Conversational Agents to Support Remote Personalized Instruction for Diverse Learners

Autor/inn/en	Carter, Richard Allen, Jr.; Zhang, Ling; Hunt, Tiffany L.; Emerling, Christopher R.; Yang, Sohyun; Rujimora, James
Titel	Conversational Agents to Support Remote Personalized Instruction for Diverse Learners
Quelle	In: TechTrends: Linking Research and Practice to Improve Learning, 67 (2023) 4, S.626-636 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Carter, Richard Allen, Jr.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-3894
DOI	10.1007/s11528-023-00877-3
Schlagwörter	Distance Education; Educational Technology; Technology Uses in Education; Artificial Intelligence; Natural Language Processing; Student Diversity; Student Needs + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Künstliche Intelligenz; Natürliche Sprache
Abstract	Recent developments in Conversational Agents (CAs) have offered researchers new ways to develop personalized learning support for students that is accessible in various environments. Traditionally, CA learner experiences are accessible through home devices, including Alexa Echo and Google Nest, for tasks such as setting reminders, ordering products, and controlling smart home functions. However, there is an opportunity to expand CA's range to investigate the role of CAs in guiding instruction as a novel digital learning modality for learners with diverse needs. This article introduces considerations for designing CAs that leverage aspects of personalized student learning paired with common pedagogical instruction accessible on demand. Guided by classical theories of multimodal learning and self-regulated learning, we describe how to design CAs to capture personalized student variables throughout the voice instruction. Finally, we discuss the implications and potential for CAs moving forward to meet diverse learning needs of all learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01