Investigating the Relationship between Dialogue Responsiveness and Learning in a Teachable Agent Environment

摘要

Using the Betty's Brain Teachable Agents learning environment, we explored a potential relationship between a student's responsiveness to pedagogical agent feedback and the student's learning and performance in the system. We found that both dialogue and action responsiveness metrics were significantly correlated with learning gains in pre- to post-tests, but only action responsiveness was significantly correlated with task performance scores. Dialogue responsiveness was also a better predictor of learning gain than were standardized test scores.