Academic Journal
The impact of perceived human and computer interaction on collaborative learning: insights from the Map Task.
| Τίτλος: | The impact of perceived human and computer interaction on collaborative learning: insights from the Map Task. |
|---|---|
| Συγγραφείς: | Crompton CJ; Human Cognitive Neuroscience, Department of Psychology, University of Edinburgh, 7 George Square, Edinburgh, EH8 9JZ , UK.; Division of Psychiatry, Centre for Clinical Brain Sciences, University of Edinburgh, Edinburgh, UK.; School of Informatics, University of Edinburgh, Edinburgh, UK., Wolfe K; Human Cognitive Neuroscience, Department of Psychology, University of Edinburgh, 7 George Square, Edinburgh, EH8 9JZ , UK., Tullo A; Human Cognitive Neuroscience, Department of Psychology, University of Edinburgh, 7 George Square, Edinburgh, EH8 9JZ , UK., Hoffman P; Human Cognitive Neuroscience, Department of Psychology, University of Edinburgh, 7 George Square, Edinburgh, EH8 9JZ , UK., Wolters MK; School of Informatics, University of Edinburgh, Edinburgh, UK., MacPherson SE; Human Cognitive Neuroscience, Department of Psychology, University of Edinburgh, 7 George Square, Edinburgh, EH8 9JZ , UK. sarah.macpherson@ed.ac.uk. |
| Πηγή: | Cognitive processing [Cogn Process] 2026 Aug; Vol. 27 (3), pp. 703-718. Date of Electronic Publication: 2026 May 27. |
| Τύπος έκδοσης: | Journal Article |
| Γλώσσα: | English |
| Στοιχεία περιοδικού: | Publisher: Springer Verlag Country of Publication: Germany NLM ID: 101177984 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1612-4790 (Electronic) Linking ISSN: 16124782 NLM ISO Abbreviation: Cogn Process Subsets: MEDLINE |
| Imprint Name(s): | Publication: <2004->: Heidelburg : Springer Verlag Original Publication: Lengerich : Pabst Science, 2000- |
| Ιατρικοί όροι (MeSH): | Aging*/physiology , Aging*/psychology , Learning*/physiology , Cooperative Behavior* , User-Computer Interface*, Mental Recall/physiology ; Humans ; Female ; Male ; Aged ; Sense of Agency |
| Περίληψη: | Learning new skills and information becomes more challenging as people get older, but learning collaboratively can provide benefits to learning in older age. Prior work has predominantly focused on improved learning in terms of accuracy and efficiency when interacting with another human compared to learning alone, while the potential benefits of a human learning with a computer are understudied. It has been reported that older adults learn more efficiently and accurately when they believe they are interacting with a human compared to a computer to perform the Barrier Task. In the current study, we examined the effect of agency on performance on the Map Task, a test that measures spatial cognition, where participants must orally collaborate to reproduce a route printed on one participant's map onto another's, and which is considered a more ecologically valid measure of real-life communication compared to other materials used to study collaborative learning. We used a Wizard-of-Oz paradigm, in which participants interacted with a computer system, but were told that they were interacting with either a human assistant or computer. Twenty-four older adult participants (aged 66-79 years) completed an adapted version of the Map Task with a (perceived) human partner or computer to plan and execute a route, doing so through conversation. Overall, participants engaged similarly with their human and computer partner, but recall was more accurate when the information had been provided by the human, compared to the computer. Participants' negative perceptions about the computer-provided information may have driven this effect. These findings may influence how voice-based learning systems are introduced to older end-users, and strategies for negotiating agency between the human user and the voice-based system, to influence collaborative learning in older age. Future work should attempt to replicate these findings in a larger sample. (© 2026. The Author(s).) |
