Tutorial Dialogue as Adaptive Collaborative Learning Support
Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
Tatiana: an environment to support the CSCL analysis process
CSCL'09 Proceedings of the 9th international conference on Computer supported collaborative learning - Volume 1
Computers & Education - Methodological issue in researching CSCL
Engaging Collaborative Learners with Helping Agents
Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
Motivation and Collaboration On-Line
Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
Architecture for Building Conversational Agents that Support Collaborative Learning
IEEE Transactions on Learning Technologies
ITS'10 Proceedings of the 10th international conference on Intelligent Tutoring Systems - Volume Part II
Socially capable conversational tutors can be effective in collaborative learning situations
ITS'10 Proceedings of the 10th international conference on Intelligent Tutoring Systems - Volume Part I
Coordinating multi-dimensional support in collaborative conversational agents
ITS'12 Proceedings of the 11th international conference on Intelligent Tutoring Systems
Coordinating multi-dimensional support in collaborative conversational agents
ITS'12 Proceedings of the 11th international conference on Intelligent Tutoring Systems
Effects of social presence and social role on help-seeking and learning
Proceedings of the 2014 ACM/IEEE international conference on Human-robot interaction
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In this paper, we investigate the use of conversational agents to scaffold on-line collaborative learning discussions through an approach called academically productive talk. In contrast to past work, which has involved using agents to elevate the conceptual depth of collaborative discussion by leading students in groups through directed lines of reasoning, this approach lets students follow their own lines of reasoning and promotes productive practices such as explaining, stating agreement and disagreement, and reading and revoicing the statements of other students. We contrast two types of academically productive talk support for a discussion about 9th grade biology and show that one type in particular has a positive effect on the overall conversation, while the other is worse than no support. This positive effect carries over onto participation in a full-class discussion the following day. We use a sociolinguistic style analysis to investigate how the two types of support influence the discussion and draw conclusions for redesign. In particular, our findings have implications for how dynamic micro-scripting agents such as those scaffolding academically productive talk can be used in consort with more static macro- and micro- scripting.