:: WebSite >>

A C T: Adaptive Communication Tool



The ACT tool (Adaptive Communication Tool) (http://hermes.di.uoa.gr/act) supports the synchronous communication of the learners in groups of up to four persons. It can run as a standalone communication tool or in the context of the SCALE environment.

The ACT tool aims to promote the cultivation of cognitive and communication skills and guide learners appropriately during their communication. In particular, ACT:

  • implements the structured dialogue either through sentence openers or communication acts depending on the learning outcomes (i.e. cognitive skills) addressed by the collaborative activity and the model of collaboration followed by the group members,
  • provides the most meaningful and complete set of Scaffolding Sentence Templates (SST) (i.e. Sentence Openers and Communication Acts) adapted according to the collaboration framework followed in the collaborative activity (i.e. the cognitive skills addressed by the collaborative learning activity, the model of collaboration followed and the educational tool used),
  • offers learners the possibility to personalize the communication/collaboration process by enabling them to negotiate on the form of dialogue (i.e. structured versus free dialogue) and the SST type (i.e. sentence openers or communication acts) they prefer to use and tailor the provided SST set to their own needs, and
  • evaluates and coaches the interaction by monitoring and analyzing the interaction and by supporting the regulation process through alternative visual representation of the interaction analysis results.

Besides the predefined sets of the sentence openers/communication acts supported by the tool, the learner has the possibility to define his/her own ones in case the available ones do not cover his/her needs. The learner's defined sentence openers/ communication acts are part of the learner's model and become available each time the learner uses the ACT tool.

The messages are grouped according to the message they are referring to and are visually represented in a tree structure through the "Dialogue Tree" window. Such a graphical representation of the dialogue enables learners to trace the sequence of the dialogue more easily, to have a clear view of the dialogue progress and to receive feedback, in a visual form, about their contributions (i.e. the messages for which each member of the group has to elaborate, are notified).

The analysis of learners' interaction follows both a quantitative and a qualitative approach. The quantitative analysis aims to provide information about learners' contributions to the dialogue and the results are presented in a graphical form, while the qualitative analysis aims to exploit various characteristics regarding learners' contributions and investigate their collaboration in terms of Collaboration Indicators. The quantitative results as well as the indicators are part of the learner's and group model. Moroever, a personal guider is available to each learner aiming to guide him/her towards to a more "productive" collaborative behaviour.


Gogoulou, A., Gouli, E., Grigoriadou, M., & Samarakou, M. (2005). Analysing Learner Interaction in an Adaptive Communication Tool. In Proceedings of the 12th International Conference on Artificial Intelligence in Education (AIED2005): Workshop on Representing and Analyzing Collaborative Interactions: What works? When does it work? To what extent?, (Amsterdam, July 18-22).

Gogoulou, A., Gouli, E., Grigoriadou, M., & Samarakou, M. (2005). ACT: A Web-based Adaptive Communication Tool. In T. Koschmann, D. Suthers & T.W. Chan (Eds.) Proceedings of Computer Supported Collaborative Learning (CSCL): The next 10 years, (Taipei, Taiwan, May 30 - June 4), 180-189.

Gouli, E., Gogoulou, A., Grigoriadou, M., & Samarakou, M. (2005). Supporting and Guiding Learners’ Collaboration Through a Structured Adaptive Communication Tool In Proceedings of the ED-MEDIA 2005, World Conference on Educational Multimedia, Hypermedia & Telecommunications, 3671-3678.

Gogoulou, A., Gouli, E., Grigoriadou, M., & Samarakou, M. (2004). Adapting the "Communication-Scaffolding" Tools in a Web-based Collaborative Learning Environment. In Proceedings of the ED-MEDIA 2004, World Conference on Educational Multimedia, Hypermedia & Telecommunications, Vol. 2004 (1), 1153-1161.

Gouli, E., Gogoulou, A., Grigoriadou, M., & Samarakou, M. (2003). Towards the Development of an Adaptive Communication Tool Promoting Cognitive and Communication Skills. In Proceedings of the PEG 2003 Conference, (St. Petersburg, Russia).