Students perceive conversational-agent interventions as disruptive and react to the automatic disruptions differently¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students perceived the agent's interventions as having a disruptive aspect, and students experienced and reacted to the automatic disruptions differently. → Sten Ludvigsen 2016

Evidence¶

Sten Ludvigsen 2016¶

Sten Ludvigsen, Ulrike Cress, Nancy Law, Carolyn P. Rosé, & Gerry Stahl. (2016). Collaboration scripts and scaffolding. International Journal of Computer-Supported Collaborative Learning, 11, 381–385. https://doi.org/10.1007/s11412-016-9247-1

q2 · i? · causal · r?

The editors report this as a secondary finding of the Tegos et al. conversational-agent experiment, describing "the students' perception of the disruptive aspect of the agent's interventions" and heterogeneity in student reactions. No effect sizes are printed.

"Another interesting finding is the students’ perception of the disruptive aspect of the agent ’s interventions, and that the students experience and react to the automatic disruptions differently."

Discussion¶

Related Claims¶

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