Abstract
Personalized learning systems have shown significant learning gains when used in formal classroom teaching. Systems that use pedagogical agents for teaching have become popular, but typically their design does not account for multilingual classrooms. We investigated one such system in classrooms in the Philippines to see if and how students used code-switching when providing explanations of algebra problem solving. We found significant amounts of code-switching and explored cognitive and social factors such as explanation quality and affective valence that serve as evidence for code-switching motivations and effects. These results uncover complex social and cognitive interactions that occur during learning interactions with a virtual peer, and call for more affordances to support multilingual students.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Schneider-Hufschmidt, M., Malinowski, U., Kuhme, T.: Adaptive user interfaces: Principles and practice. Elsevier Science Inc. (1993)
Biswas, G., Jeong, H., Kinnebrew, J.S., Sulcer, B., Roscoe, R.D.: Measuring Self-Regulated Learning Skills through Social Interactions in a teachable Agent Environment. Research and Practice in Technology Enhanced Learning 5(2), 123–152 (2010)
Ritter, S., Anderson, J.R., Koedinger, K.R., Corbett, A.: Cognitive Tutor: Applied research in mathematics education. Psychonomic bulletin & review 14(2), 249–255 (2007)
Henderson, L.: Theorizing multiple cultures instructional design model for e-learning and e-teaching. Globalized e-learning cultural challenges, pp. 130–153 (2007)
Webb, L., Webb, P.: Introducing discussion into multilingual mathematics classrooms: An issue of code switching? Pythagoras: Teaching and learning mathematics in multilingual classrooms 67(10), 26–32 (2008)
Pinkard, N.: Rappin’ Reader and Say Say Oh Playmate: Using children’s childhood songs as literacy scaffolds in computer-based learning environments. Journal of Educational Computing Research 25, 17–34 (2001)
Gilbert, J.E., Arbuthnot, K., Hood, S., Grant, M.M., West, M.L., McMillian, Y., Eugene, W.: Teaching algebra using culturally relevant virtual instructors. International Journal of Virtual Reality 7, 21–30 (2008)
Martin, I.P.: Diffusion and directions: English language policy in the Philippines. English in southeast Asia: features, policy and language in use, pp. 189–205 (2012)
Nye, B.: Intelligent Tutoring Systems by and for the Developing World: A Review of Trends and Approaches for Educational Technology in a Global Context. International Journal of Artificial Intelligence in Education. (in press)
Qi, D.S.: An inquiry into language-switching in second language composing processes. Canadian Modern Language Review 54(3), 413–435 (1998)
Matsuda, N., Yarzebinski, E., Keiser, V., Raizada, R., William, W.C., Stylianides, G.J., Koedinger, K.R.: Cognitive anatomy of tutor learning: Lessons learned with SimStudent. Journal of Educational Psychology 105(4), 1152–1163 (2013)
Chase, C.C., Chin, D.B., Oppezzo, M.A., Schwartz, D.L.: Teachable agents and the protégé effect: Increasing the effort towards learning. Journal of Science Education and Technology 18(4), 334–352 (2009)
Lester, J.C., Converse, S.A., Kahler, S.E., Barlow, S.T., Stone, B.A., Bhogal, R.S.: The persona effect: affective impact of animated pedagogical agents. In: Proceedings of the SIGCHI Conference on Human factors in computing systems, pp. 359–366 (1997)
Ogan, A., Finkelstein, S., Mayfield, E., D’Adamo, C., Matsuda, N., Cassell, J.: Oh dear stacy!: social interaction, elaboration, and learning with teachable agents. In: Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, pp. 39–48 (2012)
Ogan, A., Finkelstein, S., Walker, E., Carlson, R., Cassell, J.: Rudeness and rapport: insults and learning gains in peer tutoring. In: Cerri, S.A., Clancey, W.J., Papadourakis, G., Panourgia, K. (eds.) ITS 2012. LNCS, vol. 7315, pp. 11–21. Springer, Heidelberg (2012)
Rodrigo, M.M.T., Geli, R., Ong, A., Vitug, G., Bringula, R., Basa, R., Dela Cruz, C., Matsuda, N.: Exploring the Implications of Tutor Negativity Towards a Synthetic Agent in a Learning-by-Teaching Environment. Philippine Computing Journal 8, 15–20 (2013)
Ritchie, W.C., Bhatia, T.: Social and Psychological Factors in Language Mixing. Handbook of Bilingualism and Multilingualism (2012)
Sert, O.: The Functions of Code-Switching in ELT Classrooms. Online TESL Journal 11(8) (2005)
Bernardo, A.B.I.: Language and mathematical problem solving among bilinguals. Journal of Psychology 136(3), 283–297 (2002)
Philippines Dept. of Ed. http://ceap.org.ph/upload/download/201210/1714521500_1.pdf
Pavlenko, A.: Emotion and emotion-laden words in the bilingual lexicon. Bilingualism: Language and cognition 11(2), 147–164 (2008)
Chi, M.T.H.: Self-explaining expository texts: The dual process of generating inferences and repairing mental models. Advances in Instructional Psychology 5, 161–238 (2000)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2015 Springer International Publishing Switzerland
About this paper
Cite this paper
Yarzebinski, E., Ogan, A., Rodrigo, M.M.T., Matsuda, N. (2015). Understanding Students’ Use of Code-Switching in a Learning by Teaching Technology. In: Conati, C., Heffernan, N., Mitrovic, A., Verdejo, M. (eds) Artificial Intelligence in Education. AIED 2015. Lecture Notes in Computer Science(), vol 9112. Springer, Cham. https://doi.org/10.1007/978-3-319-19773-9_50
Download citation
DOI: https://doi.org/10.1007/978-3-319-19773-9_50
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-19772-2
Online ISBN: 978-3-319-19773-9
eBook Packages: Computer ScienceComputer Science (R0)