioned agents in multiple instructional/social roles; (4) learners utilized numerous strategies for understanding agent responses; (5) learners were interested in agents' relationship status and love interests; and (6) learners asked personal questions to the agent but did not reciprocate to requests to talk about themselves. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01