The TA-gaze result is interpreted as preschoolers understanding the teachable agent as an entity with agency that acts on its own knowledge¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The pattern of looking more at the TA after it had been in charge can be interpreted as children ascribing agency to the TA, i.e., goal-directed action based on its own knowledge. → Gulz 2020

Evidence¶

Gulz 2020¶

Gulz, Agneta; Londos, Ludvig & Haake, Magnus. (2020). Preschoolers' Understanding of a Teachable Agent-Based Game in Early Mathematics as Reflected in their Gaze Behaviors – an Experimental Study. International Journal of Artificial Intelligence in Education (2020) 30:38–73. https://doi.org/10.1007/s40593-020-00193-4

q2 · i? · causal · r2

Authors' interpretation of the gaze result from the experimental session; the article frames it as an inference, not a tested measure of understanding. The TA and clouds differ categorically only for children with sufficient understanding of agency.

"This can be interpreted as an indication that the children had an understand- ing of their teachable agent as an entity that, like themselves and unlike other dynamic visual elements in the game, made decisions based on own 'knowledge'."

Discussion¶

Related Claims¶

• In preschoolers playing Magical Garden, two measured gaze behaviors were positively correlated with the game performance measure, as hypothesized — related
• Preschoolers looked at the teachable agent significantly more often when the agent had been in charge of gameplay than when it had not — related