Curious Minds Wonder Alike: Studying Multimodal Behavioral Dynamics to Design Social Scaffolding of Curiosity

Published on Sep 12, 2017 in EC-TEL (European Conference on Technology Enhanced Learning)
· DOI :10.1007/978-3-319-66610-5_20
Tanmay Sinha11
Estimated H-index: 11
(CMU: Carnegie Mellon University),
Zhen Bai7
Estimated H-index: 7
(CMU: Carnegie Mellon University),
Justine Cassell63
Estimated H-index: 63
(CMU: Carnegie Mellon University)
Sources
Abstract
Curiosity is the strong desire to learn or know more about something or someone. Since learning is often a social endeavor, social dynamics in collaborative learning may inevitably influence curiosity. There is a scarcity of research, however, focusing on how curiosity can be evoked in group learning contexts. Inspired by a recently proposed theoretical framework [30] that articulates an integrated socio-cognitive infrastructure of curiosity, in this work, we use data-driven approaches to identify fine-grained social scaffolding of curiosity in child-child interaction, and propose how they can be used to elicit and maintain curiosity in technology-enhanced learning environments. For example, we discovered sequential patterns of multimodal behaviors across group members and we describe those that maximize an individual’s utility, or likelihood, of demonstrating curiosity during open-ended problem-solving in group work. We also discovered, and describe here, behaviors that directly or in a mediated manner cause curiosity related conversational behaviors in the interaction, with twice as many interpersonal causal influences compared to intrapersonal ones. We explain how these findings form a solid foundation for developing curiosity-increasing learning technologies or even assisting a human coach to induce curiosity among learners.
References33
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#1Tanmay Sinha (CMU: Carnegie Mellon University)H-Index: 11
#2Zhen Bai (CMU: Carnegie Mellon University)H-Index: 7
Last. Justine Cassell (CMU: Carnegie Mellon University)H-Index: 63
view all 3 authors...
Curiosity is a vital metacognitive skill in educational contexts. Yet, little is known about how social factors influence curiosity in group work. We argue that curiosity is evoked not only through individual, but also interpersonal activities, and present what we believe to be the first theoretical framework that articulates an integrated socio-cognitive account of curiosity based on literature spanning psychology, learning sciences and group dynamics, along with empirical observation of small-...
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This work focuses on data-driven discovery of the temporally co-occurring and contingent behavioral patterns that signal high and low interpersonal rapport. We mined a reciprocal peer tutoring corpus reliably annotated for nonverbals like eye gaze and smiles, conversational strategies like self-disclosure and social norm violation, and for rapport (in 30 s thin slices). We then performed a fine-grained investigation of how the temporal profiles of sequences of interlocutor behaviors predict incr...
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#1Emily M. Grossnickle (UMD: University of Maryland, College Park)H-Index: 9
Curiosity has received increasing attention in the educational literature, yet empirical investigations have been limited by inconsistent conceptualizations and the use of curiosity synonymously with other constructs, particularly interest. The purpose of this review is to critically examine the dimensionality, definitions, and measures of curiosity within educational settings, and address the boundaries between curiosity and interest. A systematic review of 39 articles from 2003 to 2013 reveale...
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Conversational interaction is a dynamic process in which information is conveyed and relationships are negotiated via the use and timing of specific conversational strategies. In this work we examine similarity in use and timing of the relationship-oriented communicative strategies self-disclosure,reference to shared experience and praise, during a reciprocal peer tutoring interaction. We computationally model two kinds of similarity that quantify whether and how students are similar or differen...
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In efforts to understand and promote long-term interest in science, much work has focused on measuring students’ interest in topics of science, typically with surveys. This approach has challenges, as interest in a topic may not necessarily indicate interest in scientific practices and pursuits. An underexplored and perhaps productive way to gauge and foster interest in science is to understand the ways in which students express curiosity about the nature of an object, phenomena, or a given topi...
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Crowdsourcing is an important tool, e.g., in computational linguistics and computer vision, to efficiently label large amounts of data using nonexpert annotators. The individual annotations collected need to be aggregated into a single collective annotation. The hope is that the quality of this collective annotation will be comparable to that of a traditionally sourced expert annotation. In practice, most scientists working with crowdsourcing methods use simple majority voting to aggregate their...
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Our actions and decisions are regularly influenced by the social environment around us. Can social cues be leveraged to induce curiosity and affect subsequent behavior? Across two experiments, we show that curiosity is contagious: The social environment can influence people's curiosity about the answers to scientific questions. Participants were presented with everyday questions about science from a popular on-line forum, and these were shown with a high or low number of up-votes as a social cue...
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#1Xiaoyu WanH-Index: 1
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There is an increasing need to prepare young learners to be Artificial Intelligence (AI) capable for the future workforce and everyday life. Machine Learning (ML), as an integral subfield of AI, has become the new engine that revolutionizes practices of knowledge discovery. Making ML experience accessible to young learners, however, remains challenging due to its high demand for mathematical and computational skills. This research focuses on designing novel learning environments that help demyst...
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Curiosity is an intrinsic motivation for learning, but is highly dynamic and changes moment to moment in response to environmental stimuli. In spite of the prevalence of small group learning in and outside of modern classrooms, little is known about the social nature of curiosity. In this paper, we present a model that predicts the temporal and social dynamics of curiosity based on sequences of behaviors exhibited by individuals engaged in group learning. This model reveals distinct sequential b...
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Sep 12, 2017 in EC-TEL (European Conference on Technology Enhanced Learning)
#1Tanmay Sinha (CMU: Carnegie Mellon University)H-Index: 11
#2Zhen Bai (CMU: Carnegie Mellon University)H-Index: 7
Last. Justine Cassell (CMU: Carnegie Mellon University)H-Index: 63
view all 3 authors...
Curiosity is a vital metacognitive skill in educational contexts. Yet, little is known about how social factors influence curiosity in group work. We argue that curiosity is evoked not only through individual, but also interpersonal activities, and present what we believe to be the first theoretical framework that articulates an integrated socio-cognitive account of curiosity based on literature spanning psychology, learning sciences and group dynamics, along with empirical observation of small-...
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