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Pedagogical conversational agents for supporting collaborative learning: effects of communication channels

The present study investigated how a computer-based conversational agent facilitates better explanations from students in a collaborative activity. Pairs of students performed a task where they attempted to explain to their partners the meanings of technical psychological terms. During the task, they interacted with a simulated conversational agent, which was programmed to provide back-channel feedback and metacognitive suggestions through visual and/or audio output. Our findings suggest that the use of multiple communication channels for feedback facilitates collaborative learners' understanding of concepts.