Pub Date : 2012-03-05DOI: 10.4018/978-1-4666-4912-5.CH024
Carmen E. Macharaschwili, Linda Skidmore
Universities are challenged with providing quality educational experiences that meet students’ needs for engagement and collaboration. The availability of computer-mediated communication tools provides opportunities for such needs to be met as well as allows students the opportunity to complete higher education degree requirements in virtual environments This chapter discusses how Voice over Internet Protocol (VoIP) was used in a unique Skype-Buddy system to provide virtual face-to-face participation in traditional doctoral classrooms. Students’ and professors’ satisfaction, benefits, challenges, and surprises in this system are examined. Results and recommendations from this study are applicable in undergraduate and secondary level classrooms.
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In this study, we investigate the effects of conversational agents on communication and interaction when used to assist participants in developing an online portfolio. Data from 52 participants were gathered and analyzed through questionnaires, written reflections, transcripts of student-agent interactions, and focus groups. Data revealed that participants communicated with the agents on issues ranging from portfolio development to popular culture. Although participants did not view the agents as particularly helpful in completing class activities, they did use them as social companions throughout the four-week study. Implications of the findings for future design and research include: (a) learner-developed conversational agents, (b) improved " intelligence " with which agents deliver content-based knowledge, and (c) further developed virtual characters that can meet users' humanistic and utilitarian expectations. Virtual characters are becoming more common within industry and academia where they have been used in a variety of domains for multiple purposes, such as assisting learners on how to complete a task (e.g., Baylor and Ryu, 2003) or to report sports news online conducted on the use of virtual characters in educational environments although these have come to no consensus as to whether virtual characters improve learning and teaching. argued that the use of agents does not generally contribute to improved performance. Specifically, Baylor (2002) observed that student performance on the development of an instructional plan did not differ among agent conditions. Craig, Gholson and Driscoll (2002) discovered that agent properties (agent only, agent with gesture, no agent) were not able to explain differences in students' performances for retention, matching, transfer, and multiple choice questions; and Mayer, Dow and Mayer (2003) found no significant difference on problem-solving transfer performance regarding the presence of the agent's image on the screen. found that students who interacted with an agent and received text in audio format attained higher scores than those working without an agent and receiving instruction via written text. Dehn and van Mulken (2000) and Gulz (2004) examined the proposed benefits of agent-enhanced learning environments and found that the evidence for integrating agents in educational settings is at best mixed. This lack of unanimity is further complicated by differences in the design of agents and experiments (Clark and Choi, 2005). For example, Cole et al. (2003) had used an agent that was described as a disembodied head lacking natural facial expressions, while Louwerse et al. (2005) used a Conversational Agents 4 This DRAFT copy is provided …
在这项研究中，我们调查了会话代理在帮助参与者开发在线投资组合时对沟通和互动的影响。来自52名参与者的数据通过问卷调查、书面反思、学生-代理人互动记录和焦点小组收集和分析。数据显示，参与者与经纪人就从投资组合开发到流行文化等问题进行了交流。尽管参与者并不认为代理在完成课堂活动方面有特别的帮助，但在为期四周的研究中，他们确实将代理作为社交伙伴。研究结果对未来设计和研究的影响包括:(a)学习者开发的会话代理，(b)改进的“智能”，代理提供基于内容的知识，以及(c)进一步开发能够满足用户人文和实用期望的虚拟角色。虚拟角色在工业界和学术界变得越来越普遍，它们已经被用于多种目的的各种领域，例如帮助学习者如何完成任务(例如，Baylor和Ryu, 2003)，或者在教育环境中使用虚拟角色在线报道体育新闻，尽管这些对于虚拟角色是否能改善学习和教学尚未达成共识。认为代理的使用通常无助于提高性能。具体而言，Baylor(2002)观察到学生在制定教学计划方面的表现在不同的代理条件下没有差异。Craig, Gholson和Driscoll(2002)发现代理属性(仅代理、带手势的代理、无代理)不能解释学生在保留、匹配、转移和多项选择题上的表现差异;Mayer, Dow和Mayer(2003)发现，在屏幕上出现代理图像时，问题解决迁移性能没有显著差异。发现与代理互动并接受音频格式文本的学生比没有代理并接受书面文本指导的学生得分更高。Dehn和van Mulken(2000)以及Gulz(2004)研究了被提议的主体增强学习环境的好处，并发现在教育环境中整合主体的证据充其量是混合的。由于代理和实验设计的差异，这种一致性的缺乏进一步复杂化了(Clark and Choi, 2005)。例如，Cole等人(2003)使用了一个被描述为没有自然面部表情的无实体头部的智能体，而Louwerse等人(2005)使用了一个会话智能体。
{"title":"Conversational Agents and Their Longitudinal Affordances on Communication and Interaction","authors":"A. Doering, G. Veletsianos, Theano Yerasimou","doi":"10.25316/IR-65","DOIUrl":"https://doi.org/10.25316/IR-65","url":null,"abstract":"In this study, we investigate the effects of conversational agents on communication and interaction when used to assist participants in developing an online portfolio. Data from 52 participants were gathered and analyzed through questionnaires, written reflections, transcripts of student-agent interactions, and focus groups. Data revealed that participants communicated with the agents on issues ranging from portfolio development to popular culture. Although participants did not view the agents as particularly helpful in completing class activities, they did use them as social companions throughout the four-week study. Implications of the findings for future design and research include: (a) learner-developed conversational agents, (b) improved \" intelligence \" with which agents deliver content-based knowledge, and (c) further developed virtual characters that can meet users' humanistic and utilitarian