Multimodal Interaction: Correlates of Learners’ Metacognitive Skill Training Negotiation Experience (original) (raw)
Related papers
Journal of Ambient Intelligence and Humanized Computing, 2020
Metacognitive skill training may rest within any kind of social interaction that requires awareness of what an individual and others think, in social, educational and organizational settings alike. This work is an extensive study of multimodal application interaction (virtual agent, spoken dialogue, visual communication of progress) for metacognitive skill training via negotiation skill training scenarios. Human behaviour, as effected by civic action and interpersonal and problem-solving skill training, is investigated through interaction sessions with a virtual agent on multimodal multiparty negotiation. This work reports on the results of the user-system evaluation sessions involving 41 participants before and after interaction with the system, integrating macro-(dialogue system performance) and micro-(metacognitive-related and individual-and community-level-related attitudes and skills) factors. Findings indicate significant and positive relationships between user and system evaluation questions after interaction with the dialogue system and between self-efficacy, self-regulation, individual readiness to change, mastery goal orientation, interpersonal and problem-solving skills and civic action before and after the interaction experience. Implications, limitations and further research issues are discussed in light of context of the multimodal interaction and its effects on the human behaviour during metacognitive skill training.
2019
The current paper explores learners’ experience (system’s usability)(macro-features) when the METALOGUE (Multiperspective Multimodal Dialogue: dialogue system with metacognitive abilities) system (virtual agent) was used to teach metacognitive- and individual-and-community level attitudes and skills (micro-factors) in multi-issue negotiation. The virtual agent is component of the METALOGUE pilot study that was run at the Hellenic Parliament in Greece and developed as part of the EU METALOGUE research project (http://metalogue.eu). METALOGUE project has designed and evaluated its’ multimodal dialogue system including several models (i.e. cognitive, learning, interaction and dialogue management) as exemplified in many modalities such as spoken natural language, facial expressions, body posture and biosensor data. The system played the role of one of the dialogue participants and acted as a tutor guiding multiple users, with its strategic impact expanded upon intelligent virtual enviro...
Metacognitive Instruction and Interactional Feedback in a Computer-Mediated Environment
TESL Canada Journal, 2020
Multiple theoretical frameworks support the notion of interactional feedback as facilitative of second language (L2) development. However, research demonstrates that learners often avoid providing feedback during peer collaborative work, thus failing to take advantage of key opportunities for language learning and development. Recent studies have examined how metacognitive instruction (MI) may be used to explicitly train learners in the provision of interactional feedback, with results showing increased instances of feedback (Fujii et al., 2016) and improved L2 outcomes (e.g., Sato & Loewen, 2018; Sippel, 2019). Building on this work, this exploratory study investigated the effects of MI on intermediate L2 English learners’ (n = 26) provision of interactional features in synchronous computer-mediated communication. Using a pretest-treatment-posttest design, all learners completed three decision-consensus tasks, with learners in the treatment group receiving direct instruction on the...
Pilot Scenario Design for Evaluating a Metacognitive Skills Learning Dialogue System
Communications in Computer and Information Science, 2014
This work describes the experimentation on the application of evaluation methodologies for creating metrics that evaluate the experience of the users of the Metalogue system as they learn and using them to validate the effective ability of the system to assess them. Pilot scenarios were formulated in order to effectively train the system to train the users on metacognitive skills learning. Usability design common approaches, such as focus groups and user experience needfinding sessions were used to collect the data.
Multimodal Dialogue System Evaluation: A Case Study Applying Usability Standards
2018
This paper presents an approach to the evaluation of multimodal dialogue systems, applying usability metrics defined in ISO standards. Users’ perceptions of effectiveness, efficiency and satisfaction were correlated with various performance metrics derived from system logfiles and reference annotations. Usability experts rated questions from a preliminary 110-items questionnaire, and an assessment of their agreement on usability concepts has led to a selection of eight main factors: task completion and quality, robustness, learnability, flexibility, likeability, ease of use and usefulness (value) of an application. Based on these factors, an internally consistent and reliable questionnaire with 32 items (Cronbach’s alpha of 0.87) was produced. This questionnaire was used to evaluate the Virtual Negotiation Coaching system for metacognitive skills training in a multi-issue bargaining setting. The observed correlations between usability perception and derived performance metrics sugge...
Computer–mediated negotiated interaction: an expanded model
The Modern Language Journal, 2003
This study examines task-based, synchronous computer-mediated communication (CMC) among intermediate-level learners of English. The research specifically explores (a) whether learners engage in negotiated interaction when they encounter new lexical items, (b) whether task type has an effect on the amount of negotiation that transpires, and (c) how this computer-mediated negotiation compares to that noted in the face-to-face literature. Fourteen nonnative-nonnative dyads collaboratively completed 4 communicative tasks using ChatNet, a browser-based chat program. Each dyad completed 2 jigsaw and 2 decision-making tasks, which were each "seeded" with 8 target lexical items. The chatscripts reveal that learners do in fact negotiate for meaning in the CMC environment when nonunderstanding occurs. Furthermore, task type was found to have a definite influence on the extent to which learners engaged in negotiation, but not necessarily in the same way that has been observed in the face-to-face literature. Though the negotiation that occurs in the CMC environment proceeds in ways that are roughly similar to face-to-face negotiation, the observed differences call for a new model of computer-mediated negotiation. This new model is presented as a more accurate tool for describing computer-mediated negotiated interaction than those offered to chart face-to-face negotiation episodes.
Scaffolding of small groups’ metacognitive activities with an avatar
International Journal of Computer-Supported Collaborative Learning, 2011
Metacognitive scaffolding in a computer-supported learning environment can influence students' metacognitive activities, metacognitive knowledge and domain knowledge. In this study we analyze how metacognitive activities mediate the relationships between different avatar scaffolds on students' learning. Multivariate, multilevel analysis of the 51,339 conversation turns by 54 elementary school students working in triads showed that scaffolding has an effect on students' learning. Students receiving structuring or problematizing metacognitive scaffolds displayed more metacognitive knowledge than students in the control group. Metacognitive activities mediated the effects of scaffolding, and increased metacognitive activities supported students' metacognitive knowledge. Moreover, students who were engaged in proportionately more cognitive activities or fewer off-task activities also outperformed other students on the metacognitive knowledge test. Only problematizing scaffolds led to more domain knowledge and metacognitive activities mediated the effects of the problematizing scaffolds. Moreover, students in the problematizing condition who engaged in more cognitive activities or whose group mates used more relational activities had greater domain knowledge acquisition than other students.
2003
This study examines task-based, synchronous computer-mediated communication (CMC) among intermediate-level learners of English. The research specifically explores (a) whether learners engage in negotiated interaction when they encounter new lexical items, (b) whether task type has an effect on the amount of negotiation that transpires, and (c) how this computer-mediated negotiation compares to that noted in the face-to-face literature. Fourteen nonnative–nonnative dyads collaboratively completed 4 communicative tasks using ChatNet, a browser-based chat program. Each dyad completed 2 jigsaw and 2 decision-making tasks, which were each “seeded” with 8 target lexical items. The chatscripts reveal that learners do in fact negotiate for meaning in the CMC environment when nonunderstanding occurs. Furthermore, task type was found to have a definite influence on the extent to which learners engaged in negotiation, but not necessarily in the same way that has been observed in the face-to-face literature. Though the negotiation that occurs in the CMC environment proceeds in ways that are roughly similar to face-to-face negotiation, the observed differences call for a new model of computer-mediated negotiation. This new model is presented as a more accurate tool for describing computer-mediated negotiated interaction than those offered to chart face-to-face negotiation episodes.