论文标题
用于培养儿童问答技能的教学代理
Pedagogical Agents for Fostering Question-Asking Skills in Children
论文作者
论文摘要
问题问是建立学术知识的重要工具，也是一种自我增强好奇心的驱动力。但是，研究发现，在课堂上，询问很少见，儿童的问题通常是肤浅的，缺乏深刻的推理。在这项工作中，我们开发了一种教学剂，该教学法鼓励儿童提出不同的思维问题，这是一种与好奇心有关的更复杂的问题。我们对95名五年级学生进行了一项研究，他们与鼓励融合思维或发散问题的代理商进行了互动。结果表明，两种干预措施都增加了不同思维问题的数量和问题的流利性，虽然他们并没有显着改变儿童对好奇心的感知，尽管他们的内在动机得分很高。此外，儿童的好奇心特质对提出不同思想的问题的问题具有中介作用，这表明必须根据每个学生的好奇倾向对每个学生进行个性化提问的干预措施。
Question asking is an important tool for constructing academic knowledge, and a self-reinforcing driver of curiosity. However, research has found that question asking is infrequent in the classroom and children's questions are often superficial, lacking deep reasoning. In this work, we developed a pedagogical agent that encourages children to ask divergent-thinking questions, a more complex form of questions that is associated with curiosity. We conducted a study with 95 fifth grade students, who interacted with an agent that encourages either convergent-thinking or divergent-thinking questions. Results showed that both interventions increased the number of divergent-thinking questions and the fluency of question asking, while they did not significantly alter children's perception of curiosity despite their high intrinsic motivation scores. In addition, children's curiosity trait has a mediating effect on question asking under the divergent-thinking agent, suggesting that question-asking interventions must be personalized to each student based on their tendency to be curious.
