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Cited by 68Intelligent Tutoring Systems and Adaptive LearningMultilingual Education and PolicyLinguistic Variation and Morphology

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The Effects of Culturally Congruent Educational Technologies on Student Achievement

Finkelstein, Samantha, Yarzebinski, Evelyn, Vaughn, Callie, Ogan, Amy, Cassell, Justine·2013·Lecture Notes in Computer Science
DOI 10.1007/978-3-642-39112-5_50
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  • African American students displayed more scientific reasoning when taught by a virtual avatar that spoke entirely in African American Vernacular English (AAVE), compared with an avatar that spoke Mainstream American English (MAE).

    “Finkelstein et al. (2013) showed that African American students displayed more scientific reasoning when taught by a virtual avatar that spoke entirely in African American Vernacular English (AA VE), compared with an avatar that spoke Mainstream American English (MAE).”

    From Equity and Artificial Intelligence in Education: Will "AIEd" Amplify or Alleviate Inequities in Education? (2021) · cites this paper as Finkelstein et al. (2013)

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References 36 · Cited by 68

Research works printed but not linked: 30

  1. Lee, C.D.: Bridging home and school literacies: Models for culturally responsive teaching, a case for African American English. In: Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts, pp. 334–345 (1997)
  2. Michaels, S.A.: Sharing time: children’s narrative styles and differential access to literacy. Doctoral dissertation, University of California, Berkeley (1991)
  3. Atkinson, J.L.: Are We Creating the Achievement Gap? Examining How Deficit Mentalities Influence Indigenous Science Curriculum Choices. In: Cultural Studies and Environmentalism, pp. 439–446 (2010) · DOI
  4. Morrison, F.J., Bachman, H.J., Connor, C.M.: Improving literacy in America: Guidelines from research. Yale University Press (2005) · DOI
  5. Gann, R.R.: Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In: Handbook of Erly Literacy Research, pp. 97–110 (2001)
  6. Craig, H.K., Thompson, C.A., Washington, J.A., Potter, S.L.: Phonological Features of Child African American English. Journal of Speech, Language and Hearing Research 55, 623–635 (2003) · DOI
  7. Green, L.J.: African American English: a linguistic introduction. Cambridge University Press (2002) · DOI
  8. Rickford, J.R., Labov, W.: African American vernacular English: Features, evolution, educational implications, p. 157. Blackwell, Oxford (1999)
  9. Connor, C., Craig, H.: African American preschoolers’ language, emergent literacy skills, and use of African American English: A complex relation. Journal of Speech, Language, and Hearing Research 49, 771–792 (2006) · DOI
  10. Charity, A.H., Scarborough, H.S., Griffin, D.M.: Familiarity with school English in African American children and its relation to early reading achievement. Child Development 75(5), 1340–1356 (2004) · DOI
  11. Scarborough, H.S.: Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In: Neuman, S.B., Dickinson, D.K. (eds.) Handbook of Early Literacy Research, pp. 97–110. Guilford, New York (2001)
  12. Ball, A.F., Farr, M.: Language varieties, culture, and teaching the English. In: Handbook of Research on Teaching the English Language Arts, pp. 435–445. Lawrence Erlbaum, Mahwah (2003)
  13. Terry, N.P., Connor, C.M., Thomas-Tate, S., Love, M.: Examining relationships among dialect variation, literacy skills, and school context in first grade. Journal of Speech, Language and Hearing Research 53(1), 126 (2010) · DOI
  14. Connor, C.M.: Language and literacy connections for children who are African American. Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations 15, 43–53 (2008) · DOI
  15. Gill, M.M.: Accent and stereotypes: Their effect on perceptions of teachers and lecture comprehension (1994) · DOI
