China
Africa
Explore chapters and articles related to this topic
Overview of AI in Education
Published in Prathamesh Churi, Shubham Joshi, Mohamed Elhoseny, Amina Omrane, Artificial Intelligence in Higher Education, 2023
Archana Bhise, Ami Munshi, Anjana Rodrigues, Vidya Sawant
A chatbot is software that simulates human-like conversations with users via text messages on chat. Chatbots such as ELIZA, ALICE, Alaude and Hex have been around for a long time (Smunty & Schreiberova, 2020). Conversational chatbots using AI have been an effective pedagogical agent in educational setting. AI-based chatbots, such as Google Duplex, AI-based Whatsapp chatbots, and so on offer personalized assessments, problem solving, and content recommendations for home learning and encourage them to complete tasks quickly. AI could also arrange for a live teacher to call the student and offer assistance, thus improving the efficiency of the teaching-learning process. AI-chatbots integrated as an interactive tutoring tool in digital classroom empower and simplify the learning process as follows: Provide the benefits of instant availability and the ability to respond naturally through a conversational interface, similar to an interview.Provide easy-going interactions with students so that they can be leveraged to support engagement, as well as setting out learning and engagement goals, strategies, and outcomes (Garrett, 2017).Provide a dedicated and unique learning environment for the student to respond to student’s queries in the absence of an instructor.Answer basic and frequently asked questions from large pools of big data.Analyze data collected by the chatbot to assist the educator in improving the educational process and experience of the students.Arrange for a live teacher to call the student and offer assistance, thus improving the efficiency of the teaching-learning process.
Identity and Agency
Published in David Burden, Maggi Savin-Baden, Virtual Humans, 2019
David Burden, Maggi Savin-Baden
Recent studies in higher education also shed light on the issues of agency and identity. Studies in the U.S. education system explored the social interactions of virtual humans and students, considering the humanistic qualities of agent-student interaction and, in particular, the realism of the virtual humans and agent appearance. The focus has thus been on the development of agents that are humanlike and can complete tasks in an efficient manner, in effect, issues of design. Successful learning and engagement, according to Kim and Baylor (2015) seems to be related to the extent to which there is a perceived relationship or association between the Pedagogical Agent and the user: Appearance: Learners tend to be more influenced by a Pedagogical Agent of the same gender as them and ethnicity, similar to human–human interactions where humans are more persuaded by members of their in-group. Yet, both the learning/motivational context, age of learners and topic play a significant role. One of the issues about appearance is also that of morphology, particularly in relation to gender, race and ethnicity. Until fairly recently, avatars in virtual worlds have been young, thin and Caucasian. Robertson (2010) has raised questions about the over-feminization of the platforms in relation to the fembots in Japan and; it is also notable that there are very few black virtual humans.Attitude: Using the Pedagogical Agent as a motivator that demonstrates positive attitudes towards the task and the desired levels of performance seems to be helpful for learners to cope in situations where they feel themselves to be novices.Interaction Model: Using the Pedagogical Agent as a guide or friend seems to be more effective than using one that is perceived to be a high-level expert. Where a Pedagogical Agent acts as a guide, users indicate significantly enhanced motivational outcomes as compared to the mentor who is an expert.Perceived Competence: Pedagogical Agents with similar competency to learners were more influential than highly competent agents in enhancing student self-efficacy beliefs.
Exploring Preservice Teachers’ Emotional Experiences in an Immersive Virtual Teaching Simulation through Facial Expression Recognition
Published in International Journal of Human–Computer Interaction, 2019
Emotional design research has been conducted with two different focuses based on the type of instructional media (Plass & Kaplan, 2016). The first approach is to design emotional experiences using information representation in multimedia lessons. In this approach, emotional design refers to “redesigning the graphics in a multimedia lesson” (Mayer & Estrella, 2014, p. 12) to enhance the visual appeal of key learning content by making them aesthetically attractive to learners. Plass and colleagues (Plass, Heidig, Hayward, Homer, & Um, 2014; Um, Plass, Hayward, & Homer, 2012) and Mayer and Estrella (2014) have provided some empirical evidence to support the emotional design of graphics in multimedia learning. The second approach is concerned with learning interactions that often occur in an interactive learning system such as pedagogical agent multimedia learning (Plass & Kaplan, 2016). Pedagogical agents (or animated characters) are designed to support learners by playing different roles (e.g., instructor or motivator). As pedagogical agents are generally embedded in a multimedia learning system, they can present verbal instruction and emotional responses to support learners’ positive emotional experiences. At the same time, the interactions with a pedagogical agent can influence the learners’ cognitive activities and behavioral activities while they learn the given materials (Domagk, Schwartz, & Plass, 2010). The virtual scenario-based teaching simulation contains a series of cases and real-time episodes in which preservice teachers can practice their teaching skills while interacting with predesigned multiple virtual student characters. Virtual reality can also present information in multiple modalities to allow the preservice teachers to repeat the learning experience as many times as necessary (Smedley & Higgins, 2005). The virtual characters ask the preservice teachers questions, answer given questions, and initiate discussion on a given topic with the per-service teacher. Hence, not only information presentation via multimedia, but also the virtual simulation can offer an authentic classroom environment with virtual live student characters. Therefore, the type of interaction becomes a key element in designing a teaching simulation.