Teacher agents: the current state, future trends, and many roles of intelligent agents in education
OCSC'11 Proceedings of the 4th international conference on Online communities and social computing
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This study critically examines the pedagogical utility of a family of nascent technologies known variously as automated essay assessors, automated essay evaluation technologies, intelligent writing tutors, and automated writing aides. Through both an extensive review of the literature and a qualitative analysis of select technologies (namely, Educational Testing Service's CriterionSM and Knowledge Analysis Technologies' Intelligent Essay Assessor™), this study weighs the potential benefits and disadvantages of using automated writing aides as adjunctive educational media in the delivery of writing instruction. Special emphasis is given to evaluating criticisms maintaining that automated writing technologies undermine postmodern approaches to writing assessment and pedagogy. The study concludes that although the potential for misuse exists, automated writing aides, when used appropriately, offer a valid, efficient, and cost-effective method of delivering writing instruction to students of composition, regardless of grade level. It is concluded, moreover, that whereas all design types are suitable for guidance in basic composition (where mastery of diction and syntax is often a high priority), programs that operate on the Latent Semantic Analysis algorithm are preferable for advanced writing assignments in which the articulation of content takes precedence over form and mechanical expression. Recommendations are provided for enhancing the appeal and efficacy of automated writing aides and for implementing these technologies in an appropriate and responsible manner.