Justin Edwards, Andy Nguyen, Joni Lämsä, Marta Sobocinski, Ridwan Whitehead, Belle Dang, Anni-Sofia Roberts, Sanna Järvelä
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We likewise present empirical results evaluating our initial prototype of MAI, using lexical alignment between speakers as a quantitative measure of the effect of MAI's prompts on facilitating SSRL, the Partner Model Questionnaire as a quantitative measure of perceptions of MAI, and interviews as qualitative context for these perceptions. We found that the first prototype of MAI did not facilitate SSRL as hoped, possibly owing to mixed perceptions of MAI's reliability and lack of clarity about MAI's role in the collaborative learning task. From these findings, we offer revised prompts for the next iteration of prototyping this agent and a refined set of design requirements for future development of metacognitive AI agents for supporting SSRL.</p>\n </section>\n \n <section>\n \n <div>\n \n <div>\n \n <h3>Practitioner notes</h3>\n <p>What is already known about this topic\n\n </p><ul>\n \n <li>Socially Shared Regulation of Learning (SSRL) is recognized as a critical component for the success of collaborative learning, emphasizing the importance of group-level regulatory processes in achieving shared goals, enacting strategies and monitoring learning progress.</li>\n \n <li>Supporting SSRL in face-to-face collaborative learning environments presents challenges, including the complexity of coordinating and synchronizing individual contributions and regulatory actions within a group context.</li>\n </ul>\n <p>What this paper adds\n\n </p><ul>\n \n <li>This paper introduces the design of Metacognitive Artificial Intelligence (MAI), a novel AI system aimed at enhancing Human-AI collaboration for supporting and augmenting SSRL processes.</li>\n \n <li>Through empirical research, the study offers lessons learned and design considerations for developing artificial agents on facilitating and enhancing SSRL among learners, demonstrating how AI can play a pivotal role in collaborative learning environments.</li>\n \n <li>The findings highlight the critical importance of multidisciplinary knowledge in the design of multi-agent interfaces (MAI) that provide real-time, adaptive support for group metacognitive processes and decision-making.</li>\n </ul>\n <p>Implications for practice and/or policy\n\n </p><ul>\n \n <li>Educational technologists can utilize the proposed design principles in the development and integration of MAI tools to enhance SSRL.</li>\n \n <li>Educators can incorporate the principles of MAI and our relevant findings into their teaching strategies to actively foster and support socially shared regulation of learning among students.</li>\n \n <li>Policymakers should consider revising educational frameworks to include the use of AI technologies that support SSRL strategies in collaborative learning.</li>\n </ul>\n </div>\n </div>\n </section>\n </div>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 2","pages":"712-733"},"PeriodicalIF":8.1000,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13534","citationCount":"0","resultStr":"{\"title\":\"Human-AI collaboration: Designing artificial agents to facilitate socially shared regulation among learners\",\"authors\":\"Justin Edwards, Andy Nguyen, Joni Lämsä, Marta Sobocinski, Ridwan Whitehead, Belle Dang, Anni-Sofia Roberts, Sanna Järvelä\",\"doi\":\"10.1111/bjet.13534\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n <section>\\n \\n \\n <p>Socially shared regulation of learning (SSRL) is a crucial process for groups of learners to successfully collaborate. Detecting and supporting SSRL is a challenge, especially in real time, but hybrid intelligence approaches such as Artificial Intelligence (AI) agents may make this possible. Leveraging the concept of trigger events which invite SSRL, we present a design of an AI agent, MAI, which can detect SSRL and prompt students to raise their group-level metacognitive awareness with the aim of facilitating SSRL. We present the methodology we used to design MAI, drawing on the Echeloned DSR (eDSR) Methodological Framework and making use of the Wizard of Oz