  16. Webb, L., Webb, P.: Introducing discussion into multilingual mathematics classrooms: An issue of code switching? Pythagoras (67), 26–32 (2011)
  17. Cassell, J.: Social practice: Becoming enculturated in human-computer interaction. In: Stephanidis, C. (ed.) UAHCI 2009, Part III. LNCS, vol. 5616, pp. 303–313. Springer, Heidelberg (2009) · DOI
  18. Eglash, R., Bennett, A., O’Donnell, C., Jennings, S., Cintorino, M.: Culturally situated design tools: Ethnocomputing from field site to classroom. American Anthropologist 108(2), 347–362 (2006) · DOI
  19. Gilbert, J.E., Arbuthnot, K., Hood, S., Grant, M.M., West, M.L., McMillian, Y., Eugene, W.: Teaching algebra using culturally relevant virtual instructors. The International Journal of Virtual Reality 7(1), 21–30 (2008)
  20. Pinkard, N.: Rappin’Reader and Say Say Oh Playmate: Using children’s childhood songs as literacy scaffolds in computer-based learning environments. Journal of Educational Computing Research 25(1), 17–34 (2001) · DOI
  21. Hayes-Roth, B., Maldonado, H., Moraes, M.: Designing for diversity: Multi-cultural characters for a multi-cultural world. In: Proceedings of IMAGINA, pp. 207–225 (2002)
  22. Moreno, K.N., Person, N.K., Adcock, A.B., Eck, R.N.V., Jackson, G.T., Marineau, J.C.: Etiquette and efficacy in animated pedagogical agents: The role of stereotypes. In: AAAI Symposium on Personalized Agents, Cape Cod, MA (2002)
  23. Baylor, A.L., Kim, Y.: Simulating instructional roles through pedagogical agents. International Journal of Artificial Intelligence in Education 15(1), 95–115 (2005)
  24. Cassell, J., Geraghty, K., Gonzalez, B., Borland, J.: Modeling culturally authentic style shifting with virtual peers. In: Proceedings of the 2009 International Conference on Multimodal Interfaces, pp. 135–142. ACM (2009) · DOI
  25. Finkelstein, S., Scherer, S., Ogan, A., Morency, L.P., Cassell, J.: Investigating the influence of virtual peers as dialect models on students’ prosodic inventory. In: Workshop on Child, Computer and Interaction (WOCCI 2012). ISCA, Oregon (2012)
  26. Linn, M.C.: The knowledge integration perspective on learning and instruction. In: The Cambridge Handbook of the Learning Sciences, pp. 243–264 (2006) · DOI
  27. McNeill, K.L., Krajcik, J.S.: Supporting Grade 5-8 Students in Constructing Explanations in Science: The Claim, Evidence, and Reasoning Framework for Talk and Writing. Pearson, Upper Saddle River (2011)
  28. Chi, M.T.: Quantifying qualitative analyses of verbal data: A practical guide. The Journal of the Learning Sciences 6(3), 271–315 (1997) · DOI
  29. Renn, J.: Acquiring style| The development of dialect shifting among African American children. Doctoral dissertation, The University of North Carolina at Chapel Hill (2010)
  30. Schunk, D.H.: Peer models and children’s behavioral change. Review of Educational Research 57(2), 149–174 (1987) · DOI

Metadata

Authors
Finkelstein, S., Yarzebinski, E., Vaughn, C., Ogan, A., & Cassell, J.
Affiliations
Carnegie Mellon University (US)
ORCID
Venue
Lecture Notes in Computer Science
Publisher
Springer Berlin Heidelberg
Published
2013
Pages
493-502
ISSN
  • 0302-9743 (ISSN-L)
  • 1611-3349
DOI
10.1007/978-3-642-39112-5_50
OpenAlex
W2179871570
Cited by
68
References
36
Citations by year
2026: 4 · 2025: 1 · 2024: 9 · 2023: 3 · 2022: 7 · 2021: 10 · 2020: 3 · 2019: 9 · 2018: 4 · 2017: 9 · 2016: 2 · 2015: 4 · 2014: 3
FWCI
1.94
Type
conference paper
Language
en
Open access
closed
Locations
Lecture notes in computer science (publishedVersion)
Topics
  • Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
  • Social Sciences › Linguistics and Language › Multilingual Education and Policy
  • Social Sciences › Linguistics and Language › Linguistic Variation and Morphology
Keywords
African American English, dialect variation, academic performance, children of color, educational technology design

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