Adaptively administer trialogue designs according to the student's knowledge and psychological attributes¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article proposes that the seven trialogue designs should be adaptively administered depending on the student's knowledge and other psychological attributes. Vicarious learning designs (1 and 2) suit learners with limited knowledge, skills, and actions, whereas designs 5 and 7 suit more capable students attempting to achieve deeper knowledge, and design 4 is motivating by virtue of the game competition. This is a current hypothesis guiding which two-agent configuration to select for a given learner.

Design Implications¶

Context¶

Requirements¶

• Learner knowledge and psychological attributes must be assessed to select among the seven trialogue designs

Constraints¶

• The article states this is a hypothesis and that research needs to be conducted to assess empirically the conditions under which different trialogue designs facilitate learning and motivation

Target Learners¶

• learners across a knowledge range, from limited-knowledge learners to more capable students seeking deeper knowledge

Target Learning Goals¶

• matching conversational format to learner proficiency to support learning and motivation

Affordances¶

• Seven Trialogue Designs Two Agents

Related Strategies¶

Examples¶

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Key Sources¶

• Graesser, A. C. (2016). Conversations with AutoTutor Help Students Learn. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-015-0086-4