Conversations with Freudbot in Second Life: Mining the Virtuality of Relationship

Autor/in	Heller, Bob
Titel	Conversations with Freudbot in Second Life: Mining the Virtuality of Relationship
Quelle	In: Journal of Interactive Learning Research, 28 (2017) 4, S.359-370 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1093-023X
Schlagwörter	Computer Simulation; Computer Mediated Communication; Teaching Methods; Discourse Analysis; Computational Linguistics; Learning Processes; Role; Form Classes (Languages); Language Usage; Correlation; Comparative Analysis; Peer Relationship; Statistical Analysis; College Students; New Jersey + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Computerkonferenz; Teaching method; Lehrmethode; Unterrichtsmethode; Diskursanalyse; Linguistics; Computerlinguistik; Learning process; Lernprozess; Rollen; Analytischer Sprachbau; Sprachgebrauch; Korrelation; Peer-Beziehungen; Statistische Analyse; Collegestudent
Abstract	The unstructured conversations of students who chatted with Freudbot in his Second Life virtual office over a 32-month period were examined in order to better understand the nature of the virtual relationship between students and conversational agents (CA) as historical figures. This research builds on past work that examined these conversations in relation to previously collected non-virtual conditions in order to isolate the possible effects of virtual world immersion on the conversational record (Heller, Procter, & Rose, 2016; Heller & Procter, 2014). Forty-nine of the longest conversations were selected and analyzed using the Linguistic Inquiry and Word Count software (Pennebaker, Booth, & Francis, 2007) in order to measure indices of social presence, a construct hypothesized to underlie relationships conducive to learning. Compared to a previously reported sample of shorter conversations from the same population, the long conversations in the present study were associated with significantly more positive emotions and personal pronouns. The discussion focuses on mechanisms of rapport building for CA as avatars in virtual worlds. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01