Learning companion systems, social learning systems, and the global social learning club
Journal of Artificial Intelligence in Education
People Power: A Human-Computer Collaborative Learning System
ITS '92 Proceedings of the Second International Conference on Intelligent Tutoring Systems
Designing Virtual Players for Game Simulations in a Pedagogical Environment: A Case Study
Edutainment '08 Proceedings of the 3rd international conference on Technologies for E-Learning and Digital Entertainment
Designing Learning by Teaching Agents: The Betty's Brain System
International Journal of Artificial Intelligence in Education
On Using Learning Curves to Evaluate ITS
Proceedings of the 2005 conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology
A Reconfigurable Architecture for Building Intelligent Learning Environments
Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
A tool for training students and engineers in global software development practices
CRIWG'10 Proceedings of the 16th international conference on Collaboration and technology
Towards Systems That Care: A Conceptual Framework based on Motivation, Metacognition and Affect
International Journal of Artificial Intelligence in Education
Evaluating and improving adaptive educational systems with learning curves
User Modeling and User-Adapted Interaction
An approach of learning by demonstrating and tutoring a virtual character
ITS'06 Proceedings of the 8th international conference on Intelligent Tutoring Systems
| Hi-index | 0.00 |
This paper describes work carried out to explore the role of a learning companion as a teachable student of the human student. A LCS for Binary Boolean Algebra has been developed to explore the hypothesis that a learning companion with less expertise than the human student would be beneficial if the student taught it. The system implemented two companions with different expertise and two types of motivational conditions. An empirical evaluation was conducted. Although significant differential learning gains between the experimental conditions were not observed, differences in learner behaviour between these conditions were. In particular students in the motivated condition with a weak companion taught it many more times than in the other experimental conditions and in general worked harder. Finally, the experiment also suggested that learning companions might be confusing for students if they try to resemble human behaviour, i.e. if they do not perform exactly as they are told.