| 20661. |
- Pareto, Lena, 1962-
(författare)
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A Teachable Agent Game Engaging Primary School Children to Learn Arithmetic Concepts and Reasoning
- 2014
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Ingår i: International Journal of Artificial Intelligence in Education. - : Springer Science and Business Media LLC. - 1560-4292 .- 1560-4306. ; 24:3, s. 251-283
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Tidskriftsartikel (refereegranskat)abstract
- In this paper we will describe a learning environment designed to foster conceptual understanding and reasoning in mathematics among younger school children. The learning environment consists of 48 2-player game variants based on a graphical model of arithmetic where the mathematical content is intrinsically interwoven with the game idea. The environment also features teachable agents, which are computer programs that can be taught and behave according to their knowledge. Thus, the environment provides both learning-by-doing (playing the game) and learning-by-teaching (teaching the agent to play). It differs from other learning-by-teaching systems 1) by targeting basic mathematics and primary grade students; 2) by using teachable agents as an extension to educational games in order to leverage engagement, reflection and learning; and 3) by using an agent-driven question dialogue to challenge students’ mathematical thinking, to role-model learner behaviour and to transfer game knowledge to out-of-game mathematics. The teachable agent game is described and evaluated in an authentic classroom study enrolling 443 students from 22 classes in 9 schools. Students range from 2nd to 6th grade of mainstream classes and 7th to 8th grade for students with difficulties in mathematics. Part of the study was designed as a quasiexperimental study with controls; part was designed to examine students’ change in mental models of arithmetic before and after game play. All students took pre- and post mathematics tests. The 314 playing students used the game and taught their agents during regular math-classes for three months, whereas the control classes attended standard instruction and took the tests. A questionnaire was distributed at the end of the study to investigate students’ perceptions and performances of the agent-tutoring task. Results show that 1) there is a significant learning gain for playing students compared to controls, 2) the learning environment can engage children in advanced mathematical thinking in early education, 3) young primary students can act as successful tutors. Thus, we conclude that teachable agents in educational games can help achieve deeper levels of learning that transfer outside the game. This idea combines the motivational power of games with the reflective power of a teachable agent asking thought-provoking, deep questions on the learning material during game play.
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| 20662. |
- Pareto, Lena, 1962-, et al.
(författare)
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Challenges of Implementing Interactivity in the Classroom
- 2014
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Ingår i: IRIS Proceedings. - Ringsted, Denmark. - 9788773498767
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Konferensbidrag (refereegranskat)abstract
- Digitalization of schools has been on the agenda for decades and has resulted in new demands on teachers' skills in order to implememt technology into teaching. Despite political reforms, investments in technology and continuing professional development (CPD) initiatives for teachers, research often shows slow changes and unequal implementation. This paper addresses the challenges teachers are facing when participating in a 2-year CPD project using a highly interactive technology in classroom settings. The study is based on 18 in-depth interviwes and 6 video recalled observation sessions. The results show how the actual classroom situation is being very intense for the teacher in their everyday work. We conclude that for teachers to transform their teaching practices using highly interactive ICT-based learning is associated with several challenges related to planning and execution, for the part of the teachers, at the same time as it can be beneficial for student learning.
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| 20663. |
- Pareto, Lena, 1962-, et al.
(författare)
-
Children's learning-by-teaching with a social robot versus a younger child : Comparing interactions and tutoring styles.
- 2022
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Ingår i: Frontiers in Robotics and AI. - : Frontiers Media S.A.. - 2296-9144. ; 9
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Tidskriftsartikel (refereegranskat)abstract
- Human peer tutoring is known to be effective for learning, and social robots are currently being explored for robot-assisted peer tutoring. In peer tutoring, not only the tutee but also the tutor benefit from the activity. Exploiting the learning-by-teaching mechanism, robots as tutees can be a promising approach for tutor learning. This study compares robots and humans by examining children's learning-by-teaching with a social robot and younger children, respectively. The study comprised a small-scale field experiment in a Swedish primary school, following a within-subject design. Ten sixth-grade students (age 12-13) assigned as tutors conducted two 30 min peer tutoring sessions each, one with a robot tutee and one with a third-grade student (age 9-10) as the tutee. The tutoring task consisted of teaching the tutee to play a two-player educational game designed to promote conceptual understanding and mathematical thinking. The tutoring sessions were video recorded, and verbal actions were transcribed and extended with crucial game actions and user gestures, to explore differences in interaction patterns between the two conditions. An extension to the classical initiation-response-feedback framework for classroom interactions, the IRFCE tutoring framework, was modified and used as an analytic lens. Actors, tutoring actions, and teaching interactions were examined and coded as they unfolded in the respective child-robot and child-child interactions during the sessions. Significant differences between the robot tutee and child tutee conditions regarding action frequencies and characteristics were found, concerning tutee initiatives, tutee questions, tutor explanations, tutee involvement, and evaluation feedback. We have identified ample opportunities for the tutor to learn from teaching in both conditions, for different reasons. The child tutee condition provided opportunities to engage in explanations to the tutee, experience smooth collaboration, and gain motivation through social responsibility for the younger child. The robot tutee condition provided opportunities to answer challenging questions from the tutee, receive plenty of feedback, and communicate using mathematical language. Hence, both conditions provide good learning opportunities for a tutor, but in different ways.
