Erin Walker

Hybrid LLM-Embedded Dialogue Agents for Learner Reflection: Designing Responsive and Theory-Driven Interactions

Dialogue systems have long supported learner reflections, with theoretically grounded, rule-based designs offering structured scaffolding but often struggling to respond to shifts in engagement....

Words of Wisdom: Representational Harms in Learning From AI Communication

Many educational technologies use artificial intelligence (AI) that presents generated or produced language to the learner. We contend that all language, including all AI communication, encodes...

Comparison of Lexical Alignment with a Teachable Robot in Human-Robot and Human-Human-Robot Interactions

Speakers build rapport in the process of aligning conversational behaviors with each other. Rapport engendered with a teachable agent while instructing domain material has been shown to promote...

Impact of Experiencing Misrecognition by Teachable Agents on Learning and Rapport

While speech-enabled teachable agents have some advantages over typing-based ones, they are vulnerable to errors stemming from misrecognition by automatic speech recognition (ASR). These errors...

Supporting Answerers with Feedback in Social Q&A

Prior research has examined the use of Social Question and Answer (Q&A) websites for answer and help seeking. However, the potential for these websites to support domain learning has not yet been...

Network Based Methodology for Characterizing Interdisciplinary Expertise in Emerging Research

CrowdMuse: An Adaptive Crowd Brainstorming System

EMBRACE: Applying Cognitive Tutor Principles to Reading Comprehension

Comfort with Robots Influences Rapport with a Social, Entraining Teachable Robot

Eliciting Proactive and Reactive Control During Use of an Interactive Learning Environment

Using Thinkalouds to Understand Rule Learning and Cognitive Control Mechanisms Within an Intelligent Tutoring System

Understanding Rapport over Multiple Sessions with a Social, Teachable Robot

Exploring Adaptive Scaffolding in a Multifaceted Tangible Learning Environment

Classification of Brain Signals Collected During a Rule Learning Paradigm

Design Tensions for Generative AI in Education for Early to Mid-adolescent Youth: An Exploration of Autonomy, Critical Reflection, and Psychological Safety

What Matters in Concept Mapping? Maps Learners Create or How They Create Them

Investigating Help-Giving Behavior in a Cross-Platform Learning Environment

ROBIN: Using a Programmable Robot to Provide Feedback and Encouragement on Programming Tasks