The media equation: how people treat computers, television, and new media like real people and places
Agent-support for problem solving through concept-mapping
Journal of Interactive Learning Research - Special issue on intelligent agents for educational computer-aided systems
Technology support for complex problem solving: from SAD environments to AI
Smart machines in education
AutoTutor: A simulation of a human tutor
Cognitive Systems Research
Intelligent user interface design for teachable agent systems
Proceedings of the 8th international conference on Intelligent user interfaces
The unless switch: adding conditional logic to concept mapping for middle school students
CHI '05 Extended Abstracts on Human Factors in Computing Systems
An evaluation of animation in a pedagogical agent
SIGGRAPH '05 ACM SIGGRAPH 2005 Posters
Social behavior model for human-machine collaboration systems
AIKED'06 Proceedings of the 5th WSEAS International Conference on Artificial Intelligence, Knowledge Engineering and Data Bases
Designing Learning by Teaching Agents: The Betty's Brain System
International Journal of Artificial Intelligence in Education
Interactivity and expectation: eliciting learning oriented behavior with tutorial dialogue systems
INTERACT'05 Proceedings of the 2005 IFIP TC13 international conference on Human-Computer Interaction
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This paper describes the interface components for a system called Bettys Brain, an intelligent agent we have developed for studying the learning by teaching paradigm. Our previous studies have shown that students gain better understanding of domain knowledge when they prepare to teach others versus when they prepare to take an exam. This finding has motivated us to develop computer agents that students teach using concept map representations with a visual interface. Betty is intelligent not because she learns on her own, but because she can apply qualitative-reasoning techniques to answer questions that are directly related to what she has been taught through the concept map. We evaluate the agents interfaces in terms of how well they support learning activities, using examples of their use by fifth grade students in an extensive study that we performed in a Nashville public school. A critical analysis of the outcome of our studies has led us to propose the next generation interfaces in a multi-agent paradigm that should be more effective in promoting constructivist learning and self-regulation in the learning by teaching framework