arXivDaily arXiv每日学术速递 周一至周五更新
arXiv 2102.01367cs.HC
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“Alexa,我可以给你编程吗?“:学生对对话式人工智能在Alexa编程前后的感知

"Alexa, Can I Program You?": Student Perceptions of Conversational Artificial Intelligence Before and After Programming Alexa

Jessica Van Brummelen, Viktoriya Tabunshchyk, Tommy Heng

摘要:

在一个充满人工智能的世界中长大,Siri和亚马逊Alexa经常在手臂或语音范围内,可能会对儿童产生重大影响。对话代理可以影响学生如何将计算机系统拟人化或发展心理理论。以往的研究探讨了如何会话代理人使用和感知的儿童内和学习环境外。这项研究调查了初中和高中学生如何通过在为期一周的人工智能教育研讨会中编程自己的会话代理来改变对Alexa的看法。具体来说,我们调查了研讨会对学生对Alexa的智能,友好,活泼,安全,可信,人性化和亲密感的看法的影响。我们发现,学生们觉得Alexa更聪明,在研讨会后感觉更接近Alexa。我们还发现,学生对Alexa的友好性和可信度以及安全性和可信度的看法之间存在很强的相关性。最后,我们探讨了学生如何在研讨会后更频繁地使用计算机科学相关的措辞和想法。基于我们的研究结果,我们建议设计师在设计学习环境的CA时,仔细考虑拟人性,透明度,趣味性和实用性。

英文摘要:

Growing up in an artificial intelligence-filled world, with Siri and Amazon Alexa often within arm's - or speech's - reach, could have significant impact on children. Conversational agents could influence how students anthropomorphize computer systems or develop a theory of mind. Previous research has explored how conversational agents are used and perceived by children within and outside of learning contexts. This study investigates how middle and high school students' perceptions of Alexa change through programming their own conversational agents in week-long AI education workshops. Specifically, we investigate the workshops' influence on student perceptions of Alexa's intelligence, friendliness, aliveness, safeness, trustworthiness, human-likeness, and feelings of closeness. We found that students felt Alexa was more intelligent and felt closer to Alexa after the workshops. We also found strong correlations between students' perceptions of Alexa's friendliness and trustworthiness, and safeness and trustworthiness. Finally, we explored how students tended to more frequently use computer science-related diction and ideas after the workshops. Based on our findings, we recommend designers carefully consider personification, transparency, playfulness and utility when designing CAs for learning contexts.

机构、总结、中文摘要均由AI分析而来,可能存在错误,请以论文正文为准。

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