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Amy Ogan

Carnegie Mellon University, Human-Computer Interaction Institute (HCII), Post-Doc

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Papers by Amy Ogan

Challenges in Modeling Student Behavior in Ill-Defined Domains

Abstract. Designing cognitive tutors and modeling behavior for ill-defined domains require innova... more Abstract. Designing cognitive tutors and modeling behavior for ill-defined domains require innovative methods and techniques. We combine a top-down, theoretical approach with a bottom-up, empirical approach to develop a student model for the selection of aspect in French verbs. In performing this task, we design a new representation applicable to feature-driven ill-defined problem spaces and utilize tutoring scaffolds in order to elucidate the student thought process.

Virtual Learning Environments for Culture and Intercultural Competence

ABSTRACT The authors review six virtual learning environments built to support the acquisition of... more ABSTRACT The authors review six virtual learning environments built to support the acquisition of cultural knowledge and communication skills: ATL, BiLAT, Croquelandia, Second China, TLCTS, and VECTOR. Each leverages modern 3D video game engine technology which allows high-fidelity simulation of new cultural settings, including representations of buildings, streets, art work, dress, voice, gestures, and more.

Evaluating the effectiveness of a tutorial dialogue system for self-explanation

Previous research has shown that self-explanation can be supported effectively in an intelligent ... more Previous research has shown that self-explanation can be supported effectively in an intelligent tutoring system by simple means such as menus. We now focus on the hypothesis that natural language dialogue is an even more effective way to support self-explanation. We have developed the Geometry Explanation Tutor, which helps students to state explanations of their problem-solving steps in their own words.

INVESTIGATING SOCIAL MOTIVATION IN AN EDUCATIONAL GAME FOR ACQUIRING INTERCULTURAL SKILLS

ABSTRACT Games are increasingly being adapted for use as educational tools. One relatively new us... more ABSTRACT Games are increasingly being adapted for use as educational tools. One relatively new use of games is to facilitate learning social or interpersonal skills such as conflict resolution by simulating human behavior with virtual characters. My work investigates students' social goals to understand how they help motivate students to acquire cultural understanding in BiLAT, one such system designed to teach cross-cultural negotiation skills.

format_quoteContrary to expectations, students without explicit social goals performed better in learning, prompting further investigation of social goal dynamics.format_quote

Third International Workshop on Culturally-Aware Tutoring Systems (CATS2010)

This year is already the third edition of the workshop on Culturally-Aware Tutoring Systems. The ... more This year is already the third edition of the workshop on Culturally-Aware Tutoring Systems. The first edition of CATS took place in 2008 in conjunction with ITS2008, which was followed by a second edition, held in conjunction with AIED2009. As in the previous two years, the current workshop aims to continue the investigation of the way culture can be represented within the overarching goal of imparting knowledge via intelligent tutoring systems.

Culture in the classroom: Challenges for assessment in ill-defined domains

Abstract. While cognitive tutoring has been successful in well-defined domains, much less work ha... more Abstract. While cognitive tutoring has been successful in well-defined domains, much less work has been completed in cognitive tutoring in ill-defined domains. Skill assessment is one of the difficult challenges that that must be solved before cognitive tutoring can become a reality in these domains. Assessment formats commonly used by instructors in ill-defined domains do not always have a correct answer or follow a finite set of solution paths.

Toward a framework for the analysis and design of educational games

Abstract We describe and illustrate the beginnings of a general framework for the design and anal... more Abstract We describe and illustrate the beginnings of a general framework for the design and analysis of educational games. Our students have used it to analyze existing educational games and to create prototype educational games. The framework is built on existing components: a method for precisely specifying educational objectives, a framework for relating a game's mechanics, dynamics, and aesthetics, and principles for instructional design grounded in empirical research in the learning sciences.

Pause, predict, and ponder: use of narrative videos to improve cultural discussion and learning

Abstract Previous research shows that video viewing (a frequent activity in language courses) is ... more Abstract Previous research shows that video viewing (a frequent activity in language courses) is more effective when students receive guidance. We investigate how to support students in an on-line environment in acquiring cultural knowledge and intercultural competence by viewing clips from feature films from the target culture.

Investigating the influence of virtual peers as dialect models on students' prosodic inventory

Abstract Children who speak non-standard dialects of English show reduced performance not just in... more Abstract Children who speak non-standard dialects of English show reduced performance not just in language-oriented topics in school but also in math and science. Technological solutions have been rare exactly because of the nonmainstream nature of their talk, and hence the difficulty in automatically recognizing their speech and responding to it with, for example, computer tutors.

Advancing development of intercultural competence through supporting predictions in narrative video

Most successes in intelligent tutoring systems have come in well-defined domains like algebra or ... more Most successes in intelligent tutoring systems have come in well-defined domains like algebra or physics. We investigate how to support students in acquiring ill-defined skills of intercultural competence using an online environment that employs clips of feature films from a target culture. To test the effectiveness of a set of attention-focusing techniques (pause-predict-ponder) we created ICCAT, a simple tutor that enhances an existing classroom model for the development of intercultural competence.

