An embodied conversational agent coach to support societal participation learning by low-literate users

People of low literacy could benefit from automated support when learning about societal participation. We design an Embodied Conversational Agent (ECA) ‘coach’ that can provide effective learning support to low-literate learners, develop a prototype virtual learning environment, and evaluate this prototype with low-literate end users. First, we...

Using scaffolding to formalize digital coach support for low-literate learners

In this study, we attempt to specify the cognitive support behavior of a previously designed embodied conversational agent coach that provides learning support to low-literates. Three knowledge gaps are identified in the existing work: an incomplete specification of the behaviors that make up ‘support,’ an incomplete specification of how this...

A digital coach that provides affective and social learning support to low-literate learners

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...

Low-literates’ support needs for societal participation learning: Empirical grounding of theory- and model-based design

Specialized learning support software can address the low societal participation of low-literate Dutch citizens. We use the situated Cognitive Engineering method to iteratively create a design specification for the envisioned system VESSEL: a Virtual Environment to Support the Societal participation Education of Low-literates. An initial high...

Requirements for a virtual environment to support the social participation education of low-literates

People of low literacy experience difficulties while participating in society. Learning support software could help alleviate these difficulties. However, there is currently no overview of theoretically and empirically sound requirements for this kind of support. This paper uses the situated cognitive engineering method to create a requirements...

Gamification for low-literates: Findings on motivation, user experience, and study design

This study investigated the effects of the gamification elements of scaffolding, score and hints on the user enjoyment and motivation of people of low literacy. In a four-condition within-subjects experiment, participants per-formed mental spatial ability tests with the aforementioned elements. Quantitative results were inconclusive, but post...