prototyping paradigm. We likewise present empirical results evaluating our initial prototype of MAI, using lexical alignment between speakers as a quantitative measure of the effect of MAI's prompts on facilitating SSRL, the Partner Model Questionnaire as a quantitative measure of perceptions of MAI, and interviews as qualitative context for these perceptions. We found that the first prototype of MAI did not facilitate SSRL as hoped, possibly owing to mixed perceptions of MAI's reliability and lack of clarity about MAI's role in the collaborative learning task. From these findings, we offer revised prompts for the next iteration of prototyping this agent and a refined set of design requirements for future development of metacognitive AI agents for supporting SSRL.</p>\\n </section>\\n \\n <section>\\n \\n <div>\\n \\n <div>\\n \\n <h3>Practitioner notes</h3>\\n <p>What is already known about this topic\\n\\n </p><ul>\\n \\n <li>Socially Shared Regulation of Learning (SSRL) is recognized as a critical component for the success of collaborative learning, emphasizing the importance of group-level regulatory processes in achieving shared goals, enacting strategies and monitoring learning progress.</li>\\n \\n <li>Supporting SSRL in face-to-face collaborative learning environments presents challenges, including the complexity of coordinating and synchronizing individual contributions and regulatory actions within a group context.</li>\\n </ul>\\n <p>What this paper adds\\n\\n </p><ul>\\n \\n <li>This paper introduces the design of Metacognitive Artificial Intelligence (MAI), a novel AI system aimed at enhancing Human-AI collaboration for supporting and augmenting SSRL processes.</li>\\n \\n <li>Through empirical research, the study offers lessons learned and design considerations for developing artificial agents on facilitating and enhancing SSRL among learners, demonstrating how AI can play a pivotal role in collaborative learning environments.</li>\\n \\n <li>The findings highlight the critical importance of multidisciplinary knowledge in the design of multi-agent interfaces (MAI) that provide real-time, adaptive support for group metacognitive processes and decision-making.</li>\\n </ul>\\n <p>Implications for practice and/or policy\\n\\n </p><ul>\\n \\n <li>Educational technologists can utilize the proposed design principles in the development and integration of MAI tools to enhance SSRL.</li>\\n \\n <li>Educators can incorporate the principles of MAI and our relevant findings into their teaching strategies to actively foster and support socially shared regulation of learning among students.</li>\\n \\n <li>Policymakers should consider revising educational frameworks to include the use of AI technologies that support SSRL strategies in collaborative learning.</li>\\n </ul>\\n </div>\\n </div>\\n </section>\\n </div>\",\"PeriodicalId\":48315,\"journal\":{\"name\":\"British Journal of Educational Technology\",\"volume\":\"56 2\",\"pages\":\"712-733\"},\"PeriodicalIF\":8.1000,\"publicationDate\":\"2024-11-08\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13534\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"British Journal of Educational Technology\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13534\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"British Journal of Educational Technology","FirstCategoryId":"95","ListUrlMain":"https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13534","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
摘要
社会共享学习调节(SSRL)是学习者群体成功协作的关键过程。检测和支持SSRL是一项挑战,特别是在实时情况下,但人工智能(AI)代理等混合智能方法可能使这成为可能。利用引发SSRL的触发事件的概念,我们提出了一种AI代理MAI的设计,它可以检测SSRL并提示学生提高其群体层面的元认知意识,以促进SSRL。我们展示了我们用来设计MAI的方法,借鉴了阶梯式DSR (eDSR)方法框架,并利用了绿野仙踪原型范例。我们同样提出了评估MAI初始原型的实证结果,使用说话者之间的词汇一致性作为MAI提示对促进SSRL的影响的定量测量,伙伴模型问卷作为MAI感知的定量测量,访谈作为这些感知的定性背景。我们发现MAI的第一个原型并没有像期望的那样促进SSRL,可能是由于对MAI的可靠性的不同看法以及对MAI在协作学习任务中的作用缺乏明确的认识。根据这些发现,我们为该代理的下一次原型设计迭代提供了修订提示,并为支持SSRL的元认知AI代理的未来开发提供了一套精炼的设计要求。社会共享学习调节(social Shared Regulation of Learning, SSRL)被认为是协作学习成功的关键组成部分,强调群体层面的调节过程在实现共同目标、制定策略和监控学习进度方面的重要性。在面对面的协作学习环境中支持SSRL提出了挑战,包括在群体环境中协调和同步个人贡献和监管行为的复杂性。本文介绍了元认知人工智能(MAI)的设计,这是一种新型的人工智能系统,旨在增强人类与人工智能的协作,以支持和增强SSRL过程。通过实证研究,本研究为开发人工智能以促进和增强学习者之间的SSRL提供了经验教训和设计考虑,展示了人工智能如何在协作学习环境中发挥关键作用。研究结果强调了多学科知识在多智能体接口(MAI)设计中的重要性,多智能体接口为群体元认知过程和决策提供实时、自适应的支持。对实践和/或政策的启示教育技术专家可以在MAI工具的开发和集成中利用所提出的设计原则来增强SSRL。教育工作者可以将MAI的原则和我们的相关发现纳入他们的教学策略中,以积极促进和支持学生之间的社会共享学习规则。政策制定者应考虑修订教育框架,将支持SSRL策略的人工智能技术纳入协作学习。
