My science tutor: A conversational multimedia virtual tutor for elementary school science
My science tutor: A conversational multimedia virtual tutor for elementary school science
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我的科学导师：小学科学的对话式多媒体虚拟导师
DOI：
10.1145/1998384.1998392
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发表时间：
2011
期刊：
影响因子：
--
通讯作者：
Lee Becker
中科院分区：
文献类型：
--
作者：
Wayne H. Ward;R. Cole;Daniel Bolaños;Cindy Buchenroth;Edward Svirsky;Sarel van Vuuren;T. Weston;Jing Zheng;Lee Becker
本文介绍了我的科学导师（MyST），一个智能辅导系统，旨在提高科学学习的学生在第三，第四，第五年级（7至11岁）通过对话对话与虚拟科学导师。在我们的研究中，个别学生在课堂科学调查后的15至20分钟的会议期间与虚拟导师Marni进行口头对话，以讨论和扩展调查中嵌入的概念。MyST中的口语对话旨在通过提出开放式问题并伴有与课堂调查和正在学习的科学概念相关的插图或动画来支撑学习。互动的重点是引发学生的自我表达。为此，Marni应用了一些质疑作者的原则，这是一种经过验证的课堂对话方法，挑战学生思考并将新概念与先前知识相结合，以构建可用于解释和预测科学现象的丰富的心理模型。在这篇文章中，我们描述了如何使用自动语音识别（ASR）和自然语言处理的口语对话，以刺激学生的思考，推理和自我解释。我们描述了MyST系统架构和向导的奥兹过程，用于收集数据，从辅导会议与小学生。使用收集的数据的过程中，我们提出了评估的ASR和语义分析组件。目前正在对系统使用后的学习成果进行正式评价。本文介绍了教师和儿童对MyST印象的调查结果。
This article describes My Science Tutor (MyST), an intelligent tutoring system designed to improve science learning by students in 3rd, 4th, and 5th grades (7 to 11 years old) through conversational dialogs with a virtual science tutor. In our study, individual students engage in spoken dialogs with the virtual tutor Marni during 15 to 20 minute sessions following classroom science investigations to discuss and extend concepts embedded in the investigations. The spoken dialogs in MyST are designed to scaffold learning by presenting open-ended questions accompanied by illustrations or animations related to the classroom investigations and the science concepts being learned. The focus of the interactions is to elicit self-expression from students. To this end, Marni applies some of the principles of Questioning the Author, a proven approach to classroom conversations, to challenge students to think about and integrate new concepts with prior knowledge to construct enriched mental models that can be used to explain and predict scientific phenomena. In this article, we describe how spoken dialogs using Automatic Speech Recognition (ASR) and natural language processing were developed to stimulate students' thinking, reasoning and self explanations. We describe the MyST system architecture and Wizard of Oz procedure that was used to collect data from tutorial sessions with elementary school students. Using data collected with the procedure, we present evaluations of the ASR and semantic parsing components. A formal evaluation of learning gains resulting from system use is currently being conducted. This paper presents survey results of teachers' and children's impressions of MyST.
影响因子：
5.4
作者：
KINTSCH, W
通讯作者：
KINTSCH, W