4 research outputs found
Analyzing discourse and text complexity for learning and collaborating: a cognitive approach based on natural language processing
With the advent and increasing popularity of Computer Supported Collaborative Learning (CSCL) and e-learning technologies, the need of automatic assessment and of teacher/tutor support for the two tightly intertwined activities of comprehension of reading materials and of collaboration among peers has grown significantly. In this context, a polyphonic model of discourse derived from Bakhtinâs work as a paradigm is used for analyzing both general texts and CSCL conversations in a unique framework focused on different facets of textual cohesion. As specificity of our analysis, the individual learning perspective is focused on the identification of reading strategies and on providing a multi-dimensional textual complexity model, whereas the collaborative learning dimension is centered on the evaluation of participantsâ involvement, as well as on collaboration assessment. Our approach based on advanced Natural Language Processing techniques provides a qualitative estimation of the learning process and enhances understanding as a âmediator of learningâ by providing automated feedback to both learners and teachers or tutors. The main benefits are its flexibility, extensibility and nevertheless specificity for covering multiple stages, starting from reading classroom materials, to discussing on specific topics in a collaborative manner, and finishing the feedback loop by verbalizing metacognitive thoughts
Zeitreflexion und Zeitlichkeitskonstruktion: eine Analyse von R. M. Rilkes "Die Aufzeichnungen des Malte Laurids Brigge", Th. Manns "Der Zauberberg" und R. Musils "Der Mann ohne Eigenschaften"
Die Arbeit untersucht die Rolle der ErzĂ€hlstruktur der drei ausgewĂ€hlten Romane fĂŒr die erzĂ€hlerische Darstellung von Zeitlichkeit. Einleitend zur Untersuchung werden die Begriffe 'Zeit' und 'Zeitlichkeit' definiert und voneinander unterschieden. Daraus entsteht ein neuartiger Analyseansatz, der zwischen "Chronologischem" und "chronographischem" ErzĂ€hlen unterscheidet. Mit diesem Ansatz werden die drei Romane in Bezug auf ihr performatives Potenzial der Darstellung von Zeitlichkeit untersucht
Modelling a conversational agent (Botocrates) for promoting critical thinking and argumentation skills
Students in higher education institutions are often advised to think critically, yet without being guided to do so. The study investigated the use of a conversational agent (Botocrates) for supporting critical thinking and academic argumentation skills. The overarching research questions were: can a conversational agent support critical thinking and academic argumentation skills? If so, how?
The study was carried out in two stages: modelling and evaluating Botocrates' prototype. The prototype was a Wizard-of-Oz system where a human plays Botocrates' role by following a set of instructions and knowledge-base to guide generation of responses. Both stages were conducted at the School of Education at the University of Leeds.
In the first stage, the study analysed 13 logs of online seminars in order to define the tasks and dialogue strategies needed to be performed by Botocrates. The study identified two main tasks of Botocrates: providing answers to students' enquiries and engaging students in the argumentation process. Botocratesâ dialogue strategies and contents were built to achieve these two tasks. The novel theoretical framework of the âchallenge to explainâ process and the notion of the âconstructive expansion of exchange structureâ were produced during this stage and incorporated into Botocratesâ prototype. The aim of the âchallenge to explainâ process is to engage users in repeated and constant cycles of reflective thinking processes. The âconstructive expansion of exchange structureâ is the practical application of the âchallenge to explainâ process.
In the second stage, the study used the Wizard-of-Oz (WOZ) experiments and interviews to evaluate Botocratesâ prototype. 7 students participated in the evaluation stage and each participant was immediately interviewed after chatting with Botocrates. The analysis of the data gathered from the WOZ and interviews showed encouraging results in terms of studentsâ engagement in the process of argumentation. As a result of the role of âcriticâ played by Botocrates during the interactions, users actively and positively adopted the roles of explainer, clarifier, and evaluator. However, the results also showed negative experiences that occurred to users during the interaction. Improving Botocratesâ performance and training users could decrease usersâ unsuccessful and negative experiences. The study identified the critical success and failure factors related to achieving the tasks of Botocrates