| Competing Interests: | Declarations. Conflict of interest: All authors declare that they have no conflict of interest. Ethical approval: All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards. |
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| Grant Information: | PG-2020-035 Leverhulme Trust; Engineering and Physical Sciences Research Council Engineering and Physical Sciences Research Council |
| Contributed Indexing: | Keywords: aging; collaboration; empirical studies in accessibility; human-centered computing; human-computer interaction; learning; older adults; recall |
| Entry Date(s): | Date Created: 20260527 Date Completed: 20260730 Latest Revision: 20260802 |
| Update Code: | 20260802 |
| PubMed Central ID: | PMC13423963 |
| DOI: | 10.1007/s10339-026-01347-3 |
| PMID: | 42201504 |
| Βάση Δεδομένων: | MEDLINE |
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| Items | – Name: Title Label: Title Group: Ti Data: The impact of perceived human and computer interaction on collaborative learning: insights from the Map Task. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AU" term="%22Crompton+CJ%22">Crompton CJ</searchLink>; Human Cognitive Neuroscience, Department of Psychology, University of Edinburgh, 7 George Square, Edinburgh, EH8 9JZ , UK.; Division of Psychiatry, Centre for Clinical Brain Sciences, University of Edinburgh, Edinburgh, UK.; School of Informatics, University of Edinburgh, Edinburgh, UK.<br /><searchLink fieldCode="AU" term="%22Wolfe+K%22">Wolfe K</searchLink>; Human Cognitive Neuroscience, Department of Psychology, University of Edinburgh, 7 George Square, Edinburgh, EH8 9JZ , UK.<br /><searchLink fieldCode="AU" term="%22Tullo+A%22">Tullo A</searchLink>; Human Cognitive Neuroscience, Department of Psychology, University of Edinburgh, 7 George Square, Edinburgh, EH8 9JZ , UK.<br /><searchLink fieldCode="AU" term="%22Hoffman+P%22">Hoffman P</searchLink>; Human Cognitive Neuroscience, Department of Psychology, University of Edinburgh, 7 George Square, Edinburgh, EH8 9JZ , UK.<br /><searchLink fieldCode="AU" term="%22Wolters+MK%22">Wolters MK</searchLink>; School of Informatics, University of Edinburgh, Edinburgh, UK.<br /><searchLink fieldCode="AU" term="%22MacPherson+SE%22">MacPherson SE</searchLink>; Human Cognitive Neuroscience, Department of Psychology, University of Edinburgh, 7 George Square, Edinburgh, EH8 9JZ , UK. sarah.macpherson@ed.ac.uk. – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22101177984%22">Cognitive processing</searchLink> [Cogn Process] 2026 Aug; Vol. 27 (3), pp. 703-718. <i>Date of Electronic Publication: </i>2026 May 27. – Name: TypePub Label: Publication Type Group: TypPub Data: Journal Article – Name: Language Label: Language Group: Lang Data: English – Name: TitleSource Label: Journal Info Group: Src Data: <i>Publisher: </i><searchLink fieldCode="PB" term="%22Springer+Verlag%22">Springer Verlag </searchLink><i>Country of Publication: </i>Germany <i>NLM ID: </i>101177984 <i>Publication Model: </i>Print-Electronic <i>Cited Medium: </i>Internet <i>ISSN: </i>1612-4790 (Electronic) <i>Linking ISSN: </i><searchLink fieldCode="IS" term="%2216124782%22">16124782 </searchLink><i>NLM ISO Abbreviation: </i>Cogn Process <i>Subsets: </i>MEDLINE – Name: PublisherInfo Label: Imprint Name(s) Group: PubInfo Data: <i>Publication</i>: <2004->: Heidelburg : Springer Verlag<br /><i>Original Publication</i>: Lengerich : Pabst Science, 2000- – Name: SubjectMESH Label: MeSH Terms Group: Su Data: <searchLink fieldCode="MM" term="%22Aging%22">Aging*</searchLink>/<searchLink fieldCode="MM" term="%22Aging+physiology%22">physiology</searchLink> <br /><searchLink fieldCode="MM" term="%22Aging%22">Aging*</searchLink>/<searchLink fieldCode="MM" term="%22Aging+psychology%22">psychology</searchLink> <br /><searchLink fieldCode="MM" term="%22Learning%22">Learning*</searchLink>/<searchLink fieldCode="MM" term="%22Learning+physiology%22">physiology</searchLink> <br /><searchLink fieldCode="MM" term="%22Cooperative+Behavior%22">Cooperative Behavior*</searchLink> <br /><searchLink fieldCode="MM" term="%22User-Computer+Interface%22">User-Computer Interface*</searchLink><br /><searchLink fieldCode="MH" term="%22Mental+Recall%22">Mental Recall</searchLink>/<searchLink fieldCode="MH" term="%22Mental+Recall+physiology%22">physiology</searchLink> ; <searchLink fieldCode="MH" term="%22Humans%22">Humans</searchLink> ; <searchLink fieldCode="MH" term="%22Female%22">Female</searchLink> ; <searchLink fieldCode="MH" term="%22Male%22">Male</searchLink> ; <searchLink fieldCode="MH" term="%22Aged%22">Aged</searchLink> ; <searchLink fieldCode="MH" term="%22Sense+of+Agency%22">Sense of Agency</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Learning new skills and information becomes more challenging as people get older, but learning collaboratively can provide benefits to learning in older age. Prior work has predominantly focused on improved learning in terms of accuracy and efficiency when interacting with another human compared to learning alone, while the potential benefits of a human learning with a computer are understudied. It has been reported that older adults learn more efficiently and accurately when they believe they are interacting with a human compared to a computer to perform the Barrier Task. In the current study, we examined the effect of agency on performance on the Map Task, a test that measures spatial cognition, where participants must orally collaborate to reproduce a route printed on one participant's map onto another's, and which is considered a more ecologically valid measure of real-life communication compared to other materials used to study collaborative learning. We used a Wizard-of-Oz paradigm, in which participants interacted with a computer system, but were told that they were interacting with either a human assistant or computer. Twenty-four older adult participants (aged 66-79 years) completed an adapted version of the Map Task with a (perceived) human partner or computer to plan and execute a route, doing so through conversation. Overall, participants engaged similarly with their human and computer partner, but recall was more accurate when the information had been provided by the human, compared to the computer. Participants' negative perceptions about the computer-provided information may have driven this effect. These findings may influence how voice-based learning systems are introduced to older end-users, and strategies for negotiating agency between the human user and the voice-based system, to influence collaborative learning in older age. Future work should attempt to replicate these findings in a larger sample.<br /> (© 2026. The Author(s).) – Name: Abstract Label: Competing Interests Group: Ab Data: Declarations. Conflict of interest: All authors declare that they have no conflict of interest. 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(PMID: <searchLink fieldCode="PM" term="%2210%2E1007%2Fs11747-022-00868-5%22">10.1007/s11747-022-00868-5)</searchLink> – Name: GrantInfo Label: Grant Information Group: Grant Data: PG-2020-035 Leverhulme Trust; Engineering and Physical Sciences Research Council Engineering and Physical Sciences Research Council – Name: SubjectMinor Label: Contributed Indexing Group: Data: <i>Keywords: </i>aging; collaboration; empirical studies in accessibility; human-centered computing; human-computer interaction; learning; older adults; recall – Name: DateEntry Label: Entry Date(s) Group: Date Data: <i>Date Created: </i>20260527 <i>Date Completed: </i>20260730 <i>Latest Revision: </i>20260802 – Name: DateUpdate Label: Update Code Group: Date Data: 20260802 – Name: PubmedCentralID Label: PubMed Central ID Group: ID Data: PMC13423963 – Name: DOI Label: DOI Group: ID Data: 10.1007/s10339-026-01347-3 – Name: AN Label: PMID Group: ID Data: 42201504 |
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