Anton Axelsson

Can preschoolers profit from a teachable agent based play-and-learn game in mathematics?

A large number of studies carried out on pupils aged 8–14 have shown that teachable agent (TA) based games are beneficial for learning. The present pioneering study aimed to initiate research looking at whether TA based games can be used as far down as preschool age. Around the age of four, theory of mind (ToM) is under development and it is not unlikely that a fully developed ToM is necessary to benefit from a TA’s socially engaging characteristics. 10 preschool children participated in an experiment of playing a mathematics game. The participants playing a TA-version of the game engaged socially with the TA and were not disturbed by his presence. Thus, this study unveils exciting possibilities for further research of the hypothesised educational benefits in store for preschoolers with regard to play-and-learn games employing TAs.

Eliciting strategies in revolutionary design : exploring the hypothesis of predefined strategy categories

ABSTRACT Introducing automation in a human-machine system changes the tasks performed by human operators. It is difficult to analyse systems for which there are no experienced operators. This issue emerged within a project with the aim to develop a human–machine interface for a highly automated long-haul vehicle. To handle the problem, a formative strategies analysis method with promises to enable desktop analyses through predefined strategy categories was adopted. The method was used to investigate strategies for controlling the future long haul vehicle by conducting workshops with todays drivers. The method was shown to be a valuable asset in eliciting strategies for revolutionary design.

Collegial verbalisation – the value of an independent observer: an ecological approach

For knowledge elicitation in contexts where human operators are highly experienced, there are two established protocols available – concurrent and retrospective verbalisations. A third protocol – ‘conspective’ verbalisation – and a synthesised method called collegial verbalisation (CV) which combines the three protocols are presented. Where domain knowledge is shared between colleagues, one might find that they share cognitive strategies. Independent observers (colleagues) comment in the form of conspective protocols on the behaviour of target users. It solves some of the problems associated with the established verbalisation protocols. Three previously published field studies are summarised to illustrate the development of the protocol and the method, provide empirical support, and exemplify the practical value. Based on these studies, a theoretical model is presented. Conspective verbalisation is intended for use in conjunction with concurrent and retrospective verbalisations. Contributing an independent source of data is seen as the major implication of the CV method.

Scaffolding mentalizing via a play-&-learn game for preschoolers

Educational software in which the student takes the role of teacher and instructs a digital tutee - a so-called teachable agent - has repeatedly proven to have positive effects for school childrens learning. In a study with 39 preschoolers aged 3:9 to 6:3, we explored the conditions under which children this young would benefit as well from this kind of educational software. We specifically investigated to what extent children of this age group would be able to reason about and reflect upon the actions of their digital tutee, and to what extent they would enjoy an educational game centered around instructing and helping a digital tutee. Results revealed that preschoolers were quite capable of reasoning and reflecting upon their digital tutee. This was rather surprising, since the results of a standardized false-belief test did not indicate this level of mentalizing capabilities in the group as a whole. The results also indicated that the preschoolers, like older children, were interested and engaged in this kind of game that involves instructing a digital tutee. Learning-by-Teaching software can be pedagogical meaningful in preschool.Preschoolers show considerable engagement using a Learning-by-Teaching software.Preschoolers show sufficient understanding of a digital tutee (teachable agent).Preschoolers outperform predictions of a standard false-belief test.In-game scaffolding elicits advanced performance in preschool children.

Authority and level of automation : Lessons to be learned in design of in-vehicle assistance systems

Motor vehicles and drivers’ relationship with them will change significantly in the next decades. Still, most driving tasks are likely to involve humans behind the wheel, emphasizing the design of in-vehicle assistance systems. A framework for distribution of control between human beings and technology is presented, as well as a model to be used in analysis, design, development, and deployment of decision support systems. The framework and the model are applied in a project aiming for design of in-vehicle systems for future long-haul vehicles. The empirical investigations conducted support the design-as-hypotheses approach. The search for improvements of design concepts and levels of automation leads to a shift away from abstract ideas of autonomous cars to empirical issues such as how to support the driver. The need to discuss authority in relation to levels of automation is recognized, emphasizing the fact that human-machine interaction takes place on two distinct levels.