Abstract
This work examines the efficiency of an agent intervention mode, aiming to stimulate productive conversational interactions and encourage students to explicate their historical reasoning about important domain concepts. The findings of a pilot study, conducted in the context of primary school class in Modern History, (a) suggest a favorable student opinion of the conversational agent, (b) indicate that agent interventions can help students to engage in a transactive form of dialogue, where peers build on each other’s reasoning, and (c) reveal a series of interaction patterns emerging from the display of the agent interventions.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Michaels, S., O’Connor, M.C., Hall, M.W., Resnick, L.B.: Accountable Talk Sourcebook: For Classroom That Works. Institute for Learning, University of Pittsburgh, Pittsburgh (2010)
Michaels, S., O’Connor, C., Resnick, L.B.: Deliberative discourse idealized and realized: accountable talk in the classroom and in civic life. Stud. Philos. Educ. 27, 283–297 (2008)
Stahl, G.: Computer-supported academically productive discourse. In: Resnick, L., Asterhan, C., Clarke, S. (eds.) Socializing Intelligence Through Academic Talk and Dialogue, pp. 213–224. AERA Publications, Washington, DC (2015)
Adamson, D., Ashe, C., Jang, H., Yaron, D., Rosé, C.P.: Intensification of group knowledge exchange with academically productive talk agents. In: Proceedings of the 10th International Conference on Computer Supported Collaborative Learning, pp. 10–17. ISLS (2013)
Tegos, S., Demetriadis, S., Tsiatsos, T.: Promoting academically productive talk with conversational agent interventions in collaborative learning settings. Comput. Educ. 87, 309–325 (2015)
Dyke, G., Adamson, D., Howley, I., Rose, C.P.: Enhancing scientific reasoning and explanation skills with conversational agents. IEEE Trans. Learn. Technol. 6(3), 240–247 (2013)
Van Drie, J., Van Boxtel, C.: Historical reasoning: towards a framework for analyzing students’ reasoning about the past. Educ. Psychol. Rev. 20, 87–110 (2008)
Sionti, M., Ai, H., Rosé, C.P., Resnick, L.: A framework for analyzing development of argumentation through classroom discussions. In: Pinkwart, N., McClaren, B. (eds.) Educational Technologies for Teaching Argumentation Skills. Bentham Science (2010)
Stahl, G.: Interaction analysis of a biology chat. In: Suthers, D., Lund, K., Rosé, C.P., Law, N. (eds.) Productive Multivocality in the Analysis of Group Interactions, pp. 511–539. Springer, New York (2013)
Acknowledgements
The authors are grateful to Dimitris Gkoumas, Maria Kioumousidou, Dimitra Kioutsouki, and Maria Vavami for their contributions and the development of HistoryLand.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Springer International Publishing Switzerland
About this paper
Cite this paper
Tegos, S., Demetriadis, S., Tsiatsos, T. (2016). An Investigation of Conversational Agent Interventions Supporting Historical Reasoning in Primary Education. In: Micarelli, A., Stamper, J., Panourgia, K. (eds) Intelligent Tutoring Systems. ITS 2016. Lecture Notes in Computer Science(), vol 9684. Springer, Cham. https://doi.org/10.1007/978-3-319-39583-8_27
Download citation
DOI: https://doi.org/10.1007/978-3-319-39583-8_27
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-39582-1
Online ISBN: 978-3-319-39583-8
eBook Packages: Computer ScienceComputer Science (R0)