Literaturnachweis - Detailanzeige
Autor/inn/en | Ogan, Amy; Aleven, Vincent; Jones, Christopher |
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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 |
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 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). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |