“Alexa, Can I Program You?”: Student Perceptions of Conversational Artificial Intelligence Before and After Programming Alexa
“Alexa, Can I Program You?”: Student Perceptions of Conversational Artificial Intelligence Before and After Programming Alexa
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“Alexa，我能为你编程吗？”：学生对 Alexa 编程前后对话式人工智能的看法
DOI：
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
Tommy Heng
中科院分区：
文献类型：
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作者：
Jessica Van Brummelen;Viktoriya Tabunshchyk;Tommy Heng
在一个充满人工智能的世界中长大，Siri和亚马逊Alexa经常在手臂或语音范围内，可能会对儿童产生重大影响。对话代理可以影响学生如何将计算机系统拟人化或发展心理理论。以往的研究探讨了如何会话代理人使用和感知的儿童内和学习环境外。这项研究调查了初中和高中学生如何通过在为期一周的人工智能教育研讨会中编程自己的会话代理来改变对Alexa的看法。具体来说，我们调查了研讨会对学生对Alexa的智能，友好，活泼，安全，可信，人性化和亲密感的看法的影响。我们发现，学生们觉得Alexa更聪明，在研讨会后感觉更接近Alexa。我们还发现，学生对Alexa的友好性和可信度以及安全性和可信度的看法之间存在很强的相关性。我们建议设计师在为学习环境设计会话代理时仔细考虑拟人化，透明性，趣味性和实用性。
Growing up in an artificial intelligence-filled world, with Siri and Amazon Alexa often within arm’s—or speech’s—reach, could have significant impact on children. Conversational agents could influence how students anthropomorphize computer systems or develop a theory of mind. Previous research has explored how conversational agents are used and perceived by children within and outside of learning contexts. This study investigates how middle and high school students’ perceptions of Alexa change through programming their own conversational agents in week-long AI education workshops. Specifically, we investigate the workshops’ influence on student perceptions of Alexa’s intelligence, friendliness, aliveness, safeness, trustworthiness, human-likeness, and feelings of closeness. We found that students felt Alexa was more intelligent and felt closer to Alexa after the workshops. We also found strong correlations between students’ perceptions of Alexa’s friendliness and trustworthiness, and safeness and trustworthiness. We recommend designers carefully consider personification, transparency, playfulness and utility when designing conversational agents for learning contexts.
德国“幼儿园”中活动提供的性别典型性和儿童与教师关系的密切程度对作为男孩和女孩早期基本识字指标的拼写能力发展的影响
影响因子：
3.6
作者：
Wolter;Glüer;Hannover
通讯作者：
Hannover
展望 K-12 的人工智能：每个孩子都应该了解哪些关于人工智能的知识？
DOI：
10.1609/aaai.v33i01.33019795
发表时间：
2019
期刊：
Proceedings of the AAAI Conference on Artificial Intelligence
影响因子：
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作者：
Touretzky, David;Gardner-McCune, Christina;Martin, Fred;Seehorn, Deborah
通讯作者：
Seehorn, Deborah