| 1. |
- Sjödén, Björn, 1977-, et al.
(författare)
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Concept-Based Modeling as a Method Combining Digital and Analogue Means for Problem-Solving
- 2023
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Ingår i: Design, Learning, and Innovation. - Cham : Springer. - 9783031313912 - 9783031313929 ; , s. 22-37
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Konferensbidrag (refereegranskat)abstract
- In this paper we present Concept-Based Modeling (CBM), an innovative pedagogical method for problem-solving in engineering education, which combines analogue and digital tools. We outline the scientific rationale for CBM and discuss how it compares to traditional teaching with respect to optimizing the pedagogical value of both analogue and digital means. CBM is based on conceptual modeling of quantities derived directly from first principles and streamlined for the use of computer algebra systems (CAS). The method was evaluated in a pilot survey in a statics course for engineering students in their freshman year at Halmstad University. We conclude that CBM improves students’ problem-solving skills by the reciprocal action between conceptual understanding and modeling of a problem. Student evaluations suggest that CBM enables students to handle more realistic problems and that CAS as a professional tool prepares them for their future working life. Future studies will address CBM for more advanced courses, as the students’ knowledge develops over time. © 2022 The Authors.
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| 2. |
- Haake, Magnus, et al.
(författare)
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Pedagogical agents: Pedagogical interventions via integration of task-oriented and socially oriented conversation.
- 2011
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Ingår i: [Host publication title missing].
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Konferensbidrag (refereegranskat)abstract
- The paper discusses the motivation for and outcome of the addition of socially oriented so called “off-task” conversational abilities to an existing “teachable agent” (TA) in an educational mathematics game. The purpose of the extension is to affect constructs known to promote learning, such as self-efficacy and engagement, as well as enhancing students’ experiences of the game. A comparison of students that played the educational game with the off-task interaction included to those who played without it, indicate that the former had a more positive experience of the game, and that they also learnt more in the sense of teaching their TA better. The potential for pedagogical interventions in this and similar systems is discussed as well as differences found between high- and low-achievers.
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| 3. |
- Pareto, Lena, 1962-, et al.
(författare)
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A teachable-agent-based game affording collaboration and competition : Evaluating math comprehension and motivation
- 2012
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Ingår i: Educational technology research and development. - : Springer Science and Business Media LLC. - 1042-1629 .- 1556-6501. ; 60:5, s. 723-751
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Tidskriftsartikel (refereegranskat)abstract
- This paper presents an educational game in mathematics based on an apprenticeship model using a teachable agent, as well as an evaluative study of how the game affects (1) conceptual understanding and (2) attitudes towards mathematics. In addition, we discuss how collaborative and competitive affordances of the game may affect understanding and motivation. 19 students played the game in pairs once a week during math lessons for 7 weeks (the game-playing group) while another 19 students followed the regular curriculum (the control group). Math comprehension scores increased significantly for the game-playing group but not the control group (p < 0.05). However, there was no significant difference in attitude change between the two groups. Post hoc analyses indicated that game-playing primarily affected students' confidence in explaining math to a peer, but not their enjoyment of doing so. Collaborative and competitive activities seem to carry a strong motivational influence for students to play the game. © 2012 Association for Educational Communications and Technology.
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| 4. |
- Sjödén, Björn, 1977-, et al.
(författare)
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Can a Teachable Agent Influence How Students Respond to Competition in an Educational Game?
- 2017
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Ingår i: Artificial Intelligence in Education. - Cham : Springer. - 0302-9743 .- 1611-3349. - 9783319614243 - 9783319614250 ; , s. 347-358
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Konferensbidrag (refereegranskat)abstract
- Learning in educational games is often associated with some form of competition. We investigated how students responded to winning or losing in an educational math game, with respect to playing with or without a Teachable Agent (TA). Students could choose between game modes in which the TA took a more passive or active role, or let the TA play a game entirely on its own. Based on the data logs from 3983 games played by 163 students (age 10–11), we analyzed data on students’ persistence, challenge-seeking and performance during gameplay. Results indicated that students showed greater persistence when playing together with the TA, by more often repeating a lost game with the TA, than a lost game after playing alone. Students’ challenge-seeking, by increasing the difficulty level, was greater following a win than following a loss, especially after the TA won on its own. Students’ gameplay performance was unaffected by their TA winning or losing but was, unexpectedly, slightly worse following a win by the student alone. We conclude that engaging a TA can make students respond more productively to both winning and losing, depending on the particular role the TA takes in the game. These results may inform more specific hypotheses as to the differential effects of competing and collaborating in novel, AI-supported social constellations, such as with TAs, on students’ motivation and ego-involvement in educational games. © Springer International Publishing AG 2017.
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| 5. |
- Sjödén, Björn, et al.
(författare)
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Transferring Teaching to Testing – an Unexplored Aspect of Teachable Agents
- 2011
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Ingår i: AIED 2011 LNAI 6738. - Berlin, Heidelberg : Springer Berlin/Heidelberg. ; , s. 337-344, s. 337-344, s. 337-344
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Konferensbidrag (refereegranskat)abstract
- The present study examined whether socio-motivational effects from working with a Teachable Agent (TA) might transfer from the formative learning phase to a summative test situation. Forty-nine students (9-10 years old) performed a digital pretest of math skills, then played a TA-based educational math game in school over a period of eight weeks. Thereafter, the students were divided into two groups, matched according to their pretest scores, and randomly assigned one of two posttest conditions: either with the TA present, or without the TA. Results showed that low-performers on the pretest improved significantly more on the posttest than did high-performers, but only when tested with the TA. We reason that low-performers might be more susceptible to a supportive social context – as provided by their TA – for performing well in a test situation.
