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2017 | OriginalPaper | Buchkapitel

Impact of Pedagogical Agents’ Conversational Formality on Learning and Engagement

verfasst von : Haiying Li, Art Graesser

Erschienen in: Artificial Intelligence in Education

Verlag: Springer International Publishing

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Abstract

This study investigated the impact of pedagogical agents’ conversational formality on learning and engagement in a trialog-based intelligent tutoring system (ITS). Participants (N = 167) were randomly assigned into one of three conditions to learn summarization strategies with the conversational agents: (1) a formal condition in which both the teacher agent and the student agent spoke with a formal language style, (2) an informal condition in which both agents spoke informally, and (3) a mixed condition in which the teacher agent spoke formally, whereas the student agent spoke informally. Result showed that the agents’ informal discourse yielded higher performance, but elicited higher report of text difficulty and mind wandering. This discourse also caused longer response time and lower arousal. The implications are discussed.

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Vorheriges Kapitel Dusting Off the Messy Middle: Assessing Students’ Inquiry Skills Through Doing and Writing

Nächstes Kapitel iSTART Therefore I Understand: But Metacognitive Supports Did not Enhance Comprehension Gains

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Titel: Impact of Pedagogical Agents’ Conversational Formality on Learning and Engagement
verfasst von: Haiying Li
Art Graesser
Verlag: Springer International Publishing
Buch: Artificial Intelligence in Education
Print ISBN: 978-3-319-61424-3

Electronic ISBN: 978-3-319-61425-0

Copyright-Jahr: 2017
DOI: https://doi.org/10.1007/978-3-319-61425-0_16

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