Naja A. Mack
ABSTRACT
In a world that demands independent and cooperative problem solving to address complex social, economic, ethical, and personal concerns, core social studies content is as basic for success as reading, writing, math, and computing. Nationally, only 20% of 4th grade students are at or above Proficient level in U.S. History, the lowest among the core disciplines of social studies. Reaching proficiency requires students to ask more profound questions of the past as well as construct deeper understandings of it. This research explores the intersection of natural language dialogue and intelligent tutoring systems to enhance history learning of upper elementary students in 3rd and 4th grade. Elementary and middle school students were participants in a participatory design study to extract their design needs for the development of an educational learning technology for social studies.
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