Common ground improves learning with conversational agents

Although conversational agents are successfully applied in teaching, it is largely unclear which communication principles should be employed to optimise learning. We examine the influence of common ground (i.e. shared knowledge on which to build during conversation) on learning. In an in-class experiment, students studied with one of two pedagogical conversational agents. The control version provided information without emphasising grounding, whereas the common ground version emphasised grounding, for example, by encouraging students to monitor and repair common ground. After the learning unit, students evaluated their learning experience and the pedagogical conversational agent, after which they were tested on the studied material. Students in the common ground (vs. the control) condition performed better in a post-study knowledge test and engaged longer with the pedagogical conversational agent. Thus, the common ground emphasis facilitated learning with a conversational agent, indicating that grounding principles should be incorporated when designing conversational agents.