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

2. 3 major dimensions of LCs (LC = learning companions)
Kim, Y. (2007). Desirable characteristics of learning companions. International Journal of Artificial Intelligence and Education, 17,
Interviews suggest 3 factors
Competency of the LC
Personality of the LC: friendly vs. neutral
Interaction control: LC vs. human has the conversational initiative

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

4. 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,

5. 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

6. Human student’s interface

7. 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

8. Prefer weak LC at beginning and strong LC at end.

9. Weak prefer weak
Strong prefer strong

10. Achievement tests
All students learned
No conditions, so no comparison

11. 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,

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

13. 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

15. 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

16. 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

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

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

19. 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

20. Strong vs. weak LC

21. 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?

22. 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?

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

24. 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

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

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