expectations. Virtual characters are becoming more common within industry and academia where they have been used in a variety of domains for multiple purposes, such as assisting learners on how to complete a task (e.g., Baylor and Ryu, 2003) or to report sports news online conducted on the use of virtual characters in educational environments although these have come to no consensus as to whether virtual characters improve learning and teaching. argued that the use of agents does not generally contribute to improved performance. Specifically, Baylor (2002) observed that student performance on the development of an instructional plan did not differ among agent conditions. Craig, Gholson and Driscoll (2002) discovered that agent properties (agent only, agent with gesture, no agent) were not able to explain differences in students' performances for retention, matching, transfer, and multiple choice questions; and Mayer, Dow and Mayer (2003) found no significant difference on problem-solving transfer performance regarding the presence of the agent's image on the screen. found that students who interacted with an agent and received text in audio format attained higher scores than those working without an agent and receiving instruction via written text. Dehn and van Mulken (2000) and Gulz (2004) examined the proposed benefits of agent-enhanced learning environments and found that the evidence for integrating agents in educational settings is at best mixed. This lack of unanimity is further complicated by differences in the design of agents and experiments (Clark and Choi, 2005). For example, Cole et al. (2003) had used an agent that was described as a disembodied head lacking natural facial expressions, while Louwerse et al. (2005) used a Conversational Agents 4 This DRAFT copy is provided …","PeriodicalId":39726,"journal":{"name":"Journal of Interactive Learning Research","volume":"7 1","pages":"251-270"},"PeriodicalIF":0.0,"publicationDate":"2008-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69174659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2001-12-22DOI: 10.1163/9789087903640_017
David R. Geelan, P. Taylor
Computer mediated communication—including web pages, email and web-based bulletin boards—was used to support the development of a cooperative learning community among students in a web-based distance education unit for practicing science and mathematics educators. The students lived in several Australian states and a number of Pacific Rim countries. They reported increased satisfaction with their studies, decreased feelings of isolation, and better support for their learning processes. This article describes the iterative processes of research and design involved in developing and refining the unit, which was based in a social constructivist/constructionist conception of teaching and learning, between 1997 and 1999. Issues and implications for others planning to develop web-based teaching units, including the time and energy commitment involved, and the challenges of credibly assessing online participation, are also considered.
{"title":"Embodying Our Values in Our Teaching Practices: Building Open and Critical Discourse through Computer Mediated Communication","authors":"David R. Geelan, P. Taylor","doi":"10.1163/9789087903640_017","DOIUrl":"https://doi.org/10.1163/9789087903640_017","url":null,"abstract":"Computer mediated communication—including web pages, email and web-based bulletin boards—was used to support the development of a cooperative learning community among students in a web-based distance education unit for practicing science and mathematics educators. The students lived in several \u0000Australian states and a number of Pacific Rim countries. They reported increased satisfaction with their studies, decreased feelings of isolation, and better support for their learning processes. This article describes the iterative processes of research and design involved in developing and refining the unit, which was based in a social constructivist/constructionist conception of teaching and learning, between 1997 and 1999. Issues and implications \u0000for others planning to develop web-based teaching units, including the time and energy commitment involved, and the \u0000challenges of credibly assessing online participation, are also considered.","PeriodicalId":39726,"journal":{"name":"Journal of Interactive Learning Research","volume":"12 1","pages":"375-401"},"PeriodicalIF":0.0,"publicationDate":"2001-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64568593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Interactive storytelling systems for children","authors":"BersMarina Umaschi, CassellJustine","doi":"10.5555/313715.313721","DOIUrl":"https://doi.org/10.5555/313715.313721","url":null,"abstract":"","PeriodicalId":39726,"journal":{"name":"Journal of Interactive Learning Research","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"1999-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71140200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Using mapping for cognitive assessment in project-based science","authors":"J. Laffey, Jon Singer","doi":"10.5555/313722.313729","DOIUrl":"https://doi.org/10.5555/313722.313729","url":null,"abstract":"","PeriodicalId":39726,"journal":{"name":"Journal of Interactive Learning Research","volume":"502 1","pages":"363-387"},"PeriodicalIF":0.0,"publicationDate":"1997-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71140232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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