HEY SIRI, WHAT CAN I TELL ABOUT SANCHO PANZA IN MY PRESENTATION? INVESTIGATING SIRI AS A VIRTUAL ASSISTANT IN A LEARNING CONTEXT?

In this paper, we address challenges arising from the use of the conversational interface Siri [1] [2] in pedagogical contexts.

On one hand, we investigate potentialities of Siri as a virtual assistant and knowledge navigator for task accomplishment during classroom activities. Thus, we attempt to suggest possible lines of mobilising Siri to afford and improve both task elaboration and language learning. In human-Siri interactions, a wide range of operations are carried out through closely intertwined oral and written instances of natural language (vocal and visual accounts of ‘understanding’).

On the other hand, we raise some crucial, critical questions with regard to concrete situations and to prospective pedagogical scenarios involving Siri as a learning assistant. How do students deal with the unpredictability of the interactions with the virtual conversational agent? How do students handle interaction modalities such as identifying and well pronouncing the right commands and the choice of words that activate the diverse features [3]? Our paper seeks to shed light on a valuable use of Siri in school context all the more since teachers and students already rely on mobile device features in quite diverse extracurricular situations.

References:
[1] M. McTear et al, The Conversational Interface. Talking to Smart Devices. Switzerland: Springer, 2016.
[2] St. Reeves, "Some conversational challenges of talking with machines”, Talking with Conversational Agents in Collaborative Action, Workshop at the 20th ACM Conference on Computer-Supported Cooperative Work and Social Computing (CSCW '17), Portland, Oregon, USA, 2017.
[3] B. Arend et al, “Investigating Breakdowns in Human Robot Interaction: A Conversation Analysis Guided Single Case Study of a Human-Robot Communication in a Museum Environment,” International Journal of Mechanical and Mechatronics Engineering, vol. 11, no. 5, 2017.