Work-in-Progress-Virtual Agents in Teaching: A Study of Human Aspects

Jha, M; Richards, D; Porte, M; Atif, A

Work-in-Progress-Virtual Agents in Teaching: A Study of Human Aspects

Jha, M Richards, D Porte, M Atif, A

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Publisher:: IEEE
Publication Type:: Conference Proceeding
Citation:: Proceedings of 6th International Conference of the Immersive Learning Research Network, iLRN 2020, 2020, 00, pp. 259-262
Issue Date:: 2020-06-01

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Field	Value	Language
dc.contributor.author	Jha, M
dc.contributor.author	Richards, D
dc.contributor.author	Porte, M
dc.contributor.author	Atif, A https://orcid.org/0000-0003-0381-0343
dc.date	2020-06-21
dc.date.accessioned	2021-02-04T10:06:01Z
dc.date.available	2021-02-04T10:06:01Z
dc.date.issued	2020-06-01
dc.identifier.citation	Proceedings of 6th International Conference of the Immersive Learning Research Network, iLRN 2020, 2020, 00, pp. 259-262
dc.identifier.isbn	9781734899504
dc.identifier.uri	http://hdl.handle.net/10453/145847
dc.description.abstract	© 2020 Immersive Learning Research Network. Students require human intelligence and social interaction in the form of academic assistance at different times of their study period. Their desire to get and find academic assistance varies and is dependent on many factors such as attendance mode, personal situation, semester timetables, and assessment due dates. Providing students with access to this expertise when it is needed and to large numbers of students is problematic. Virtual Agents (VAs) seek to provide a technology-enabled social element to encourage and provide timely support to aid students' learning. We have implemented 4 unit-specific VIRtual Teaching Assistants (VIRTAs) across 2 universities to provide support to answer student's questions about various aspects of the unit. In this work-in-progress paper, we present the usage patterns of students to show how many questions were asked by students and at what point of time in the semester the questions were asked addressing the desire to find assistance when required from VIRTA.
dc.language	en
dc.publisher	IEEE
dc.relation.ispartof	Proceedings of 6th International Conference of the Immersive Learning Research Network, iLRN 2020
dc.relation.ispartof	2020 6th International Conference of the Immersive Learning Research Network (iLRN)
dc.relation.isbasedon	10.23919/iLRN47897.2020.9155122
dc.rights	© 2020 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works.	en_US
dc.rights	info:eu-repo/semantics/embargoedAccess
dc.title	Work-in-Progress-Virtual Agents in Teaching: A Study of Human Aspects
dc.type	Conference Proceeding
utslib.citation.volume	00
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Information, Systems and Modelling
pubs.organisational-group	/University of Technology Sydney
utslib.copyright.status	open_access	*
utslib.copyright.embargo	2022-06-01T00:00:00+1000Z
dc.date.updated	2021-02-04T10:05:48Z
pubs.finish-date	2020-06-25
pubs.publication-status	Published
pubs.start-date	2020-06-21
pubs.volume	00

Abstract:

© 2020 Immersive Learning Research Network. Students require human intelligence and social interaction in the form of academic assistance at different times of their study period. Their desire to get and find academic assistance varies and is dependent on many factors such as attendance mode, personal situation, semester timetables, and assessment due dates. Providing students with access to this expertise when it is needed and to large numbers of students is problematic. Virtual Agents (VAs) seek to provide a technology-enabled social element to encourage and provide timely support to aid students' learning. We have implemented 4 unit-specific VIRtual Teaching Assistants (VIRTAs) across 2 universities to provide support to answer student's questions about various aspects of the unit. In this work-in-progress paper, we present the usage patterns of students to show how many questions were asked by students and at what point of time in the semester the questions were asked addressing the desire to find assistance when required from VIRTA.

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http://hdl.handle.net/10453/145847