The Virtual Tutor: Tasks for conversational agents in Online Collaborative Learning Environments
2021
- 381Usage
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Metrics Details
- Usage381
- Downloads205
- Abstract Views176
Artifact Description
Online collaborative learning environments are becoming increasingly popular in higher education. E-tutors need to supervise, guide students and look out for conflicts within the online environment to ensure a successful learning experience. Web-based platforms allow for interactive elements such as conversational agents to disencumber the e-tutor. Repeatable tasks, which do not require a human response, can be automatized by these systems. The aim of this study is to identify and synthesize the tasks an e-tutor has and to investigate the automatisation potential with conversational agents. Using a design science research approach a literature review is conducted, identifying 13 tasks. Subsequently, a matrix is established, contrasting the tasks with requirements for the use of conversational agents. Furthermore, a virtual tutor framework is developed, clarifying the agent type selection, the technical structure and components for a prototype development in an online collaborative learning environment.
Bibliographic Details
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