Examining Teenagers' Perceptions of Conversational Agents in Learning Settings

Abstract

Conversational agents (CAs) have gained increasing presence in learning settings. Researchers have explored perceptions of CAs among children and adults, but rarely among teenagers. Understanding how teenagers conceptualize CAs contributes to designing systems to facilitate productive learning for this population. In this study, we surveyed 73 participants in two age groups (30 participants aged 12-13; 43 participants aged 14-15) about their perceptions of a text-based agent's competence, trustworthiness, and sociability. We asked participants to describe in writing their ideal CAs that incorporate modalities beyond text, such as sound and gesture. We found that younger participants generally viewed the prototype agent as more competent, trustworthy, and sociable. This group more frequently related the agent designs to curricular contexts, while the older group referenced experiences with virtual assistants to desire broad-domain competence. Findings illuminate considerations of experiences in designing CAs' interactivity and narratives.