Simulating Challenging Social Situations with Intelligent Agents to Support Novice Computer Science Teachers in Self- and Social- Regulation Strategies

使用智能代理模拟具有挑战性的社会情境，以支持计算机科学新手教师的自我调节和社会调节策略

• 批准号: 1917668
• 负责人: Justin Reich
• 金额: $ 74.77万
• 依托单位: Massachusetts Institute of Technology
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-07-15 至 2023-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1917668&HistoricalAwards=false
• 关键词: Simulating; Challenging; Social; Situations; Intelligent

Effective educators must often engage in difficult conversations that require emotional self-regulation (strategies of managing oneself) and social-regulation (strategies of managing the interaction between oneself and others) to have successful outcomes. In dealing with angry parents, confused students, or frustrated colleagues, educators must address stressful situations while remaining calm, attending to student needs, and simultaneously deploying effective teaching practice. When these conversations engage issues of identity, self-esteem, or sense of belonging, the consequences of educators' words and actions can make a significant impact--for good or for ill--on the lives of young people. In this project, the team builds upon an existing mobile web application for digital simulations, Teacher Moments. Novice teachers will be immersed in vignettes of classroom life presented in text, animation, and video. Participants provide improvised text and audio responses to scenarios involving students, parents or other school personnel. The project will develop intelligent agents within the system to analyze participant audio data for emotional and sociolinguistic cues to help assess whether novice teachers are practicing effective self-regulation and social-regulation strategies that may lower the level of tension within the interaction. These "regulation sensors" will be combined with intelligent, personalized interventions to support novice teachers through scaffolded reflection and feedback, while supporting teacher educators with data for coaching. If successful, the models can be adapted to other fields--such as social work, pastoral care, law enforcement, and medicine--where practitioners must effectively manage difficult conversations. This research project is implemented as a research-practice partnership combining the expertise of learning scientists, computational linguists, and teacher educators. The team will recruit a cohort of ten Fellows, teacher educators who train and support computer science teachers. Regarding specific activities for the learning and educational research, the team will: (1) co-design and field test new scenarios in Teacher Moments that reflect high-leverage, high-equity computer science practices; (2) determine the baseline affective experience of and conversational strategies employed by preservice computer science teachers in responding to difficult teaching conversations in a digital simulation; (3) use technology to support preservice computer science teachers in affective self-regulation with the aim of a positive impact on students; (4) support preservice teachers' use of effective conversational strategies during difficult teaching conversations in the simulation; and (5) foster metacommunicative awareness in preservice computer science teachers. With respect to technology research and development, the project will: (1) develop sensors based on natural language processing that can identify more and less effective emotional and social regulation; (2) develop instructional scaffolds that can support novice teachers in emotional regulation, social regulation, and teaching practice; (3) personalize the deployment of appropriate scaffolds--directly to novice teachers and through teacher educators--based on data collected by regulation sensors; (4) evaluate how digital clinical simulation systems with regulation sensors and instructional scaffolds need to be adapted to diverse teacher education contexts; and (5) support technical foundations for an intelligent teacher feedback system for novice educators with potential for applications in other fields.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

