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|Title:||Learner-Support Agents for Collaborative Interaction: A Study on Affect and Communication Channels|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Hayashi, Y. (2013). Learner-Support Agents for Collaborative Interaction: A Study on Affect and Communication Channels. In Rummel, N., Kapur, M., Nathan, M., & Puntambekar, S. (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 1 — Full Papers & Symposia (pp. 232-239). Madison, WI: International Society of the Learning Sciences.|
|Abstract:||This study investigated if and how a conversational agent facilitates better explanations from students in a computer-based collaborative activity. Pairs of students enrolled in a psychology course performed a task where they attempted to explain to their partners the meanings of technical psychological terms. During the task, they interacted with an affect-based conversational agent, which was programmed to provide back-channel feedback and metacognitive suggestions through visual and/or audio output. The study compared students' performance after using this agent with their performance after using an agent without audio output or affective expressions. Our findings suggested that the use of multiple communication channels for feedback facilitates collaborative learners' understanding of concepts. This provides implications for designing pedagogical agents for effective collaboration.|
|Appears in Collections:||CSCL 2013|
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