We’re in this Together: Intentional Design of Social Relationships with AIED Systems

Students’ relationships with their peers, teachers, and communities influence the ways in which they approach learning activities and the degree to which they benefit from them. Learning technologies, ranging from humanoid robots to text-based prompts on a computer screen, have a similar social infl...

Full description

Saved in:
Bibliographic Details
Published in:International journal of artificial intelligence in education 2016-06, Vol.26 (2), p.713-729
Main Authors: Walker, Erin, Ogan, Amy
Format: Article
Language:English
Subjects:
Artificial Intelligence
Communication Strategies
Computer Science
Computers and Education
Design
Educational Environment
Educational Technology
Humanoid
Interaction
Interpersonal Relationship
Learner Engagement
Learning
Learning Theories
Man Machine Systems
School environment
Student Behavior
Students
Teaching Methods
Technology
Technology Uses in Education
Tutoring
User Interfaces and Human Computer Interaction
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Students’ relationships with their peers, teachers, and communities influence the ways in which they approach learning activities and the degree to which they benefit from them. Learning technologies, ranging from humanoid robots to text-based prompts on a computer screen, have a similar social influence on students. We envision a future in which AIED systems adaptively create social relationships with their learners in addition to modeling student learning and providing adaptive cognitive support. By deliberate design of the relationships between learners and systems, the systems can have maximal impact on student learning and engagement. This deliberate design would include careful consideration of the type of learning technology and its channels of communication with the learner, the broader context of the interaction, and the history of the relationship between the student and the learning technology. To achieve this vision, as a field, we will need to build understanding of how relationships form in human-technology settings, and how educational technologies should be advanced to support the assessment and monitoring of meaningful relationship factors over time.
ISSN:1560-4292
1560-4306
DOI:10.1007/s40593-016-0100-5