Gaze awareness and metacognitive suggestions by a pedagogical conversational agent: An experimental investigation on interventions to support collaborative learning process and performance
Gaze awareness and metacognitive suggestions by a pedagogical conversational agent: An experimental investigation on interventions to support collaborative learning process and performance
复制标题
教学对话代理的注视意识和元认知建议：支持协作学习过程和表现的干预措施的实验研究
DOI：
10.1007/s11412-020-09333-3
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发表时间：
2020
影响因子：
4.3
通讯作者：
Yugo Hayashi
中科院分区：
文献类型：
--
作者：
Ohue M;Aoyama K;Akiyama Y;Yugo Hayashi
协作学习的研究表明，同伴协作解释活动促进反思和元认知，建立共同点和成功的协调是实现有效的协作学习任务中的知识共享的关键。关于计算机支持的协作学习的研究调查了意识工具如何促进小组内的协调，以及如何使用外部促进脚本可以在协作过程中引出详细的知识。然而，这些工具对协作过程和绩效的性质的单独和联合影响很少被调查。本研究探讨两种促进方法-协调支持通过学习者凝视意识反馈和元认知建议提供通过教学会话代理（PCA）-是能够提高学习过程和学习收益。将80名参与者分为两组，入组一项2 × 2受试者间研究。第一个和第二个因素分别是实时凝视反馈（无与可见凝视）和提供预防的PCA（无与可见代理）的存在。两种评价方法：即，对话分析的协作过程和学习成果的评价。实时凝视反馈和PCA建议促进了协调过程，而凝视在提高学习收益方面相对更有效。在注视反馈条件下，学习者在收到PCA建议后取得了上级的学习收益。一个成功的协调/高学习成绩的相关性，注意到只有学习者同时接收可见的凝视反馈和PCA的建议（可见的凝视/可见的代理）。这一发现有可能产生改进的协作过程和学习收益，通过整合这两种方法，以及对协作学习支持系统的设计原则更普遍的贡献。
Research 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.