Dimitra Tsovaltzi

German Institute for Artifical Intelligence

Social Network Sites (SNS) like Facebook bear potential for collaboration through rich social interactions, but the shared arguments are often poorly elaborated, and lack epistemic quality. In a controlled 2 × 2 study (N = 128), we investigated how individual preparation and argumentation scripts can support argumentative knowledge co-construction...

Teachers in challenging conflict situations often experience shame and self-blame, which relate to the feeling of incompetence but may externalise as anger. Sensing mixed signals fails the contingency rule for developing affect regulation and may result in confusion for students about their own emotions and hinder their emotion regulation. Therefor...

Self-awareness is a critical factor in social human-human interaction and, hence, in social HCI interaction. Increasing self-awareness through mirrors or video recordings is common in face-to-face trainings, since it influences antecedents of self-awareness like explicit identification and implicit affective identification (affinity). However, incr...

This study evaluates a socially interactive agent to create an embodied cobot. It tests a real-time continuous emotional modeling method and an aligned transparent behavioral model, BASSF (bore-dom, anxiety, self-efficacy, self-compassion, flow). The BASSF model anticipates and counteracts counterproductive emotional experiences of operators workin...

The MITHOS system trains teachers' conflict resolution skills through realistic situative learning opportunities. MITHOS supports teachers' emotion self-awareness and perspective taking by providing a safe virtual environment to interact freely, experience emotions and natural social feedback by student-agent reactions in conflict. The presented de...

Self-awareness is a critical factor in social interaction. Teachers being aware of their own emotions and thoughts during class may enable reflection and behavioral change. While inducing self-awareness through mirrors or video is common in face-to-face training, it has been scarcely examined in digital training with virtual avatars. This paper exa...

The integration of the physical capabilities of an industrial collaborative robot with a social virtual character may represent a viable solution to enhance the workers' perception of the system as an embodied social entity and increase social engagement and well-being at the workplace. An online study was setup using prerecorded video interactions...

The ISLS has long been focusing on innovative learning that supports inclusive socio-emotional and collaborative practices, and more recent research has taken up political and ethical dimensions of human learning as central to design, practice, partnership and research. The society is also taking concrete steps towards structural changes in its own...

Bullying poses a risk for equity and justice in learning. It can compromise learning achievement and hinter task performance. Emotions are key to handling bullying, thus need to be understood for the development of anti-bullying technological supports. We investigate effects of combining implicit and explicit emotion regulation strategies on empath...

Co-regulation in groups is essential for learning and may hold the key to training regulation skills. However, there is little possibility to train social co-regulation skills in authentic social situations. Existing systems mostly concentrate on training para-and nonverbal skills. While co-regulation in scripted scenarios may work at the behaviora...

Emotions and their regulation are relevant in conflict situations that arise in collaborative learning. We investigated the role of emotions in collaborative argumentation. We tested how the psychological constructs compassion, and self-compassion influence perspective taking and conflict regulation. Effects were found on compromising, and perspect...

https://repository.isls.org/handle/1/6658

Social Media like Facebook have become new arenas for argumentation and may provide an opportunity to facilitate, and understand argumentative processes on a large scale over longer periods of time. Through apps, group awareness tools and argumentation scripts can be implemented in social networking sites, to provide additional, graphically visuali...

Social media provide a new context for argumentation and informal learning. But online comments and discussions are only rarely well elaborated. External guidance by scripts has shown to improve argumentative quality of online discourse, but little is known about how informal scenarios can be scaffolded. SNS (social networking sites) users can be c...

150 words) (Arial, 10 pt) New self-organized and large-scale forms of communication, like SNS (social networking sites), bring new possibilities for supporting argumentative learning, that is learning through argumentation. Because of the social character of the interactions in SNS, SNS may extend our knowledge on group processes and outcomes of ar...

Networked communication opportunities allow communities of professionals to share knowledge. We investigate the role of trust for quality argumentation in such communities. The participating members (N = 96) were professionals in the fields of learning, technology in museums, and open educational resources, in three online communities of practice....

The papers in this symposium together address new contexts, modes and concerns related to teaching and teacher professional development in the age of social media, with a particular focus on the socio-technical affordances and challenges of social network sites and teachers' perceptions and experiences. The presentations included in this symposium...

Collaboration in Facebook: Dimitra Tsovaltzi will present a series of studies on argumentative learning in Facebook that attempt to extend CSLC principles to learning in Social Media. Awareness tools depict group information and aim at leveraging socio-motivational aspects of Social Media. Argumentation scripts offer cognitive support and aim at fo...

