Adapting and personalizing the communication in a synchronous communication tool
Abstract
Abstract In this paper, we present a synchronous text‐based communication tool, referred to as Adaptive Communication Tool (ACT), which provides capabilities for adaptation and personalization. ACT supports both the free and the structured form of dialogue. The structured dialogue is implemented by two types of Scaffolding Sentence Templates (SST); i.e. sentence openers or communicative acts. The capability of adaptation is considered in the sense of making suggestions for the supported form of dialogue and SST type and providing the most meaningful and complete set of SST with respect to the learning outcomes addressed by the collaborative learning activity and the model of collaboration followed by the group members. Also, ACT enables learners to have control on the adaptation by selecting the form of dialogue and the SST type they prefer to use and enriching the provided SST set with their own ones in order to cover their communication needs. The results from the formative evaluation of the tool showed that (i) the proposed dialogue form, SST type and the provided set of SST cover students' communication needs, (ii) the capability of personalizing the communication by selecting the desired communication means as well as by enriching the provided SST set satisfied students, and (iii) students used adequately both types of SST resulting into on‐task and coherent dialogues.
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It was suggested that systematic modelling should analyze three dimensions in the education context: learner's variation, learning domains, and learning activities.
“It was suggested that systematic modelling should analyze three dimensions in the education context: learner's variation, learning domains, and learning activities [25,26].”
From A Review of Artificial Intelligence (AI) in Education from 2010 to 2020 (2021) · cites this paper as [26]
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- Authors
- Gogoulou, A., Gouli, E., & Grigoriadou, M.
- Affiliations
- National and Kapodistrian University of Athens (GR)
- Venue
- Journal of Computer Assisted Learning
- Publisher
- Wiley
- Published
- 2007-09-03
- Volume
- 24
- Issue
- 3
- Pages
- 203-216
- ISSN
- 0266-4909 (ISSN-L)
- 1365-2729
- OpenAlex
- W2150463884
- Cited by
- 20
- References
- 35
- Citations by year
- 2025: 1 · 2024: 1 · 2023: 2 · 2022: 2 · 2021: 2 · 2019: 1 · 2016: 1 · 2015: 1 · 2014: 1 · 2013: 1 · 2012: 1
- FWCI
- 1.97
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Computer Assisted Learning (publishedVersion)
- Topics
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Education › Online and Blended Learning
- Keywords
- adaptive communication, personalization, structured dialogue, text-based communication, cooperative learning, learner control, communication needs
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