Conversational Agent to Promote Students' Productive Talk: The Effect of Solicited vs. Unsolicited Agent Intervention

2014 ◽  
Author(s):  
Stergios Tegos ◽  
Stavros N. Demetriadis ◽  
Anastasios Karakostas
Keyword(s):  
Conversational Agent ◽  
Productive Talk

Real-Time Tailoring of Depression Counseling by Conversational Agent

Iproceedings ◽  
2016 ◽  
Vol 2 (1) ◽  
pp. e27 ◽  
Author(s):  
Lazlo Ring ◽  
Timothy Bickmore ◽  
Paola Pedrelli
Keyword(s):  
Real Time ◽  
Conversational Agent

scholarly journals Attention-based hierarchical recurrent neural networks for MOOC forum posts analysis

2020 ◽  
Author(s):  
Nicola Capuano ◽  
Santi Caballé ◽  
Jordi Conesa ◽  
Antonio Greco
Keyword(s):  
Neural Networks ◽  
Recurrent Neural Networks ◽  
Text Categorization ◽  
Online Courses ◽  
Recurrent Network ◽  
Subject Area ◽  
Conversational Agents ◽  
Collaborative Tools ◽  
Experimental Findings ◽  
Productive Talk

AbstractMassive open online courses (MOOCs) allow students and instructors to discuss through messages posted on a forum. However, the instructors should limit their interaction to the most critical tasks during MOOC delivery so, teacher-led scaffolding activities, such as forum-based support, can be very limited, even impossible in such environments. In addition, students who try to clarify the concepts through such collaborative tools could not receive useful answers, and the lack of interactivity may cause a permanent abandonment of the course. The purpose of this paper is to report the experimental findings obtained evaluating the performance of a text categorization tool capable of detecting the intent, the subject area, the domain topics, the sentiment polarity, and the level of confusion and urgency of a forum post, so that the result may be exploited by instructors to carefully plan their interventions. The proposed approach is based on the application of attention-based hierarchical recurrent neural networks, in which both a recurrent network for word encoding and an attention mechanism for word aggregation at sentence and document levels are used before classification. The integration of the developed classifier inside an existing tool for conversational agents, based on the academically productive talk framework, is also presented as well as the accuracy of the proposed method in the classification of forum posts.

scholarly journals A Virtual Conversational Agent for Teens with Autism Spectrum Disorder

2020 ◽  
Author(s):  
Mohammad Rafayet Ali ◽  
Seyedeh Zahra Razavi ◽  
Raina Langevin ◽  
Abdullah Al Mamun ◽  
Benjamin Kane ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Conversational Agent

scholarly journals Gaze awareness and metacognitive suggestions by a pedagogical conversational agent: an experimental investigation on interventions to support collaborative learning process and performance

2020 ◽  
Vol 15 (4) ◽  
pp. 469-498 ◽  
Author(s):  
Yugo Hayashi
Keyword(s):  
Collaborative Learning ◽  
Real Time ◽  
Learning Process ◽  
Common Ground ◽  
Learning Performance ◽  
Conversational Agent ◽  
Learning Gains ◽  
Computer Supported Collaborative Learning ◽  
Collaborative Process ◽  
And Performance

AbstractResearch on collaborative learning has revealed that peer-collaboration explanation activities facilitate reflection and metacognition and that establishing common ground and successful coordination are keys to realizing effective knowledge-sharing in collaborative learning tasks. Studies on computer-supported collaborative learning have investigated how awareness tools can facilitate coordination within a group and how the use of external facilitation scripts can elicit elaborated knowledge during collaboration. However, the separate and joint effects of these tools on the nature of the collaborative process and performance have rarely been investigated. This study investigates how two facilitation methods—coordination support via learner gaze-awareness feedback and metacognitive suggestion provision via a pedagogical conversational agent (PCA)—are able to enhance the learning process and learning gains. Eighty participants, organized into dyads, were enrolled in a 2 × 2 between-subject study. The first and second factors were the presence of real-time gaze feedback (no vs. visible gaze) and that of a suggestion-providing PCA (no vs. visible agent), respectively. Two evaluation methods were used: namely, dialog analysis of the collaborative process and evaluation of learning gains. The real-time gaze feedback and PCA suggestions facilitated the coordination process, while gaze was relatively more effective in improving the learning gains. Learners in the Gaze-feedback condition achieved superior learning gains upon receiving PCA suggestions. A successful coordination/high learning performance correlation was noted solely for learners receiving visible gaze feedback and PCA suggestions simultaneously (visible gaze/visible agent). This finding has the potential to yield improved collaborative processes and learning gains through integration of these two methods as well as contributing towards design principles for collaborative-learning support systems more generally.

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