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    Design Perspective on the Role of Advanced Bots for Self-Guided Learning

    199106_199106.pdf (287.1Kb)
    Access Status
    Open access
    Authors
    Wood, Lincoln
    Reiners, Torsten
    Bastiaens, T.
    Date
    2014
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Wood, L. and Reiners, T. and Bastiaens, T. 2014. Design Perspective on the Role of Advanced Bots for Self-Guided Learning. The International Journal of Technology, Knowledge, and Society. 9 (4): pp. 187-199.
    Source Title
    The International Journal of Technology, Knowledge, and Society
    Additional URLs
    http://ijt.cgpublisher.com/product/pub.42/prod.970
    ISSN
    18323669
    Remarks

    NOTICE: This is the author’s version of a work in which changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication.

    URI
    http://hdl.handle.net/20.500.11937/6634
    Collection
    • Curtin Research Publications
    Abstract

    Virtual worlds are rapidly gaining acceptance in educational settings; with bots play an important role in these environments to help learners. Authentic learning can be significantly supported by bots to help self-guided learning in authentic tasks. in this paper, we investigate what is stopping educators from making more use of bots as a valuable resource and how these barriers can be overcome. This exploratory research uses interviews with six educators, who use educational bots. We show that while the experts have 'big plans' for bot use, the current educational implementations are 'low-level' and restrictive in their application. There is further confusion about appropriate pedagogical models and how to use them effectively as more than 'prompters' or 'extras'. While creation- and control-technologies are advancing, allowing use of bots as a 'hard technology' to guide learners through routine procedures; there is a lack of resources for automation as intelligence technologies are slower to develop and may required future partnerships with external parties before they are available useable by general educators.

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