著者

林 勇吾 三輪 和久 森田 純哉

出版者

日本認知科学会

雑誌

認知科学 (ISSN:13417924)

巻号頁・発行日

vol.14, no.4, pp.604-619, 2007 (Released:2009-04-24)

参考文献数

20

被引用文献数

14

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In this study, we investigated effects of having different perspectives in solving collaborative tasks. A simple reasoning task was given to several pairs of participants, each of whom discussed their views with their partner. Protocol analysis was performed to reveal how people exchange information with a partner who has a different perspective to achieve successful collaboration. In the experiment, we controlled participants′ perspectives, where the appearance of visual images was manipulated based on Gestalt psychological theory. Three conditions were set up: (1) the distributed-view condition, where one of two different perspectives was presented separately to each of the participants in a pair; (2) the dual-view condition, where two equivalent perspectives were presented together to both participants; and (3) the single-view condition, where only a single perspective was presented to both participants. The protocol analysis showed that the pairs in the distributed view condition who reached to solution engaged in the task with complementary interactive manners. On the other hand, the protocols of the pairs who could not reach solution showed that one of the participants shifted his⁄her perspective towards the opponents′ perspective. It is also argued that the problem solving in collaboration of pairs with different perspectives is performed through insight processes.

著者

大津 耕陽 西田 勇樹 木内 敬太 林 勇吾

出版者

ヒューマンインタフェース学会

雑誌

ヒューマンインタフェース学会論文誌 (ISSN:13447262)

巻号頁・発行日

vol.24, no.4, pp.285-300, 2022-11-25 (Released:2022-11-25)

参考文献数

21

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Although many chatbot applications have been proposed to support mental health care, the effective interaction design for chatbots to assist positive thinking for problem-solving without relying on the content of individual consultation is not clear. In this paper, we developed a chatbot application that can perform conversation tasks based on the Miracle Question, a method of the solution-focused approach. Then we validated that solution-focused interactive task on chatbot helps improve well-being index and active behavior. As a result, the results did not confirm that the proposed conversation task significantly improved the scores on each scale. However, when compared to existing tasks for behavior activation support, the proposed task tended to have a positive effect on improving well-being scores. Our finding has implications for the methodology and difficulties in supporting personal problem-solving based on minimal design.

著者

林 勇吾

出版者

ヒューマンインタフェース学会

雑誌

ヒューマンインタフェース学会論文誌 (ISSN:13447262)

巻号頁・発行日

vol.22, no.3, pp.263-270, 2020-08-25 (Released:2020-08-25)

参考文献数

22

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The paper explores what factors underlying the estimation of learner self-confidence during explanations with a pedagogical conversational agent in an explanation task. This study focused on how factors such as the learner's task activities and personal characteristics can be used as useful predictors. To explore this point, this study used an web-based explanation task called WESPA (Web-based Explanation Support by Pedagogical Agent), which was run by a pedagogical conversational agent (PCA) for students in a classroom taking a lecture from psychology. 318 participants were asked to make text-based explanations to the agent in a question-and-answer (Q&A) style, and clarified a particular concept that was taught in a previous lecture in the class. Results show that an increase in the amount of actual task work for explanations and personal characteristics evaluated by AQ scores (such as social skills, attention switching, imagination) helped to predict higher self-confidence. The results show how factors of learner's task activities and personal characteristics especially about interpersonal interaction skills are useful for capturing learner's self-confidence in an online explanation task. It is also discussed how these factors could be used as predictors in future studies to automatically detect learner's confidence.

著者

林 勇吾

出版者

一般社団法人 人工知能学会

雑誌

人工知能学会論文誌 (ISSN:13460714)

巻号頁・発行日

vol.32, no.4, pp.E-G91_1-9, 2017-07-01 (Released:2017-07-03)

参考文献数

24

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The present study investigated the influence of reflections on self/others’ trust within group-based problem solving. The study assessed the role of trust dynamics on perspective-taking activities within conflictive groups, extending the experimental framework used by a previous study and including conversational agents for controlling participants’ interactions related to trust dynamics and perspective taking behavior. Results showed that (1) reflections of self/other trust in conflictive groups may influence trust towards other members, and (2) reflections of trust by members with conflicting perspectives may facilitate trust and perspective taking process. This suggests that the level of trust dynamics facilitates trust and can function to manifest perspective taking within cooperative groups. The results of the study provide new knowledge in collaborative problem solving studies that the development of trust has a progressive effect on perspective taking activities among conflictive members.