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| 6. |
- Tärning, Betty, et al.
(författare)
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Young children's experience and preference of feedback - Sense and sensibility
- 2018
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Ingår i: Interaction Design and Architecture(s). - Rome : Interaction Design and Architecture(s). - 1826-9745 .- 2283-2998. ; :37, s. 206-230
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Tidskriftsartikel (refereegranskat)abstract
- This study explored the effects of adding visual continuous feedback in the form of feedback bars to a teachable-agent based learning game in mathematics. Forty-five (45) children, 8- to 12-years-old, from three Swedish school classes used the game during four math lessons. The focus was on how feedback to the students regarding their teachable agents learning progression - and different detailedness of such feedback - affects how the students (in a teacher role) experience the learning game. The results suggest that students were positive towards receiving immediate and continuous feedback, but their preferences with respect to the detailedness of the feedback differed according to their age. We found a divergence as to the preferred number of bars, where the 3 rd and 5 th graders preferred 1 or 3 bars but where the 2 nd graders preferred the more detailed version (6 bars) despite their lack of understanding of what the different bars represented.
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| 7. |
- Gulz, Agneta, et al.
(författare)
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Building a Social Conversational Pedagogical Agent - Design Challenges and Methodological Approaches
- 2010
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Ingår i: Conversational Agents and Natural Language Interaction: Techniques and Effective Practices.
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Bokkapitel (refereegranskat)abstract
- The chapter discusses some design challenges encountered when developing a conversational pedagogical agent. By tracing the historical roots of pedagogical agents in Intelligent Tutoring Systems (ITS), we discern central developments of creating an agent that is both knowledgeable and fosters a social relationship with the learner. Some main challenges when attempting to develop a pedagogical agent of this kind regard: i) learners’ expectations on the agent’s knowledge profile and social profile, ii) dealing with learners’ engagement in off-task conversation and iii) managing potential abuse of the agent. We illustrate these challenges and possible ways to address them, with reference to an ongoing R&D project, and with a focus on the design of a pedagogical agent’s visual embodiment and of its conversational capacities.
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| 8. |
- Gulz, Agneta, et al.
(författare)
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Evaluating a Teaching and Learning Game
- 2010
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Ingår i: Journal of Computer Assisted Learning. - 0266-4909.
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Tidskriftsartikel (refereegranskat)abstract
- The article reports and discusses a long-term qualitative study of forty 8–10-year-old students who regularly played a math game during math lessons for 9 weeks. The goal was to explore the relations between (i) some of the pedagogical principles that underlie the game and (ii) the playing practice in terms of what actually takes place when students play the math game during regular math lessons. The article discusses indications of matches and mismatches between pedagogical principles and playing practice as they appear in analyses of observations and video recordings. The result highlights the difficulty of predicting areas in which possible mismatches appear between the intentions of the pedagogues and designers of educational technology and the actual use of the technology by the students. This also applies to educational materials that have already been pilot tested and used on a smaller scale.We emphasize the need to observe actual use for extensive periods of time, i.e. to go beyond short-time user testing.
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| 9. |
- Lindström, Paulina, et al.
(författare)
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Matching and mismatching between the pedagogical design principles of a maths game and the actual practices of play
- 2011
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Ingår i: Journal of Computer Assisted Learning. - : John Wiley & Sons. - 0266-4909 .- 1365-2729. ; 27:1, s. 90-102
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Tidskriftsartikel (refereegranskat)abstract
- The article reports and discusses a long-term qualitative study of forty 8-10 year old students who regularly played a math game during math lessons for 9 weeks. The goal was to explore the relations between (i) some of the pedagogical principles that underlie the game and (ii) the playing practice in terms of what actually takes place when students play the math game during regular math lessons. The article discusses indications of matches and mismatches between pedagogical principles and playing practice as they appear in analyses of observations and video recordings.The result highlights the difficulty of predicting areas in which possible mismatches appear between the intentions of the pedagogues and designers of educational technology, and the actual use of the technology by the students. This also applies to educational materials that have already been pilot tested and used on a smaller scale. We emphasize the need to observe actual use for extensive periods of time, i.e. to go beyond short-time user testing.
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| 10. |
- Sjödén, Björn, et al.
(författare)
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Extending an Educational Math Game with a Pedagogical Conversational Agent: Facing Design Challenges
- 2011
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Ingår i: Communications in Computer and Information Science. - 1865-0929. - 9783642200731 ; 126, s. 116-130
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Konferensbidrag (refereegranskat)abstract
- We describe our work-in-progress of developing an educational game in mathematics for 12-14 year olds, by adding social and conversational abilities to an existing “teachable agent” (TA) in the game. The purpose of this extension is to affect cognitive, emotional and social constructs known to promote learning, such as self-efficacy and engagement, as well as enhancing students’ experiences of interacting with the agent over an extended period of time. Drawing from the EnALI framework, which states practical design guidelines, we discuss specific design challenges and exemplify research considerations as to developing the agent’s visual representation and conversational module. We present some initial findings from using prototype agents with students from the target group. Promising developments seem to reside in pronouncing the agent’s personality traits and expanding its knowledge database, particularly its range of conversational topics. Finally we propose some future studies and research directions.
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