Conversational Agents in Education – A Systematic Literature Review

Conversational Agents (CAs) are widely spread in a variety of domains, such as health and customer service. There is a recent trend of increasing publications and implementations of CAs in education. We conduct a systematic literature review to identify common methodologies, pedagogical CA roles, addressed target groups, the technologies and theories behind, as well as human-like design aspects. The initially found 3329 records were systematically reduced to 252 fully coded articles. Based on the analysis of the codings, we derive further research streams. Our results reveal a research gap for long-term studies on the use of CAs in education, and there is insufficient holistic design knowledge for pedagogical CAs. Moreover, target groups other than academic students are rarely considered. We condense our findings in a morphological box and conclude that pedagogical CAs have not yet reached their full potential of long-term practical application in education

Design of a Collaborative Learning Environment integrating Emotions and Virtual Assistants (Chatbots)

International audienceLearning is an important activity from elementary school to university and longer (long-life learning). A variety of learning models and approaches are used with more or less active and autonomous orientations. The objective of technology-supported learning is to assist and empower these approaches by proposing Learning environments. Collaboration is a key aspect of learning in that it allows learners to share and exchange learning contributions. In group learning (class learning), size is often a problem for the teacher, making it hard for them to assist and supervise all learners. In this paper we propose a Collaborative Learning Environment using technology-supported tools organized as a system, taking into account different learning approaches. Class learners are dynamically split into smaller groups, which are either managed by the teacher (for learners needing close supervision and guidance) or by the Virtual Assistants – Chatbots (for more autonomous learners). This split is not only based on actual working results but also on learning emotion perception. We thus aim to combine pedagogy and a neuroscience-based view of emotions and emotional approaches. We provide the main principles, the system architecture, the orchestration process and the first results

Design of a Collaborative Learning Environment integrating Emotions and Virtual Assistants (Chatbots)

International audienceLearning is an important activity from elementary school to university and longer (long-life learning). A variety of learning models and approaches are used with more or less active and autonomous orientations. The objective of technology-supported learning is to assist and empower these approaches by proposing Learning environments. Collaboration is a key aspect of learning in that it allows learners to share and exchange learning contributions. In group learning (class learning), size is often a problem for the teacher, making it hard for them to assist and supervise all learners. In this paper we propose a Collaborative Learning Environment using technology-supported tools organized as a system, taking into account different learning approaches. Class learners are dynamically split into smaller groups, which are either managed by the teacher (for learners needing close supervision and guidance) or by the Virtual Assistants – Chatbots (for more autonomous learners). This split is not only based on actual working results but also on learning emotion perception. We thus aim to combine pedagogy and a neuroscience-based view of emotions and emotional approaches. We provide the main principles, the system architecture, the orchestration process and the first results