Learning companions 1 CPI 494, Kurt VanLehn March 26, 2009

3 major dimensions of LCs (LC = learning companions) Kim, Y. (2007). Desirable characteristics of learning companions. International Journal of Artificial Intelligence and Education, 17, 371-388. Interviews suggest 3 factors Competency of the LC Personality of the LC: friendly vs. neutral Interaction control: LC vs. human has the conversational initiative

Why now? First try to find out what kind of LC is best Then test efficacy vs. ITS vs. baseline

Preference for strong vs. weak LCs when have a choice Hietala, P., & Niemirepo, T. (1998). The competence of learning companion agents. International Journal of Artificial Intelligence and Education, 9, 178-192.

Types of LCs Strong LC Weak LC One boy, one girl Never make mistakes Confident Weak LC Often make mistakes, especially at beginning More hesitant

Human student’s interface

Experimental method Students can switch LC at any time 13 year old Learning how to solve equations ONLY 14 SUBJECTS! Split on IQ Also split on introversion vs. extroversion 6 sessions of 30 minutes Pretest & posttest

Prefer weak LC at beginning and strong LC at end.

Weak prefer weak Strong prefer strong

Achievement tests All students learned No conditions, so no comparison

Expert vs. Motivator vs. Mentor Baylor, A. L., & Kim, Y. (2005). Simulating instructional roles through pedagogical agents. International Journal of Artificial Intelligence and Education, 15, 95-115.

Types of LCs Expert – knowledgeable Motivator – supportive Mentor – both knowledgeable & supportive

Implementation Animated facial, head & hand gestures Voice Expert looked like professor Motivator & mentor looked like college students More animated gestures Voice Expert was monotone, authoritative, formal Motivator was enthusiastic, energetic, colloquial Mentor was in between expert & motivator

Results: Self-reporting Facilitating learning Expert best, but only in longer study Credibility Motivator < Mentor < Expert Human-like Expert < Mentor < Motivator Engaging But not in longer study

Outcomes Self-efficacy question “How confident are you that you can write a lesson plan?” Expert < Motivator < Mentor Domain interest “what do you think about instructional planning?” NS Designing a new lesson Motivator < Expert < Mentor

Is there an ATI? Kim, Y. (2007). Desirable characteristics of learning companions. International Journal of Artificial Intelligence and Education, 17, 371-388. Do strong students prefer strong LC? Do weak students prefer weak LC? Any differences in learning?

Task domain Instructional design: Plan & implement supply & demand lesson

Experiment design College students in instructional design class Two instructional factors Interaction control: LC provides info without being asked LC provides info only when asked LC competency Strong LC presents complete, accurate info with confidence Weak LC presents incomplete but accurate info; more tentative

Strong vs. weak LC

Results: Strong vs. weak LC High GPA humans Low GPA humans Designing a new lesson NS Recall of ideas from training Strong LC Weak LC Which LC seems more valuable for learning? Which LC produces higher self-efficacy?

Results: LC vs. Human initiation of info presentation High GPA humans Low GPA humans Designing a new lesson NS Recall of ideas from training Which LC seems more valuable for learning? LC control Human control Which LC produces higher self-efficacy?

From your reading of Chou, Chan & Lin (2003) What do these roles mean?

Modes/roles of human & learning companion (LC) learners Human edits LC’s knowledge (e.g., Betty’s Brain) LC solves & human gives immediate feedback, hints Human solves & LC gives immediate feedback, hints Human & LC solve separately, then compare (competition) On each step, human & LC negotiate who will do it & what will be done (collaboration) Human is reaching mastery & LC challenges them with strongly asserted, but wrong opinions – trip them up Human solves problem while delating simple stuff to the LC is limited assistant Teach with conventional teaching then see if agent has learned it LC provides motivation only Source of answers to questions & other content

Competence of LC Strong Weak Assertive vs. May reject human’s advice Just incomplete vs. Troublemaker: Sometimes gives bad suggestions

Personality of the LC Neutral, unemotional Authority on the subject Enthusiastic & empathetic