An Evaluation of the Effectiveness of Using Pedagogical Agents for Teaching in Inclusive Ways

Savin‐Baden, Maggi; Bhakta, Roy; Mason-Robbie, Victoria; Burden, David

doi:10.1007/978-981-13-8161-4_7

Cited by 5 publications

(5 citation statements)

References 26 publications

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“…Further, AI will be able to pair learners who need help with learners who have already completed a task, or create peer help groups based on log data. For example, AI would recommend a human learning companion and/or an AI agent, or called pedagogical agents (Savin-Baden et al, 2019), to read together. Peers can be selected from humans or AI in the future, creating an environment that promotes learning and reading together.…”

Section: [Post-reading Phase]mentioning

confidence: 99%

Challenges and opportunities of AI in inclusive education: a case study of data-enhanced active reading in Japan

Toyokawa,

Horikoshi,

Majumdar

et al. 2023

Smart Learn. Environ.

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In inclusive education, students with different needs learn in the same context. With the advancement of artificial intelligence (AI) technologies, it is expected that they will contribute further to an inclusive learning environment that meets the individual needs of diverse learners. However, in Japan, we did not find any studies exploring current needs in an actual special needs context. In this study, we used the learning and evidence analysis framework (LEAF) as a learning analytics-enhanced learning environment and employed Active Reading as an example learning task to investigate the challenges and possibilities of applying AI to inclusive education in the future. Two students who attended a resource room formed the context. We investigated learning logs in the LEAF system while each student executed a given learning task. We detected specific learning behaviors from the logs and explored the challenges and future potential of learning with AI technology, considering human involvement in orchestrating inclusive educational practices.

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Section: [Post-reading Phase]mentioning

confidence: 99%

Challenges and opportunities of AI in inclusive education: a case study of data-enhanced active reading in Japan

Toyokawa,

Horikoshi,

Majumdar

et al. 2023

Smart Learn. Environ.

View full text Add to dashboard Cite

show abstract

“…Students develop their expertise in the content area of the cases they study through the issues and problems that represent real-life situations (Kuh et al 2006;Savin-Baden et al 2019). It can be asserted that PBL enables students to improve their learning styles by offering similar experiences to real-life professional practices.…”

Section: Background Problem-based Learning In Digital Design and Fabr...mentioning

confidence: 99%

“…2006; Savin‐Baden et al . 2019). It can be asserted that PBL enables students to improve their learning styles by offering similar experiences to real‐life professional practices.…”

Section: Introductionmentioning

confidence: 99%

Hands‐on Digital Design Course during the Pandemic: Moulding Design for Fabricating Small Objects

Özerol¹,

Selçuk²

2023

Int J Art Design Ed

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Due to the pandemic conditions, hands-on courses in architectural education were conducted remotely and their presentation had to be reconsidered. Hands-on courses, by their nature, support learning and learner-instructor interaction in the classroom environment. It was necessary to develop innovative solutions to ensure this interaction in virtual classrooms. This study discusses a method we experienced in the 2021-2022 spring semester of the "Principles of Digital Design and Fabrication in Architecture" course given at Gazi University. To combat potential interaction deficits, "problem-based learning (PBL)" and "learning by doing (LBD)" teaching methods were applied. While reflecting on foreseen problems in the curriculum on the students, we determined the distance education process causes different reflections on students in terms of digital modelling and fabrication techniques. All constraints and problem determinations obtained by the students were classified and a way to solve these problems developed with the LBD style. By the end of the course, the students, who were expected to design a small 3D object, first designed the mould then realised their fabrication of the object. In this process, while the foreseen problems and curriculum determined at the beginning overlapped, other problem determinations and their reflections formed an important base for the future curriculum.

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“…Pedagogical agents have been seen in diverse fields across educational disciplines [20] to support children with special learning needs, including sensing, processing sensory information, and performing actions in the classrooms [21]. The pedagogical agents could serve as peers, partners, mentees, or tutors to develop associated cognitive and affective learning outcomes [22].…”

Section: Literature Review 21 Pedagogical Agents For K-1educationmentioning

confidence: 99%

“…Literature review have shown that teachers' attitudes and design beliefs about pedagogical agents affect inclusive teaching practices in the classroom [36]. Also, their design belief might also influence teachers' ability to create a student-centered, interdisciplinary learning experience [37] Research also showed that authentic learning exercises with technology led to a significant increase in teachers' ability to design [38]. Additionally, the studies also showed that teachers' design beliefs could be a significant predictor of their ability to design [39], however, the lack of design thinking could become a barrier to technology integration [40].…”

Section: Deficit Thinking and Special Teacher Educationmentioning

confidence: 99%

Exploring changes in special education teachers’ attitudes and design belief towards pedagogical agents in co-designing with children

Breazeal

2022

Interaction Design and Children

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Special education teachers' perception and attitudes towards technology and design play a critical role in pedagogical practices. The study aims to explore changes in special education teachers' attitudes and design beliefs through a co-design process with children.The initial pilot study focused on preparing special education teachers for effective integration of pedagogical agents into teaching and learning. The initial pilot study followed the mixed-method design and was guided by the following research question: In what ways the co-design process influenced teachers' attitudes and design beliefs towards pedagogical agents through the co-design process with children? The preliminary results indicated by the end of the program that teachers' attitudes towards pedagogical agents increased significantly with moderate effect sizes, which might contribute to the co-design process and interactions with pedagogical agents. Qualitative analysis based on teacher interviews, lesson projects, and field notes also suggested that the shifts in participant's attitudes and design beliefs are influenced by a variety of personal and contextual factors including i) The didactic use of pedagogical agents; ii) the usefulness of pedagogical agents for inclusive education; (iii) teachers' attitudes about the role of the teacher as a designer, and (iv) leadership support to facilitate the immersive learning experience created through the interaction between the human and pedagogical agents.

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An Evaluation of the Effectiveness of Using Pedagogical Agents for Teaching in Inclusive Ways

Cited by 5 publications

References 26 publications

Challenges and opportunities of AI in inclusive education: a case study of data-enhanced active reading in Japan

Challenges and opportunities of AI in inclusive education: a case study of data-enhanced active reading in Japan

Hands‐on Digital Design Course during the Pandemic: Moulding Design for Fabricating Small Objects

Exploring changes in special education teachers’ attitudes and design belief towards pedagogical agents in co-designing with children

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