Human-AI collaboration: Designing artificial agents to facilitate socially shared regulation among learners
Socially shared regulation of learning (SSRL) is a crucial process for groups of learners to successfully collaborate. Detecting and supporting SSRL is a challenge, especially in real time, but hybrid intelligence approaches such as Artificial Intelligence (AI) agents may make this possible. Leveraging the concept of trigger events which invite SSRL, we present a design of an AI agent, MAI, which can detect SSRL and prompt students to raise their group-level metacognitive awareness with the aim of facilitating SSRL. We present the methodology we used to design MAI, drawing on the Echeloned DSR (eDSR) Methodological Framework and making use of the Wizard of Oz prototyping paradigm. We likewise present empirical results evaluating our initial prototype of MAI, using lexical alignment between speakers as a quantitative measure of the effect of MAI's prompts on facilitating SSRL, the Partner Model Questionnaire as a quantitative measure of perceptions of MAI, and interviews as qualitative context for these perceptions. We found that the first prototype of MAI did not facilitate SSRL as hoped, possibly owing to mixed perceptions of MAI's reliability and lack of clarity about MAI's role in the collaborative learning task. From these findings, we offer revised prompts for the next iteration of prototyping this agent and a refined set of design requirements for future development of metacognitive AI agents for supporting SSRL.
Practitioner notes
What is already known about this topic
Socially Shared Regulation of Learning (SSRL) is recognized as a critical component for the success of collaborative learning, emphasizing the importance of group-level regulatory processes in achieving shared goals, enacting strategies and monitoring learning progress.
Supporting SSRL in face-to-face collaborative learning environments presents challenges, including the complexity of coordinating and synchronizing individual contributions and regulatory actions within a group context.
What this paper adds
This paper introduces the design of Metacognitive Artificial Intelligence (MAI), a novel AI system aimed at enhancing Human-AI collaboration for supporting and augmenting SSRL processes.
Through empirical research, the study offers lessons learned and design considerations for developing artificial agents on facilitating and enhancing SSRL among learners, demonstrating how AI can play a pivotal role in collaborative learning environments.
The findings highlight the critical importance of multidisciplinary knowledge in the design of multi-agent interfaces (MAI) that provide real-time, adaptive support for group metacognitive processes and decision-making.
Implications for practice and/or policy
Educational technologists can utilize the proposed design principles in the development and integration of MAI tools to enhance SSRL.
Educators can incorporate the principles of MAI and our relevant findings into their teaching strategies to actively foster and support socially shared regulation of learning among students.
Policymakers should consider revising educational frameworks to include the use of AI technologies that support SSRL strategies in collaborative learning.
期刊介绍:
BJET is a primary source for academics and professionals in the fields of digital educational and training technology throughout the world. The Journal is published by Wiley on behalf of The British Educational Research Association (BERA). It publishes theoretical perspectives, methodological developments and high quality empirical research that demonstrate whether and how applications of instructional/educational technology systems, networks, tools and resources lead to improvements in formal and non-formal education at all levels, from early years through to higher, technical and vocational education, professional development and corporate training.