In this study, we investigate if a digital coach for low-literate learners that provides cognitive learning support based on scaffolding can be improved by adding affective learning support based on motivational interviewing, and social learning support based on small talk. Several knowledge gaps are identified: motivational interviewing and small talk must be translated to control rules for this coach, a formal model of participant emotional states is needed to allow the coach to parse the learner’s emotional state, and various sensors must be used to let the coach detect and act on this state. We use the situated Cognitive Engineering (sCE) method to update an existing foundation of knowledge with emotional models, motivational interviewing and small talk theory, technology, and a new exercise in the volunteer work domain. We use this foundation to create a design specification for an Embodied Conversational Agent (ECA) coach that provides cognitive, affective, and social learning support for this exercise. A prototype is created, and compared to a prototype that only provides cognitive support in a within- and between-subjects experiment. Results show that both prototypes work as expected: learners interact with the coach and complete all exercises. Almost no significant differences are found between the two prototypes, indicating that the affective and social support were not effective as designed. Potential improvements are provided for future work. Results also show significant differences between two subgroups of low-literate participants, and between men and women, reinforcing the importance of using individualized support measures with this demographic.@en

Specialized learning support software can address the low societal participation of low-literate Dutch citizens. We use the situated Cognitive Engineering method to iteratively create a design specification for the envisioned system VESSEL: a Virtual Environment to Support the Societal participation Education of Low-literates. An initial high-level specification for this system is refined by incorporating the societal participation experiences of low-literate citizens into the design. In two series of user studies, the participant workshop and cultural probe methods were used with 23 low-literate participants. The Grounded Theory method was used to process the rich user data from these studies into the Societal Participation Experience of Low-Literates (SPELL) model. Using this experience model, the existing VESSEL specification was refined: requirements were empirically situated in the daily practice of low-literate societal participation, and new claims were written to explicate the learning effectiveness of the proposed VESSEL system. In conclusion, this study provides a comprehensive, theoretically and empirically grounded set of requirements and claims for the proposed VESSEL system, as well as the underlying SPELL model, which captures the societal participation experiences of low-literates citizens. The research methods used in this study are shown to be effective for requirements engineering with low-literate users.@en

People of low literacy experience difficulties while participating in society. Learning support software could help alleviate these difficulties. However, there is currently no overview of theoretically and empirically sound requirements for this kind of support. This paper uses the situated cognitive engineering method to create a requirements baseline for a virtual environment to support the societal participation education of low-literates (VESSEL), based on an analysis of the domain, human factors, and current applications. Four major outcomes are presented. First, a comprehensive overview is collected of the operational demands and human factors knowledge relevant to societal participation learning for low-literate citizens. Second, this overview is translated into a list of eight functional requirements: focused on low-literate learners, set in the context of societal participation, and supported by claims of cognitive, affective, and social benefits to learning. Third, a sample of Dutch societal participation learning support programs is assessed using these requirements, to highlight both current technology best practices and discrepancies between theory and practice. Fourth, virtual learning environment technology is suggested as an ‘enabling’ technology; an overview is shown of how virtual environments, actors, and objects can beneficially enable meeting the requirements baseline. Finally, directions for future study are discussed.@en