Chih-Yueh Chou

Redefining the learning companion: the past, present, and future of educational agents

The development of intelligent tutoring systems has long been the focus of applying artificial intelligence and cognitive science in education. A new breed of intelligent learning environments called learning companion systems was developed over a decade ago. In contrast to an intelligent tutoring system, in which a computer mimics an intelligent tutor, the learning companion system assumes two roles, one as an intelligent tutor and another as a learning companion. Motivated by recent interest in agent research and other technologies, this learning companion field has received increasing attention. This study addresses issues that arise from different perspectives on this research effort. With a view to future networked learning environments, the learning companion is redefined for application to a wide spectrum of educational agent research. Accordingly, several subjects that relate to educational agents, and hence learning companions, are identified.

Four spaces of network learning models

Abstract The development of information and communication technology changes how, what, who, when, where and why we learn. Unfortunately, little is known of the exact impact that these changes will bring to education. However, we are certain that many new learning and teaching styles which are called learning models in the paper will emerge to cope with the changes in the near future. The present paper describes four spaces of learning models, namely, the future-classroom, the community-based, the structural-knowledge, and the complex-problem learning models, which are specifically designed to integrate the Internet into education. 1 With the four spaces of learning models, the present paper may serve two functions. First, it offers a way to integrate an array of different communication technologies (e.g. handheld computer, wireless communication and the Internet) and learning theories into an integrated schema. Secondly, the paper offers a direction concerning how and what to look for in education with the Internet integrated in.

An approach of implementing general learning companions for problem solving

Adding a learning companion, a computer simulated social agent, to a computer based learning system can enhance its educational value by enriching the way in which the computer and the user interact. This paper presents a novel simulation approach, named General Companion Modeling (referred to hereinafter as GCM), to implement learning companions in a general problem-solving domain. DwestAgent, a learning companion system, is also implemented using the GCM approach to demonstrate the feasibility of the proposed approach. In addition, the approach can help developers of learning companions clarify implementation issues and requirements involved in simulating: (1) domain competencies, (2) learning competencies, (3) behaviors as a peer tutor, and (4) behaviors as a peer tutee of a learning companion. Using GCM, one can simulate learning companions with various characteristics by adjusting parameters within the proposed simulation framework.

An approach to developing computational supports for reciprocal tutoring

This study presents a novel approach to developing computational supports for reciprocal tutoring. Reciprocal tutoring is a collaborative learning activity, where two participants take turns to play the role of a tutor and a tutee. The computational supports include scaffolding tools for the tutor, and a computer-simulated virtual participant. The approach, including system architecture, implementations of scaffolding tools for the tutor and of a virtual participant is presented herein. Furthermore, a system for reciprocal tutoring is implemented as an example of the approach.

A pilot study of computer supported learning by constructing instruction notes and peer expository instruction

Learning by teaching has been extensively studied in education and psychology research. However, there has been relatively less effort in this research avenue in CSCL research. Computer supported learning by teaching, as a genus of CSCL activities, is expected to draw more attention in the future. In this pilot study, we propose a model of computer supported learning by teaching that involves peer tutors in preparing their instruction notes and teaching their peer tutees verbally. Collaborative learning is incorporated in our pedagogical design. As an initial investigation and for future improvement of our design, we conducted two experimental trials in a graduate-level course. This paper discusses the design of this model and reports our findings from the experimental trials.

Reciprocal Tutoring: Design with Cognitive Load Sharing.

Reciprocal tutoring, as reported in “Exploring the design of computer supports for reciprocal tutoring” (Chan and Chou 1997), has extended the meaning and scope of intelligent tutoring originally implemented in standalone computers. This research is a follow-up to our studies on a learning companion system in the late 1980s and its network version, Distributed West, in the early 1990s. In this commentary paper, we first provide the history of and rationale behind our research. We pose and discuss six design dimensions that comprise 12 design questions. This is done on the basis of our previous experience and current knowledge as well as by reexamining the design approach, cognitive load sharing, in the original paper. Our purpose is to shed light on the future design of reciprocal tutoring. One-to-one classrooms, in which students learn with their personal computing devices (Chan et al. 2006), are becoming prevalent in practice; therefore, we expect that reciprocal tutoring—learning-by-tutoring and learning-by-being-tutored—will also become widespread.

Implementation and evaluation of three learning activity levels in wireless learning environment

With the emergence of information technology, wireless communication and mobile devices are the newest applications in education. The wireless technology enhanced classroom (WiTEC) integrates wireless local area network, mobile learning devices, and client-server architecture to support instruction and learning activities in classroom. This paper introduces the framework of three learning activity levels, namely learning function, learning episode, and learning flow, as the basis to design and develop an integrated system to support various kinds of learning activities in WiTEC. A teacher can use the system to form new learning flows before class and to implement them in class. A two-stage evaluation was conducted in three elementary classes to investigate the usability and feasibility of the proposed system. The participated teachers indicated that the integrity mechanism of three learning activity levels eases the burden of preparing, implementing, and reviewing instruction and learning.

Animal companions as motivators for teammates helping each other learn

This paper describes and discusses the design rationales of a system called My-Pet-Our-Pet that intends to realize an approach to using simulated animal companions to encourage students to help each other learn. A class of students is divided into several teams. Every student keeps her own individual animal companion, called My-Pet. An important component of animal companion is the student model of its master that supports self-reflection in different perspectives. Also, every team has a team animal companion, called Our-Pet, being kept by all the members of the team collaboratively. Our-Pet has a collective student model composed by all the student models of the team members. The design of Our-Pet help set a team goal through participating a competition game among Our-Pets of different teams, support collective reflections among team members, and shed light for the team how to help each other. We are currently conducting an experimental trail of the system in an elementary school where every student in the class has a Tablet PC.