著者

林 勇吾 井上 智雄

出版者

The Institute of Electronics, Information and Communication Engineers

雑誌

電子情報通信学会論文誌 A (ISSN:09135707)

巻号頁・発行日

vol.J98-A, no.1, pp.76-84, 2015-01-01

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本研究では,学習者ペアが協同で行う説明構築活動においてPedagogical Conversational Agent (PCA)をアドバイザとして用いた際の効果的なインタラクションのデザインについて検討する.過去の研究では,学習者の認知的負荷の増大に伴ってPCAへの注意が低下するという点やPCAの存在感の欠如の問題点が指摘されている.そこで本研究では,PCAに対する社会的存在感を促進させる方法として,複数のPCAの利用が説明活動におけるインタラクションを活性化できるかを実験的に検討した.実験の結果,複数のPCAを用いた学習者は,単独のPCAを用いた学習者よりも概念に対する深い理解を構築することができていた.更に,複数のPCAを用いた場合,(1)ポジティブな励ましを行うエージェントと(2)具体的な説明の仕方を教示するエージェントに役割を分散させた場合において,インタラクションが活性化することが明らかになった.異なる役割を担う複数のPCAを利用した本研究の結果は,協同学習支援システムの設計におけるデザイン手法に重要な示唆を与える.

著者

林 勇吾 三輪 和久

出版者

日本認知科学会

雑誌

認知科学 (ISSN:13417924)

巻号頁・発行日

vol.18, no.4, pp.569-584, 2011 (Released:2013-04-09)

参考文献数

32

被引用文献数

5

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In this study, we investigate the two factors that influence perspective taking in collaborative problem solving and understand the communication process during this activity. We conducted a psychological experiment by constructing a situation where two participants engage in a rule discovery task with different perspectives. While solving the task, each of the participants confronts miscommunication about the other's perspective and has to manage to overcome this situation. The main results indicated that having prior communication experience and dialog communication enhance the understanding of the partner's perspective. Results of protocol analysis indicated that when the participants had communication experience, (a) the degree of utterance biased on a single perspective became small, and (b) the degree of utterance based on a contradictory perspective became small. The participants who communicated by dialog became to do turn taking much frequently compared to the participants who communicated by chat.

著者

林 勇吾

出版者

ヒューマンインタフェース学会

雑誌

ヒューマンインタフェース学会論文誌 (ISSN:13447262)

巻号頁・発行日

vol.20, no.1, pp.79-88, 2018-02-25 (Released:2018-02-25)

参考文献数

31

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This study investigated how pedagogical conversational agents can facilitate learner-learner collaborative learning during a knowledge integration task. The study focused on how knowledge integration activity can be facilitated by using multiple Pedagogical Conversational Agents (PCAs). The current study investigated the effective design of the PCA using the modality such as using gaze gestures along with the verbal facilitation prompts. In a controlled experiment, dyads were accompanied by multiple PCAs programmed to facilitate explanation activities in a knowledge integrating task. Two eye-trackers were used to detect learning process of leaners who used different type of knowledge and perspective. The results show that learners who received facilitation from the PCAs about integrating different perspectives performed better on the task, and if they received gaze gestures, they tended to focus on the relationship of different knowledge as well. Additional results on eye-tracking analysis show that learners performed better when they focused at their partner ’s different knowledge after looking at the PCAs'’ gaze. These results provide new implications on designing learning support systems and shows how embodied information such as gaze gestures of PCAs may play an important role in collaborative learning.

著者

佐々木 孝輔 林 勇吾 井上 智雄

出版者

一般社団法人情報処理学会

雑誌

研究報告グループウェアとネットワークサービス(GN) (ISSN:09196072)

巻号頁・発行日

vol.2014, no.53, pp.1-8, 2014-03-06

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プログラミング学習手法の 1 つに,コーディングを行う Driver と,Driver に対してアドバイス等を行う Navigator の役割に分かれて作業を進めるペアプログラミングがある.このペアプログラミングにおける学習者の行動および会話と,学習の成否については関係性があることが報告されている.本研究では分散同期環境を想定した,テキストチャットを用いるペアプログラミング支援システムを開発するため,音声対話における行動および会話と学習の成否についての関係性がテキスト対話においても認められるかを検証する実験を行った.その結果,Driver が課題において発生するエラーを解決するために要する時間が長くなるほど,2 者のテキスト対話後における Driver のコーディング動作の頻度,および両者によるチャットの頻度が減少することが判明した.また本研究では,この結果を生かしたシステム開発の指針についても言及する.