Die Förderung von argumentativen Kompetenzen stellt eine zentrale Bildungsaufgabe dar (Osborne, 2010). In sozialen Netzwerken wie z. B. Facebook, haben Lerner zwar Gelegenheit und ausreichend Zeit, um stichhaltige, gut fundierte Argumente zu formulieren und auszutauschen, zumeist haben aber auch erwachsene Lerner Schwierigkeiten gute Argumente zu f...

Social networking sites pose a new arena for argumentative practices and may provide an opportunity to facilitate, and understand argumentative processes in large scale over longer periods of time. Through apps, group awareness tools and argumentation scripts can be implemented in social networking sites, to provide additional, graphically visualiz...

We analyse collaborative argumentative learning in Social Networking Sites. In a controlled 2×2 study (N = 128), we crossed individual preparation and argumentation scripts implemented through Facebook apps. The results show that argumentation scripts can have positive effects, while individual preparation can have negative effects on knowledge co-...

This article investigates the influence of scripts, individual preparation and group awareness support on argumentative learning in Facebook, three instructional approaches known from standard CSCL, but yet quite unexplored for learning in social networks. Social networks already afford a social component that is beneficial for interaction, which c...

Social media like Facebook can blend classroom work with collaborative online learning. Different instructional approaches may support such online learning phases. Group awareness tools provide collaborating learners with additional information about the processes and the knowledge in the group and how these are distributed within a group to suppor...

Social Media like Facebook have become new arenas for argumentation and may be repurposed for learning. To address the impact of these new cultural practices of sharing in social networks, it is necessary to conduct long-term studies and to understand argumentative processes beyond isolated technology-based learning environments: what influences th...

Language learning is about becoming experienced at using vocabulary and grammar to express one’s self and understand others. Argumentative scripts can assist learners to read text in a foreign language in a structured way and acquire both language and argumentation practices. SNS as an arena for argumentation and discussion might be a good host of...

Soziale Netzwerke (z. B. Facebook) geben Gelegenheit, Gruppendiskussionen technologisch zu unterstützen, um argumentative Kompetenzen zu fördern. Langzeitstudien sind erforderlich, um langfristige Auswirkungen solcher Bildungstechnologien und Interventionen in authentischen Lernszenarien zu untersuchen. Diese 2×2 Feldstudie (N=105) setzt über einen...

This study investigates how group awareness support and argumentation scripts influence learning in social networking sites like Facebook, which may be conducive to informal learning, but often lacks argumentative quality. Supporting participants’ group awareness about the visibility of the arguments they construct and about prospective future deba...

This symposium addresses how argumentation can be leveraged for learning in social media like Facebook (FB) exemplifying social learning. It catalyzes an international discussion forum (Germany, Israel, United States) that seeks to understand argumentative processes beyond isolated technology-based learning environments, what influences them, if an...

Facebook is a social network very popular among University students for purposes of self-presentation. As social networks support the sharing of ideas, can we facilitate collaborative learning in Facebook? We designed a Facebook app that supports scripting of learners’ interaction and the construction of arguments in Facebook. In an empirical study...

Social networking services (SNS), such as Facebook, are an increasingly important platform for computer supported collaborative learning (CSCL). However, little is known about whether and how academic opinion change and argumentative knowledge construction (AKC) can be facilitated in SNS. Existing argumentation practice in informal SNS discussions...

Students use Facebook to organize their classroom experiences [1], but hardly to share and form opinions on subject matters. We explore the benefits of argument diagrams for the formation of scientific opinion on behaviorism in Facebook. We aim at raising awareness of opinion conflict and structuring the argumentation with scripts [2]. A lab study...

Learning from errors can be a key 21st century competence, especially for informal learning where such metacognitive skills are a prerequisite. We investigate whether, how and when web-based interactive erroneous examples promote such competence, and increase understanding of fractions and learning outcomes. Erroneous examples present students with...

We investigate whether erroneous examples in the domain of fractions can help students learn from common errors of other students presented in a computer-based system. Presenting the errors of others could spare students the embarrassment and demotivation of confronting their own errors. We conducted lab and school studies with students of differen...

We present students with common errors of others in the context of an intelligent tutoring system (ITS). We conducted two studies with students of different curriculum levels to measure the effects of learning through such erroneous examples. We report that erroneous examples with additional support can assist lower curriculum level students develo...

We developed collaborative extensions to 'Vlab', a web-based laboratory that supports students in conducting virtual chemistry experiments. While results from a recent study indicated that VLab promotes chemistry learning, they also revealed that there is room for improvement. We embedded VLab into a collaborative environment that implements a comp...

Meta-cognitive skills to be developed in learning for the 21st century is the detection and correction of errors in solu-tions. These meta-cognitive skills can help to detect errors the learner has made her/himself as well as errors others have made. Our investigations in learning from errors have the ultimate goal to adapt the selection and presen...

