Introduction

In a grade 3 French educational setting, the integration of AI tools and concepts can significantly enhance the learning experience for students. AI refers to the use of artificial intelligence technologies to mimic human intelligence processes, like learning, problem-solving, and reasoning. In this chapter we will be focusing on Intelligent Tutoring Systems (ITS), but more specifically Duolingo and Affective Tutoring Systems (ATS). Intelligent tutoring systems can create adaptive learning platforms for students, engagement, student progress tracking, and immersive experiences. As French is the second language of Canada, giving students the resources to learn, can greatly benefit communities and provide more future opportunities.

Firstly, it is important to recognize that for this chapter, human tutoring is defined as personalized, one-on-one instruction by an expert, whereas computer tutoring is various forms of computer-based instruction (VanLehn, 2011). The effectiveness of different tutoring systems, whether human or computer, lies in the level of detail at which feedback and assistance are provided to the student. In regard to ITS, it can be used to supplement classroom instruction, helping students learn French in communities where it might not otherwise be offered with tailored support based on their individual progress.

Affective tutoring systems (ATS), a subfield of ITS have been developed to adapt to the emotional state of students during their online learning process. ATS aims to replicate the success of human one-on-one tutoring by identifying and responding to cues such as facial expressions and voice tone. This system enhances the emotional engagement of students, would is especially important in engaging with learning a new language. Learning a new language, such as French, can be challenging, and ATS could help provide a more supportive and emotionally responsive learning environment, potentially improving students’ motivation in French language learning. Saskatchewan’s curriculum emphasizes the importance of making learning enjoyable and accessible to all students, which aligns with the gamification approach.

Another important and possibly beneficial branch of ITS is gamification apps such as Duolingo. Studies have been made on the achievement and academic self-efficiency of this app for students studying new languages. The need for creative, low-cost solutions for language instruction is extremely important in elementary schools, as many communities have budget limitations and a lack of qualified teachers for such subject areas. Since French is such a common language within Canada, studying how such gamification apps could be both beneficial and limited, and their possible connections to the curriculum are important.

Connection to Curriculum

Affordances and Constraints

The Process

Prompt Engineering

Tools that can be used to make ITS systems more effective for teaching Grade 3 French are setting clear and realistic objectives, monitoring progress, providing supplemental offline activities, providing technical support/guidance, proper integration, and much more.

When beginning the use of a new tool, such as ITS within the classroom, setting clear learning objectives for the students is important in understanding the reasoning behind this tool and the information being taught. It is also important to remember that while ITS can provide valuable support, this may be new for students so it may be difficult to completely replace human interaction. Regularly reviewing student data provided through the platform will help with adjusting instruction accordingly before it does more damage to the student’s learning of the language than support. For example, a student may be frequently confused about masculine and feminine endings of certain words, and by catching this it can be better explained without too much further confusion.

While ITS does provide lots of tools for students learning, it doesn’t cover every area of the curriculum so further instruction/resources may be required. This is especially prevalent in teaching students about language culture. It is also important to make sure all students have access to the necessary technology to complete the learning and catch disruptions or distractions that may hinder progress. Before fully implementing it in the classroom, make sure both students and teachers are comfortable with the system and its functionality.

Regarding gamified learning apps more specifically (Duolingo), a routine, self-monitoring, balance, evaluation, flexibility, and feedback are all very important. In order to properly/effectively learn a language, especially at the elementary level, consistency is key so setting specific times for learning and questioning makes learning most effective. Teaching students to track their own progress and identify areas where help or improvement may be needed is necessary, especially in larger classes. This can encourage students to seek help and get more comfortable with the language. Like progress tracking, evaluating the student’s effectiveness in achieving objectives often is needed to identify if more supplemental resources need to be made. Since all students have different learning styles, adapting the teaching strategy may be necessary.

Recommendations

To further enhance understanding and concepts discussed, the following will provide additional resources and recommendations. A few book recommendations are “Adaptive Learning: The Key to Customized Learning” by Nish Sonwalkar, “Intelligent Tutoring Systems: Evolutions in Design” by Roger Nkambou, Roger Azevedo and Jacqueline Bordeau, and “The Gamification of Learning and Instruction: Game-Based Method and Strategies for Training and Education” by Karl M. Kapp. Sonwalkters books focus on the principles and strategies of adaptive learning and give a deeper understanding of how to use these platforms effectively. Nkambou and others wrote a book designed to give an overview of Intelligent Tutoring Systems and how they can be implemented into learning. Finally, Kapp focuses on the topic of gamification, what is it and how it can be used within education to benefit students learning.

Recommended related technologies are Learning Management Systems (LMS) like Canvas, Blackboard, and Moodle which integrate adaptive learning features like ITS. Technologies like Duolingo which can be used are Babbel, and Memrose which are both gamified language learning apps. Online communities such as Twitter, Reddit, Duolingo forums, ITS LinkedIn groups are also all available to connect with fellow learners/educators and share tips or experiences.  Since the use of technology within the classroom is progressively growing, there are many articles, forums, books, and experts which can be found to provide deeper insights into the tools and concepts discussed.

Informative presentation

Duolingo Guide

Learn more about How to Use Duolingo by clicking the link above.