有效的教育者必须经常参与困难的对话，需要情绪自我调节（管理自己的策略）和社会调节（管理自己和他人之间的互动策略）才能取得成功。在处理愤怒的父母，困惑的学生，或沮丧的同事，教育工作者必须解决压力的情况下，同时保持冷静，照顾学生的需求，并同时部署有效的教学实践。当这些对话涉及身份、自尊或归属感问题时，教育工作者的言行会对青年人的生活产生重大影响-无论是好是坏。在这个项目中，团队建立在现有的移动的网络应用程序的数字模拟，教师时刻。新手教师将沉浸在以文本、动画和视频呈现的课堂生活的小插曲中。参与者提供即兴的文字和音频响应涉及学生，家长或其他学校人员的情况。该项目将在系统中开发智能代理，分析参与者的音频数据，以获得情感和社会语言学线索，以帮助评估新手教师是否正在实施有效的自我调节和社会调节策略，这些策略可能会降低互动中的紧张程度。这些“监管传感器”将与智能的个性化干预相结合，通过脚手架式的反思和反馈来支持新手教师，同时为教师教育者提供数据指导。如果成功的话，这些模式可以适用于其他领域，如社会工作、牧师关怀、执法和医学，在这些领域，从业者必须有效地管理困难的对话。这个研究项目是作为一个研究实践伙伴关系，结合学习科学家，计算语言学家和教师教育工作者的专业知识。该团队将招募10名研究员，他们是培训和支持计算机科学教师的教师教育工作者。关于学习和教育研究的具体活动，该团队将：（1）共同设计和实地测试教师时刻中反映高杠杆，高公平计算机科学实践的新情景;（2）确定计算机科学教师在数字模拟中应对困难教学对话时的基线情感体验和对话策略;（3）确定计算机科学教师在数字模拟中应对困难教学对话时的情感体验和对话策略。（3）利用技术支持计算机科学教师进行情感自我调节，以期对学生产生积极的影响;（4）支持计算机科学教师在模拟教学对话中使用有效的对话策略;（5）培养计算机科学教师的元认知意识。在技术研发方面，该项目将：（1）开发基于自然语言处理的传感器，可以识别更多和更少有效的情感和社会调节;（2）开发教学支架，可以支持新手教师的情感调节，社会调节和教学实践;（3）根据监管传感器收集的数据，直接向新手教师或通过教师教育者个性化部署适当的脚手架;（4）评估如何调整数字临床模拟系统与调节传感器和教学支架需要适应不同的教师教育背景;以及（5）支持为新手教育工作者提供智能教师反馈系统的技术基础，该系统具有在其他领域应用的潜力。该奖项反映了NSF的法定使命，并已被认为是值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估的支持。

项目成果

Integrating Dynamic Supports into an Equity Teaching Simulation to Promote Equity Mindsets

将动态支持融入公平教学模拟以促进公平心态

• DOI: 10.1145/3491140.3528327
• 发表时间: 2022
• 期刊: L@S '22: Proceedings of the Ninth ACM Conference on Learning @ Scale
• 作者: Marvez, G. R.;Zheng, Tianyuan;Littenberg-Tobias, Joshua;Hillaire, Garron;O'Brien, Sara;Reich, Justin
• 通讯作者: Reich, Justin

Investigating Adoption and Collaboration with Digital Clinical Simulations by Teacher Educators.

调查教师教育工作者对数字临床模拟的采用和协作。

• 发表时间: 2021
• 期刊: Proceedings of the 2021 Society for Information Technology and Teacher Education (SITE
• 作者: Dutt, Ritam;Hillaire, Garron;Fang, Alison;Larke, Laura;Rosé, Carolyn;Reich, Justin
• 通讯作者: Reich, Justin

Digital Clinical Simulation Suite: Specifications and Architecture for Simulation-Based Pedagogy at Scale

数字临床模拟套件：大规模基于模拟的教学法的规范和架构

• DOI: 10.1145/3491140.3528276
• 发表时间: 2022
• 期刊: L@S '22: Proceedings of the Ninth ACM Conference on Learning @ Scale
• 作者: Hillaire, Garron;Waldron, Rick;Littenberg-Tobias, Joshua;Thompson, Meredith;O'Brien, Sara;Marvez, G. R.;Reich, Justin
• 通讯作者: Reich, Justin

Using Teacher Moments During the COVID-19 Pivot.

在 COVID-19 关键时期利用教师时刻。

• 发表时间: 2020
• 期刊: Journal of technology and teacher education
• 作者: Sullivan, Florence;Garron Hillaire;Laura Larke;and Justin Reich.
• 通讯作者: and Justin Reich.

Digital Storytelling through Authoring Simulations with Teacher Moments

通过利用教师时刻创作模拟来讲述数字故事

• 发表时间: 2020
• 期刊: Society for Information Technology & Teacher Education International Conference
• 作者: Hillaire, G;Larke, L.;Reich, J.
• 通讯作者: Reich, J.