Designing a Conversational Agent for Education using a Personality-based Approach

Conversational agents (CA) for education are the dialog systems that can interact with students intelligently. They are gaining popularity because of the potential benefits of education. However, there is very little research focusing on personality-based educational CA design. Therefore, we designed and built a high-fidelity educational CA prototype with four personality dimensions via Juji. This personality-based UX design supports the interaction between the CA and diverse users with eight personality styles within four dimensions. During the analysis and design phase, we extracted the keywords, attributes, distinctive behaviors, and interaction expectations to streamline the literal description of personalities into concrete design guidelines applicable to the prototype. The design guidelines were generated based on the extraction to specify interaction features, user expectations, and potential behaviors or actions that should be avoided. Based on the guidelines, we further developed four personality-based design logic in this integrated prototype. This work provides design guidelines for future user personality-based educational CA design. Moreover, the design is among the first group to provide four personality dimensions of design logic in one integrated prototype to better serve students. It sheds light on the future development of human-centred personality-based AI design in the industry while most chatbots are still rapidly developing.

@article{Wang2024,
  title     = {Designing a Conversational Agent for Education using a Personality-based Approach},
  journal   = {International Journal of Advanced Computer Science and Applications},
  volume    = {15},
  number    = {6},
  year      = {2024},
  publisher = {The Science and Information Organization},
  author    = {Jieyu Wang and Jim Q. Chen and Dingfang Kang and Susantha Herath and Abdullah AbuHussein},
  doi       = {10.14569/IJACSA.2024.0150602},
  url       = {https://doi.org/10.14569/IJACSA.2024.0150602}
}