A First Approach to Co-Design a Multimodal Pedagogic Conversational Agent with Pre-Service Teachers to Teach Programming in Primary Education
Pedagogic Conversational Agents (PCAs) are interactive systems that engage the student in a dialogue to teach some domain. They can have the roles of a teacher, student, or companion, and adopt several shapes. In our previous work, a significant increase of students’ performance when learning progra...
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| Format: | Article |
| Language: | English |
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MDPI AG
2024-02-01
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| Series: | Computers |
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| Online Access: | https://www.mdpi.com/2073-431X/13/3/65 |
| _version_ | 1797241590915268608 |
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| author | Diana Pérez-Marín Raquel Hijón-Neira Celeste Pizarro |
| author_facet | Diana Pérez-Marín Raquel Hijón-Neira Celeste Pizarro |
| author_sort | Diana Pérez-Marín |
| collection | DOAJ |
| description | Pedagogic Conversational Agents (PCAs) are interactive systems that engage the student in a dialogue to teach some domain. They can have the roles of a teacher, student, or companion, and adopt several shapes. In our previous work, a significant increase of students’ performance when learning programming was found when using PCAs in the teacher role. However, it is not common to find PCAs used in classrooms. In this paper, it is explored whether pre-service teachers would accept PCAs to teach programming better if they were co-designed with them. Pre-service teachers are chosen because they are still in training, so they can be taught what PCAs are and how this technology could be helpful. Moreover, pre-service teachers can choose whether they integrate PCAs in the teaching activities that they carry out as part of their degree’s course. An experiment with 35 pre-service primary education teachers was carried out during the 2021/2022 academic year to co-design a robotic PCA to teach programming. The experience validates the idea that involving pre-service teachers in the design of a PCA facilitates their involvement to integrate this technology in their classrooms. In total, 97% of the pre-service teachers that stated in a survey that they believed robot PCA could help children to learn programming, and 80% answered that they would like to use them in their classrooms. |
| first_indexed | 2024-04-24T18:25:45Z |
| format | Article |
| id | doaj.art-7f9a861c1b494ef78165b29c22d571c5 |
| institution | Directory Open Access Journal |
| issn | 2073-431X |
| language | English |
| last_indexed | 2024-04-24T18:25:45Z |
| publishDate | 2024-02-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Computers |
| spelling | doaj.art-7f9a861c1b494ef78165b29c22d571c52024-03-27T13:31:59ZengMDPI AGComputers2073-431X2024-02-011336510.3390/computers13030065A First Approach to Co-Design a Multimodal Pedagogic Conversational Agent with Pre-Service Teachers to Teach Programming in Primary EducationDiana Pérez-Marín0Raquel Hijón-Neira1Celeste Pizarro2Computer Science Department, ETSII, Universidad Rey Juan Carlos, 28032 Madrid, SpainComputer Science Department, ETSII, Universidad Rey Juan Carlos, 28032 Madrid, SpainApplied Mathematics, Materials Science and Engineering and Electronic Technology, ESCET, Universidad Rey Juan Carlos, 28032 Madrid, SpainPedagogic Conversational Agents (PCAs) are interactive systems that engage the student in a dialogue to teach some domain. They can have the roles of a teacher, student, or companion, and adopt several shapes. In our previous work, a significant increase of students’ performance when learning programming was found when using PCAs in the teacher role. However, it is not common to find PCAs used in classrooms. In this paper, it is explored whether pre-service teachers would accept PCAs to teach programming better if they were co-designed with them. Pre-service teachers are chosen because they are still in training, so they can be taught what PCAs are and how this technology could be helpful. Moreover, pre-service teachers can choose whether they integrate PCAs in the teaching activities that they carry out as part of their degree’s course. An experiment with 35 pre-service primary education teachers was carried out during the 2021/2022 academic year to co-design a robotic PCA to teach programming. The experience validates the idea that involving pre-service teachers in the design of a PCA facilitates their involvement to integrate this technology in their classrooms. In total, 97% of the pre-service teachers that stated in a survey that they believed robot PCA could help children to learn programming, and 80% answered that they would like to use them in their classrooms.https://www.mdpi.com/2073-431X/13/3/65basic educationcomputer programminghigher educationscientific informationonline systems |
| spellingShingle | Diana Pérez-Marín Raquel Hijón-Neira Celeste Pizarro A First Approach to Co-Design a Multimodal Pedagogic Conversational Agent with Pre-Service Teachers to Teach Programming in Primary Education Computers basic education computer programming higher education scientific information online systems |
| title | A First Approach to Co-Design a Multimodal Pedagogic Conversational Agent with Pre-Service Teachers to Teach Programming in Primary Education |
| title_full | A First Approach to Co-Design a Multimodal Pedagogic Conversational Agent with Pre-Service Teachers to Teach Programming in Primary Education |
| title_fullStr | A First Approach to Co-Design a Multimodal Pedagogic Conversational Agent with Pre-Service Teachers to Teach Programming in Primary Education |
| title_full_unstemmed | A First Approach to Co-Design a Multimodal Pedagogic Conversational Agent with Pre-Service Teachers to Teach Programming in Primary Education |
| title_short | A First Approach to Co-Design a Multimodal Pedagogic Conversational Agent with Pre-Service Teachers to Teach Programming in Primary Education |
| title_sort | first approach to co design a multimodal pedagogic conversational agent with pre service teachers to teach programming in primary education |
| topic | basic education computer programming higher education scientific information online systems |
| url | https://www.mdpi.com/2073-431X/13/3/65 |
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