ICon History: An Intelligent Conversational History Tutor
Sábháilte in:
| Foilsithe in: | ProQuest Dissertations and Theses (2021) |
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ProQuest Dissertations & Theses
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| Rochtain ar líne: | Citation/Abstract Full Text - PDF |
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Níl clibeanna ann, Bí ar an gcéad duine le clib a chur leis an taifead seo!
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| Achoimre: | Understanding social studies or history can provide students with a basis for understanding their identity, improve their decision-making and judgment skills, and show them models of good and responsible citizenship. Reaching proficiency requires students to ask more profound questions of the past as well as construct deeper understandings of it. Research shows that engaging students in meaningful conversations improve their learning. Asking questions stimulates students’ thinking and creativity while allowing them to access and analyze information and draw sound conclusions. Thus, there is a need for new approaches that promote active learning in and out of the classroom. This thesis presents the design, development and evaluation of an innovative framework for intelligent conversational history tutor called ”ICon History”. Social constructivism provides the conceptual model for knowledge acquisition in this research: to enhance history learning by providing students with an opportunity to explore and examine historical figures’ experiences and perspectives by actively engaging in natural spoken conversational dialogues. Three key features characterize these dialogues: the inclusion of embodied conversational agents, multimedia, and storytelling to provide students with a rich learning experience. This research invokes a user-centered design approach to investigate the target demographic’s design needs, the system’s usability, and the learning impact on students. The themes derived from the drawings created during a participatory design study were used to inform ICon History’s user interface design. The usability evaluation suggests that ICon History is perceived as usable and likable by the students with an above-average SUS score. The intent classification model did not negatively impact the system’s usability. Although there was no significant difference in learning gains between reading a passage and using ICon History, it shows that ICon History is on par with traditional reading instruction. When asked which method they preferred, most reported that they preferred to use ICon History over the traditional reading passage because it was fun and interactive. These results indicate that ICon History positively impacted students and can be an engaging and useful learning tool. Contributions of this research include the ICon History system, a speech corpus with audio files and transcriptions, a text question and answer corpus, insight into how an existing natural language understanding engine performed in regards to returning the appropriate responses, and provides a discussion of the results along with future directions. |
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| ISBN: | 9798379748340 |
| Foinse: | ProQuest Dissertations & Theses Global |