与可教授智能体进行自然语言交流
Natural Language Communication with a Teachable Agent
AI总结：
本文基于 Curiosity Notebook 比较句子选择与释义文本输入两种教学方式，发现自然语言释义教学能提升学习结果与情感参与，且释义投入越高学习效果越好。
摘要：
对话式可教授智能体为支持课堂和远程环境中的学习提供了一个很有前景的平台。在这种情境下，智能体扮演新手角色，而学生承担教师角色。这种角色设定之所以重要，是因为它能够在学生教师身上引发“门徒效应”（Protégé effect），这是一种已知的教学现象，既能提高学生对教学任务的参与度，也能改善认知结果。在以往的工作中，可教授智能体通常在学习互动中扮演被动角色，而且很少有研究探讨智能体与学生在教学任务过程中进行自然语言对话。本研究通过基于网络的教学平台 Curiosity Notebook，考察与虚拟智能体互动时教学方式的影响。研究比较了两种教授智能体的方法：一种是从源材料中选择句子，另一种是对源材料进行释义并输入文本进行教学。研究开展了一项用户研究，以衡量教学方式对参与者学习结果和参与度的影响。结果表明，通过释义和文本输入进行教学，对所覆盖材料的学习结果以及情感参与的若干方面都有积极影响。此外，以源材料与教师传达给机器人的材料之间的相似度来衡量，释义投入越高，参与者的学习结果越好。
英文摘要：
Conversational teachable agents offer a promising platform to support learning, both in the classroom and in remote settings. In this context, the agent takes the role of the novice, while the student takes on the role of teacher. This framing is significant for its ability to elicit the Protégé effect in the student-teacher, a pedagogical phenomenon known to increase engagement in the teaching task, and also improve cognitive outcomes. In prior work, teachable agents often take a passive role in the learning interaction, and there are few studies in which the agent and student engage in natural language dialogue during the teaching task. This work investigates the effect of teaching modality when interacting with a virtual agent, via the web-based teaching platform, the Curiosity Notebook. A method of teaching the agent by selecting sentences from source material is compared to a method paraphrasing the source material and typing text input to teach. A user study has been conducted to measure the effect teaching modality on the learning outcomes and engagement of the participants. The results indicate that teaching via paraphrasing and text input has a positive effect on learning outcomes for the material covered, and also on aspects of affective engagement. Furthermore, increased paraphrasing effort, as measured by the similarity between the source material and the material the teacher conveyed to the robot, improves learning outcomes for participants.
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。
