A New Perspective of Negotiation-Based Dialog to Enhance Metacognitive Skills in the Context of Open Learner Models
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A New Perspective of Negotiation-Based Dialog to Enhance Metacognitive Skills in the Context of Open Learner Models Raja M. Suleman 1 & Riichiro Mizoguchi 1 & Mitsuru Ikeda 1
Published online: 12 August 2016 # International Artificial Intelligence in Education Society 2016
Abstract Negotiation mechanism using conversational agents (chatbots) has been used in Open Learner Models (OLM) to enhance learner model accuracy and provide opportunities for learner reflection. Using chatbots that allow for natural language discussions has shown positive learning gains in students. Traditional OLMs assume a learner to be able to manage their own learning and already in an appropriate affective/ behavioral state that is conducive for learning. This paper proposes a new perspective of learning that advances the state of the art in fully-negotiated OLMs by exploiting learner’s affective & behavioral states to generate engaging natural language dialogues that train them to enhance their metacognitive skills. In order to achieve this, we have developed the NDLtutor that provides a natural language interface to learners. Our system generates context-aware dialogues automatically to enhance learner participation and reflection. This paper provides details on the design and implementation of the NDLtutor and discusses two evaluation studies. The first evaluation study focuses on the dialogue management capabilities of our system and demonstrates that our dialog system works satisfactorily to realize meaningful and natural interactions for negotiation. The second evaluation study investigates the effects of our system on the self-assessment and self-reflection of the learners. The results of the evaluations show that the NDLtutor is
This paper is an extended version of the paper (Suleman et al. 2015) published at AIED2015.
* Raja M. Suleman [email protected] Riichiro Mizoguchi [email protected] Mitsuru Ikeda [email protected]
1
School of Knowledge Science, Japan Advanced Institute of Science & Technology, Nomi, Ishikawa, Japan
1070
Int J Artif Intell Educ (2016) 26:1069–1115
able to produce significant improvements in the self-assessment accuracy of the learners and also provides adequate support for prompting self-reflection in learners. Keywords Intelligent tutoring system . Open learner model . Affect & behavior modelling . Metacognition . Interest-based negotiation
Introduction The paradigm of Open Learner Models (OLM) was introduced in Intelligent Tutoring Systems in order to involve the learner in the overall learning experience (Bull and Pain 1995; Dimitrova 2003). OLMs generate the Learner Model (LM) of a learner by diagnosing their knowledge during their interactions with the system (VanLehn 1988). This is achieved by evaluating the learner’s answers to a series of questions on a particular topic or domain. Previous LMs were hidden from the learners and were only accessible to the system. OLMs externalize the contents of the LM to promote independent learning. This is done in order to provide transparency and increas
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