Erin Walker

Yuya Asano, Diane Litman, Mingzhi Yu et al.

Speakers build rapport in the process of aligning conversational behaviors with each other. Rapport engendered with a teachable agent while instructing domain material has been shown to promote learning. Past work on lexical alignment in the field of education suffers from limitations in both the measures used to quantify alignment and the types of interactions in which alignment with agents has been studied. In this paper, we apply alignment measures based on a data-driven notion of shared expressions (possibly composed of multiple words) and compare alignment in one-on-one human-robot (H-R) interactions with the H-R portions of collaborative human-human-robot (H-H-R) interactions. We find that students in the H-R setting align with a teachable robot more than in the H-H-R setting and that the relationship between lexical alignment and rapport is more complex than what is predicted by previous theoretical and empirical work.

Yuya Asano, Diane Litman, Mingzhi Yu et al.

While speech-enabled teachable agents have some advantages over typing-based ones, they are vulnerable to errors stemming from misrecognition by automatic speech recognition (ASR). These errors may propagate, resulting in unexpected changes in the flow of conversation. We analyzed how such changes are linked with learning gains and learners' rapport with the agents. Our results show they are not related to learning gains or rapport, regardless of the types of responses the agents should have returned given the correct input from learners without ASR errors. We also discuss the implications for optimal error-recovery policies for teachable agents that can be drawn from these findings.

Amanda Buddemeyer, Erin Walker, Malihe Alikhani

Many educational technologies use artificial intelligence (AI) that presents generated or produced language to the learner. We contend that all language, including all AI communication, encodes information about the identity of the human or humans who contributed to crafting the language. With AI communication, however, the user may index identity information that does not match the source. This can lead to representational harms if language associated with one cultural group is presented as "standard" or "neutral", if the language advantages one group over another, or if the language reinforces negative stereotypes. In this work, we discuss a case study using a Visual Question Generation (VQG) task involving gathering crowdsourced data from targeted demographic groups. Generated questions will be presented to human evaluators to understand how they index the identity behind the language, whether and how they perceive any representational harms, and how they would ideally address any such harms caused by AI communication. We reflect on the educational applications of this work as well as the implications for equality, diversity, and inclusion (EDI).