Abstract
This paper describes an exploratory study of system-side errors (i.e. expectation- or rule-violations) in a virtual environment (VE), and the subsequent reactions of young children with autism spectrum conditions (ASC). Analysis of existing video from 8 participants interacting with the ECHOES VE showed that they frequently detected and reacted to system-side errors, engaging in social and communicative behaviours targeted by ECHOES. Detecting errors requires children to compare the VE’s state to their “mental model” of its behaviour, determining where the two are discrepant. This is equivalent to learners identifying mistakes in their own knowledge and then re-aligning with the system-as-expert. This paper explores the implications of these results, proposing a taxonomy of discrepant event types, and discussing their location with respect to the learner and/or system. In addition to considering these results’ significance for this user group and context, it relates the research to existing work that uses erroneous examples.
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Alcorn, A.M., Good, J., Pain, H. (2013). Deliberate System-Side Errors as a Potential Pedagogic Strategy for Exploratory Virtual Learning Environments. In: Lane, H.C., Yacef, K., Mostow, J., Pavlik, P. (eds) Artificial Intelligence in Education. AIED 2013. Lecture Notes in Computer Science(), vol 7926. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-39112-5_49
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DOI: https://doi.org/10.1007/978-3-642-39112-5_49
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