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Direct linkLiu, Zhi; Kong, Xi; Chen, Hao; Liu, Sannyuya; Yang, Zongkai – IEEE Transactions on Learning Technologies, 2023
In a massive open online courses (MOOCs) learning environment, it is essential to understand students' social knowledge constructs and critical thinking for instructors to design intervention strategies. The development of social knowledge constructs and critical thinking can be represented by cognitive presence, which is a primary component of…
Descriptors: MOOCs, Cognitive Processes, Students, Models
Adelson de Araujo; Pantelis M. Papadopoulos; Susan McKenney; Ton de Jong – Journal of Computer Assisted Learning, 2024
Background: Sustaining productive student-student dialogue in online collaborative inquiry learning is challenging, and teacher support is limited when needed in multiple groups simultaneously. Collaborative conversational agents (CCAs) have been used in the past to support student dialogue. Yet, research is needed to reveal the characteristics…
Descriptors: Learning Analytics, Computer Mediated Communication, Artificial Intelligence, Dialogs (Language)
Ericsson, Elin; Sofkova Hashemi, Sylvana; Lundin, Johan – Cogent Education, 2023
Speaking in a foreign language is considered challenging to both teach and learn. Virtual humans (VHs), as conversational agents (CAs), provide opportunities to practise speaking skills. Lower secondary school students (N = 25) engaged in an AI-based spoken dialogue system (SDS) and interacted verbally with VHs in simulated everyday-life scenarios…
Descriptors: Artificial Intelligence, English (Second Language), Second Language Learning, Second Language Instruction
