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Can a Teachable Agent Influence How Students Respond to Competition in an Educational Game?
Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS). Lund University, Lund, Sweden.
Uppsala University, Uppsala, Sweden.
Linköping University, Linköping, Sweden.
2017 (English)In: Artificial Intelligence in Education: 18th International Conference, AIED 2017, Wuhan, China, June 28 – July 1, 2017, Proceedings / [ed] Elisabeth André, Ryan Baker, Xiangen Hu, Ma. Mercedes T. Rodrigo & Benedict du Boulay, Cham: Springer, 2017, Vol. 10331, p. 347-358Conference paper, Published paper (Refereed)
Abstract [en]

Learning in educational games is often associated with some form of competition. We investigated how students responded to winning or losing in an educational math game, with respect to playing with or without a Teachable Agent (TA). Students could choose between game modes in which the TA took a more passive or active role, or let the TA play a game entirely on its own. Based on the data logs from 3983 games played by 163 students (age 10–11), we analyzed data on students’ persistence, challenge-seeking and performance during gameplay. Results indicated that students showed greater persistence when playing together with the TA, by more often repeating a lost game with the TA, than a lost game after playing alone. Students’ challenge-seeking, by increasing the difficulty level, was greater following a win than following a loss, especially after the TA won on its own. Students’ gameplay performance was unaffected by their TA winning or losing but was, unexpectedly, slightly worse following a win by the student alone. We conclude that engaging a TA can make students respond more productively to both winning and losing, depending on the particular role the TA takes in the game. These results may inform more specific hypotheses as to the differential effects of competing and collaborating in novel, AI-supported social constellations, such as with TAs, on students’ motivation and ego-involvement in educational games. © Springer International Publishing AG 2017.

Place, publisher, year, edition, pages
Cham: Springer, 2017. Vol. 10331, p. 347-358
Series
Lecture Notes in Computer Science (LNCS), ISSN 0302-9743, E-ISSN 1611-3349 ; 10331
Keywords [en]
Educational game, Competition, Teachable agent, Social influence
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:hh:diva-35740DOI: 10.1007/978-3-319-61425-0_29Scopus ID: 2-s2.0-85022190414Libris ID: 20905658ISBN: 978-3-319-61424-3 (print)ISBN: 978-3-319-61425-0 (electronic)OAI: oai:DiVA.org:hh-35740DiVA, id: diva2:1162762
Conference
18th International Conference on Artificial Intelligence in Education, (AIED 2017) Wuhan, China, 28 June-1 July, 2017
Note

Arbetet påbörjades när huvudförfattaren var verksam vid Lunds universitet.

Publikationen mottog "Best paper award" vid konferensen AIED 2017, Wuhan, China, June 28 – July 1, 2017.

Available from: 2017-12-05 Created: 2017-12-05 Last updated: 2017-12-11Bibliographically approved

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Sjödén, Björn

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