This thesis presents an approach to adaptive pedagogical feedback for arbitrary domains as an alternative to resource-intensive pre-compiled feedback, which represents the state-of-the-art in intelligent tutoring systems today. A consequence of automatic adaptive feedback is that the number of tasks with pedagogical feedback that can be offered to...

In this work, we investigate the e!ect of presenting students with common errors of other students and explore whether such erro- neous examples can help students learn without the embarrassment and demotivation of working with one's own errors. The erroneous examples are presented to students by a technology enhanced learning (TEL) sys- tem. We di...

Chemistry students, like students in other disciplines, often learn to solve problems by applying well-practiced procedures. Such an approach, however, may hinder conceptual understanding. We propose to promote conceptual learning by having pairs of students collaborate on problems in a virtual laboratory (VLab), assisted by a computer-mediated col...

Chemistry students often learn to solve problems algorithmically, applying well-practiced procedures to problems. Such an approach may hinder development of conceptual understanding. We propose to promote conceptual learning by having pairs of students collaborate on problems in a virtual labora- tory (VLab), assisted by a computer-mediated collabo...

Chemistry students often learn to solve problems by applying well-practiced procedures, but such a mechanical approach is likely to hinder conceptual understanding. We have developed a system aimed at promoting conceptual learning in chemistry by having dyads collaborate on problems in a virtual laboratory (VLab), assisted by a collaboration script...

Chemistry students, like students in physics, mathematics, and other technical disciplines, often learn to solve problems algorithmically, applying well-practiced procedures to textbook problems. But often these students do not understand the underlying conceptual aspects of the problems they solve algorithmically. One approach to overcoming this p...

The 12th International Conference on Artificial Intelligence in Education (AIED-2005) is being held July 18--22, 2005, in Amsterdam, the beautiful Dutch city near the sea. AIED-2005 is the latest in an on-going series of biennial conferences in AIED ...

Hints are an important ingredient of natural language tutorial dia- logues. Existing models of hints, however, are limited in capturing their various underlying functions, since hints are typically treated as a unit directly associated with some problem solving script or discourse situation. Putting emphasis on making cognitive functions of hints e...

NL interaction and skillful hinting are known as cornerstones for successful tutoring. Despite these insights, a combination of these two factors is widely under-represented in the eld. Building a tutorial system for teaching mathematical proof techniques, we aim at an elaborate hinting algorithm which integrates problem solving, discourse contexts...

Dialogs in formal domains, such as mathematics, are characterized by a mixture of tele- graphic natural language text and embedded formal expressions. Due to the lack of empirical data for such environments, we have collected a corpus of dialogs with a simulated tutoring system for teaching proofs in naive set theory. The analysis of this corpus en...

Despite empirical evidence that natural language dialog capabilities are necessary for the success of tutorial sessions, only few state-of-the-art tutoring systems use natural-language style interaction. Moreover, although hinting has been psychologically substantiated, most intelligent tutoring systems do not systematically produce hints. In the D...

In spite of psychological substantia- tion of hinting, most intelligent tutoring systems do not systematically produce hints. In this paper we present a taxon- omy of hints for tutoring mathematics. Based on this taxonomy, we suggest an algorithm for the production of hints.

In this paper we present an approach which enables both reflection on the student's own line of reasoning and active learning. We combine the categorisation of the student answer against the expert domain knowledge, a hinting process that engages the student in actively reflecting upon his reasoning in relation to the experts reasoning, and clarifi...

The formalisation of the hinting process in Tutorial Dialogues is undertaken in order to simulate the Socratic teaching method. An adaptation of the BE&E annotation scheme for Dialogue Moves, based on the theory of social obligations, is sketched, and a taxonomy of hints and a selection algorithm is suggested based on data from the BE&E corpus. Bot...

Hints are an important ingredient of natural lan-guage tutorial dialogues. Existing models of hints, however, are limited in capturing their various un-derlying functions, since hints are typically treated as a unit directly associated with some problem solving script or discourse situation. Putting em-phasis on making cognitive functions of hints...

Despite empirical evidence that natural language dialog capabilities are necessary for the success of tutorial sessions, only few state-of-the-art tutor-ing systems use natural-language style interaction. Since domain knowledge, tutoring and pedagogical knowledge, and dialog management are tightly in-tertwined, the modeling and integration of prope...

Despite empirical evidence that natural language dialog capabilities are necessary for the success of tutorial sessions, only few state-of-the-art tutor- ing systems use natural-language style interaction. Moreover, although hinting has been psychologi- cally substantiated, most intelligent tutoring sys- tems do not systematically produce hints. In...