Improving intercultural competence by predicting in French film

Abstract This paper describes an instructional tool to be demonstrated that tests the hypothesis ... more Abstract This paper describes an instructional tool to be demonstrated that tests the hypothesis that predicting the next event in a feature film at" teachable moments" that reveal cultural distinctions will improve students' intercultural competence. This" cultural tutor", developed with the new Flash version of the Cognitive Tutor Authoring Tools system, assists students in reflecting more deeply and gaining greater cultural understanding through noticing and self-explanation.

A formative classroom evaluation of a tutorial dialogue system that supports self-explanation

Previous research has shown that self-explanation can be supported effectively in an intelligent ... more Previous research has shown that self-explanation can be supported effectively in an intelligent tutoring system by simple means, namely, menu selection . We are exploring whether self-explanation can be supported even more effectively by means of a tutorial dialogue system. When students explain in their own words, they may pay more attention to the crucial features of the problem and thus acquire more transferable knowledge. To test this hypothesis, we are developing the Geometry Explanation Tutor, a tutor which supports students as they solve problems and engages them in a restricted form of dialogue to help them state general explanations of their problem-solving steps. We conduced a formative evaluation study in a local junior high school, comparing two tutor versions, one in which students explain in their own words, one in which they explain by means of a simple menu. We found that there was little difference between the learning results of the two conditions. We also found that the pre-test scores in both conditions were unexpectedly high. Thus, the hypothesized advantages for explaining in one's own words do not seem to materialize for students who start out with considerable knowledge of the subject matter, yet may still materialize for students more typical of the target population.

Collaboration in cognitive tutor use in latin America: field study and design recommendations

Abstract Technology has the promise to transform educational prac-tices worldwide. In particular,... more

The challenges in adapting traditional techniques for modeling student behavior in ill-defined domains

Abstract. Designing cognitive tutors and modeling behavior for ill-defined domains require innova... more Abstract. Designing cognitive tutors and modeling behavior for ill-defined domains require innovative methods and techniques. We combine a top-down, theoretical approach with a bottom-up, empirical approach to develop a student model for the selection of aspect in French verbs. In performing this task, we design a new representation applicable to feature-driven ill-defined problem spaces and utilize tutoring scaffolds in order to elucidate the student thought process.

Using a Peer Moderator to Support Collaborative Cultural Discussion

Abstract. Intercultural competence is a skill of growing importance, but it is difficult for stud... more Abstract. Intercultural competence is a skill of growing importance, but it is difficult for students to acquire. A typical learning task in this domain is participation in discussion, but as many classes move online, students do not always get the discussion support available in a traditional classroom. We develop a simple model for good cultural discussion and use it to explore a method of assessing student contributions to an online forum and delivering feedback–a peer moderator from the class supported by adaptive assistance.

I was playing when I learned: A narrative game for French aspectual distinctions

Abstract. While intelligent tutoring systems have been successful at promoting learning, students... more Abstract. While intelligent tutoring systems have been successful at promoting learning, students may fail to benefit if they are not motivated or engaged. We added game elements to an intelligent tutoring system for teaching the distinctions between French past tense forms, creating a narrative game in which players edit articles in a virtual journalism office. In a study with 38 students, we compared the game version to a non-game version of the system and assessed motivational responses.

Observations of collaboration in cognitive tutor use in Latin America

Cognitive tutoring systems have proven to be effective at improving mathematics learning in econo... more Cognitive tutoring systems have proven to be effective at improving mathematics learning in economically developed countries, but little is known about how teachers and students use these systems in other cultures. We visited three Latin American countries and observed use of the Middle School Mathematics Tutor in a school in each country.

Antecedents of Attributions in an Educational Game for Social Learning: Who’s to Blame?

Abstract. Games are increasingly being used as educational tools, in part because they are presum... more Abstract. Games are increasingly being used as educational tools, in part because they are presumed to enhance student motivation. We look at student motivation in games from the viewpoint of attribution theory, which predicts more learning by students who make attributions along certain dimensions, and thus may provide a way of examining this claim in more detail. We studied 13 students as they played a game designed to teach negotiation skills in a cultural context.

format_quoteSuccess in negotiations correlated with internal locus of control (r=0.659, p=0.014) and controllability (r=0.681, p=0.01).format_quote

Supporting Learner Social Relationships with Enculturated Pedagogical Agents

Abstract Embodied conversational agents put a “human” touch on intelligent tutoring systems by us... more Abstract Embodied conversational agents put a “human” touch on intelligent tutoring systems by using conversation to support learning. When considering instruction in interpersonal domains, such as intercultural negotiation, the development of an interpersonal relationship with one's pedagogical agent may play a significant role in learning. However, there is conflicting evidence in the literature both regarding the ability of agents to cultivate social relationships with humans, and their effect on learning.

Investigating the Effects of Social Goals in a Negotiation Game with Virtual Humans

Abstract. Educational games may be particularly suited to teaching social learning skills with vi... more Abstract. Educational games may be particularly suited to teaching social learning skills with virtual humans. We investigate the importance of social goals and engaging social interactions in learning from such games. In one experiment, students played a cultural negotiation game with an explicit social goal or only negotiation task goals. While the group without the explicit social goal learned significantly more, students who reported having social goals in a manipulation check learned the most.