Do Learners Argue with Intelligent Virtual Characters Seriously?

ID: 41671 Type: Full Paper: Conceptual & Empirical Study
  1. Xuehong Tao and Nicola Yelland, Victoria University, Australia
  2. Zhiqi Shen, Nanyang Technological University, Singapore

Thursday, June 26 11:15-11:45 AM Location: B3117 View on map

Presider: Angelos Emmanouilidis, University of Turku, Finland

Abstract: Argumentation becomes an essential element in science education. It plays an important role in leading to deep learning, fostering conceptual change, promoting knowledge co-construction and supporting problem solving. This research develops a learning system to facilitate human - computer argumentative learning, where an intelligent virtual character is able to conduct argumentation dialogues with learners on science topics. Do learners engage in argumentations with the virtual character? Do learners seriously consider the virtual character’s knowledge related arguments? A study was carried out to investigate the interactions between human learners and the virtual character. The study found that the learners engaged in serious argumentation with the virtual character, which confirmed the prospects of using intelligent virtual characters to facilitate argumentative learning.

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