Title
A digital coach that provides affective and social learning support to low-literate learners
Author
Schouten, D.G.M.
Venneker, F.
Bosse, T.
Neerincx, M.A.
Cremers, A.H.M.
Publication year
2018
Abstract
In this study, we investigate if a digital coach for low-literate learners that provides cognitive learning support based on scaffolding can be improved by adding affective learning support based on motivational interviewing, and social learning support based on small talk. Several knowledge gaps are identified: motivational interviewing and small talk must be translated to control rules for this coach, a formal model of participant emotional states is needed to allow the coach to parse the learner's emotional state, and various sensors must be used to let the coach detect and act on this state. We use the situated Cognitive Engineering (sCE) method to update an existing foundation of knowledge with emotional models, motivational interviewing, and small talk theory, technology, and a new exercise in the volunteer work domain. We use this foundation to create a design specification for an Embodied Conversational Agent (ECA) coach that provides cognitive, affective, and social learning support for this exercise. A prototype is created, and compared to a prototype that only provides cognitive support in a within- and between-subjects experiment. Results show that both prototypes work as expected: learners interact with the coach and complete all exercises. Almost no significant differences are found between the two prototypes, indicating that the affective and social support were not effective as designed. Potential improvements are provided for future work. Results also show significant differences between two subgroups of low-literate participants, and between men and women, reinforcing the importance of using individualized support measures with this demographic. © 2017 IEEE.
Subject
Affective computing
Computer aided instruction
Electronic learning
Computation theory
Computer aided instruction
Economic and social effects
Learning systems
Scaffolds
Affective learning
Cognitive engineering
Cognitive learning
Design specification
Embodied conversational agent
Emotion recognition
E-learning
To reference this document use:
http://resolver.tudelft.nl/uuid:fda52f50-8f88-4a33-a0d8-2ea61928959e
DOI
https://doi.org/10.1109/tlt.2017.2698471
TNO identifier
788265
Publisher
Institute of Electrical and Electronics Engineers
ISSN
1939-1382
Source
IEEE Transactions on Learning Technologies, 11 (1), 67-80
Article number
7915719
Document type
article