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A Procedure to Engage Children in the Morphological and Syntax Analysis of Pedagogic Conversational Agent-Generated Sentences to Study Language

A Procedure to Engage Children in the Morphological and Syntax Analysis of Pedagogic Conversational Agent-Generated Sentences to Study Language

Diana Pérez Marín
Copyright: © 2015 |Volume: 5 |Issue: 2 |Pages: 20
ISSN: 2155-6873|EISSN: 2155-6881|EISBN13: 9781466679382|DOI: 10.4018/IJOPCD.2015040103
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MLA

Marín, Diana Pérez. "A Procedure to Engage Children in the Morphological and Syntax Analysis of Pedagogic Conversational Agent-Generated Sentences to Study Language." IJOPCD vol.5, no.2 2015: pp.23-42. http://doi.org/10.4018/IJOPCD.2015040103

APA

Marín, D. P. (2015). A Procedure to Engage Children in the Morphological and Syntax Analysis of Pedagogic Conversational Agent-Generated Sentences to Study Language. International Journal of Online Pedagogy and Course Design (IJOPCD), 5(2), 23-42. http://doi.org/10.4018/IJOPCD.2015040103

Chicago

Marín, Diana Pérez. "A Procedure to Engage Children in the Morphological and Syntax Analysis of Pedagogic Conversational Agent-Generated Sentences to Study Language," International Journal of Online Pedagogy and Course Design (IJOPCD) 5, no.2: 23-42. http://doi.org/10.4018/IJOPCD.2015040103

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Abstract

Pedagogic Conversational Agents are computer applications that interact with the students in natural language. They usually focus the dialogue on a certain topic under study. In this paper, the authors propose the possibility of children studying morphology and syntax by using a Pedagogic Conversational Agent. The main benefit is that the agent is able to generate an infinite number of sentences and, it automatically generates the morphological and syntactical analysis from a given grammar. That way, students can practise with all the sentences they need, receive immediate feedback with automatic evaluation, at their own rhythm and, the level of difficulty can be adapted to their particular competence of analysis. Given the originality of this new computer assisted learning initiative, the authors have devised a procedure to engage the students in the dialogue with the agent to carry out the morphological and syntax analysis at five different levels of difficulty, and test the validity of the approach with a limited number of users according to the principles of User-Centered Design. The results gathered provide evidence of the goodness of the procedure and, they encourage us to keep working on this promising field of using pedagogic agents as computer teaching language assistants.

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