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| 20664. |
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| 20665. |
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| 20666. |
- Pareto, Lena, 1962-
(författare)
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Mathematical literacy for everyone using arithmetic games
- 2012
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Ingår i: In Proceedings of the 9th International Confernce on Disability, Virtual Reality and Associated Technologies. - Readings : University of Readings. - 9780704915459 ; , s. 87-96
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Konferensbidrag (refereegranskat)abstract
- An innovative mathematics game shown to be effective for low-achieving mainstream students is tested in special education for learners with intellectual disabilities. The game relies on a graphical, intuitive representation for numbers and arithmetic operations to foster conceptual understanding and numbers sense, and provides a set of 2-player games to develop strategic thinking and reasoning skills. The game runs on computers and interactive white boards, and as an augmented reality application at a science centre. We compare its use in special education and mainstream education with respect to usage, performance levels and learning gain. The game has been used by teachers in special educations, with gains in mathematical understanding, strategic thinking and communication skills as effects.
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| 20667. |
- Pareto, Lena, 1962-
(författare)
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Mathematical Literacy for Everyone using Arithmetic Games
- 2014
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Ingår i: International Journal of Child Health and Human Development. - 1939-5965. ; 7:4
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Tidskriftsartikel (refereegranskat)abstract
- An innovative mathematics game shown to be effective for low-achieving mainstream students is tested in special education for learners with moderate or severe intellectual disabilities in Sweden, to investigate if the game also can be effective for this group of students. The game relies on a graphical, intuitive representation for numbers and arithmetic operations to foster conceptual understanding and numbers sense, and provides a set of 2-player games to develop strategic thinking and reasoning skills. The game runs on computers and interactive white boards, and as an augmented reality application at a science centre. The study enrolled 3 teachers and 8 students in 5th to 8th grade with intellectual disabilities who played the game between 4 months and 2 years, one student with Asperger syndrome, and over 300 students in mainstream education as comparison. We compare the use of the game in special education and mainstream education with respect to usage, performance levels and learning gains. Collected data include game playing logs for all students where playing behaviour, performance and progression data was analysed; class room and science centre observations where interaction, collaboration and communication was analysed, and on in-depth interviews with the teachers. Conclusion is that the game in combination with dedicated teachers can be very effective for students with intellectual disabilities, and can result in substantial gains in mathematical understanding and strategic thinking as well as in communication skills, given time and proper support.
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| 20668. |
- Pareto, Lena, 1962-
(författare)
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Robot As Tutee
- 2017
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Ingår i: Advances in Intelligent Systems and Computing. - Cham : Springer International Publishing. - 2194-5357 .- 2194-5365. ; 457, s. 271-277
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Tidskriftsartikel (refereegranskat)abstract
- This paper explores the possible advantages of substituting teachable agents in a learning environment, with a humanoid robot as the non-human tutee. Teachable agents are used as an extension to educational games in order to leverage engagement, reflection and learning. The learning environment is engaging and shown to be effective for learning and promote self-efficacy in experimental studies in authentic classroom settings. Features beneficial for learning which are further enhanced by a robot compared to an agent are identified. These include embodiment of the robot; a social, empathic behaviour, better conversational abilities which together provide a better role model of an ideal learner for the student to identify with.
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| 20669. |
- Parthemore, Joel, 1964-
(författare)
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Intelligence, super-intelligence, superintelligence++, and ChatGPT : Searching for Substance amidst the Hype
- 2023
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Ingår i: Proceedings of the AISB Convention 2023. - : The Society for the Study of Artificial Intelligence and Simulation of Behaviour. - 9781713879466 - 9781908187857 ; , s. 15-22
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Konferensbidrag (refereegranskat)abstract
- ChatGPT has been ubiquitous in the news lately: university lecturers bemoaning their inability ever to mark essays again, journalists gushing about how ChatGPT has "soared past" the Turing test in its pursuit of greater challenges. At a time when world-renowned philosophers are sounding alarms about super-intelligent AI, it's a good time to look at the reality in contrast to the hype. Tho position taken by this paper is that, for all the wonders of what ChatGPT can do, it is more like Joseph Weizenbaum's simple-minded Eliza than it is different. A careful discussion of what ChatGPT can and cannot do leads into a fruitful discussion of the nature of intelligence itself and what, if anything, is meant by talk of super-intelligence and super-intelligence++.
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| 20670. |
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