Socially Capable Conversational Tutors Can Be Effective in Collaborative Learning Situations
Socially Capable Conversational Tutors Can Be Effective in Collaborative Learning Situations
复制标题
具有社交能力的会话导师可以在协作学习情境中发挥作用
DOI：
10.1007/978-3-642-13388-6_20
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发表时间：
2010
期刊：
影响因子：
--
通讯作者：
C. Rosé
中科院分区：
文献类型：
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作者：
Rohit Kumar;H. Ai;J. Beuth;C. Rosé
事实证明，Dialog在支持个人和小组学习者方面都是有效的。然而，与个人学习者的情况不同，学习者团队经常忽视和滥用自动导师。小群体交际领域的理论和实证研究都认为，群体参与者在互动过程中既会表现出任务行为，也会表现出社会情感行为。然而，在自动化会话代理方面，社会情感行为的影响还没有得到很好的理解，特别是在多方交互的情况下。在本文中，我们将描述一个社会能力的会话导师，支持团队的三个（或更多）的学习者在设计任务的评价。这个导师的社会中立的基线代理人和人的能力的“黄金标准”导师进行评估比较，证明社会能力导师实现显着更高的学习收益比中立的，纯粹的任务为重点的导师和学习收益没有显着不同的人的能力的“黄金标准”导师。
Tutorial Dialog has been shown to be effective in supporting both individual as well as group learners. However, unlike the case with individual learners, teams of learners often ignore and abuse the automated tutors. Both theory and empirical work in the area of small group communication argue that group participants display both task as well as socio-emotional behaviors during interactions. However, in connection with automated conversational agents, the effects of socio-emotional behaviors are much less well understood, especially in the case of multi-party interactions. In this paper, we will describe an evaluation of a socially capable conversational tutor that supports teams of three (or more) learners in a design task. This tutor is evaluated in comparison with a socially neutral baseline agent and human capability “gold standard” tutors demonstrating that the socially capable tutor achieves significantly higher learning gains than the neutral, purely task focused tutor and learning gains not significantly different from the human capability “gold standard” tutors.