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dc.contributor.authorWood, Lincoln
dc.contributor.authorReiners, Torsten
dc.contributor.authorBastiaens, T.
dc.identifier.citationWood, 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.

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.

dc.publisherCommon Ground
dc.subjectEvolution of Bots
dc.titleDesign Perspective on the Role of Advanced Bots for Self-Guided Learning
dc.typeJournal Article
dcterms.source.titleThe International Journal of Technology, Knowledge, and Society

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.

curtin.accessStatusOpen access

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