{"publication":"Interaction Studies","publication_status":"published","doi":"doi.org/10.1075/is.23019.fis","status":"public","intvolume":"        25","date_updated":"2025-02-20T09:05:43Z","language":[{"iso":"eng"}],"date_created":"2025-02-19T09:09:03Z","article_type":"original","title":" Explain with, rather than explain to How explainees shape their own learning","volume":25,"main_file_link":[{"url":"https://www.jbe-platform.com/content/journals/10.1075/is.23019.fis"}],"type":"journal_article","user_id":"56345","citation":{"ama":"Fisher JB, Rohlfing KJ, Donnellan E, Grimminger A, Gu Y, Vigliocco G.  Explain with, rather than explain to How explainees shape their own learning. <i>Interaction Studies</i>. 2024;25(2):244-255. doi:<a href=\"https://doi.org/doi.org/10.1075/is.23019.fis\">doi.org/10.1075/is.23019.fis</a>","apa":"Fisher, J. B., Rohlfing, K. J., Donnellan, E., Grimminger, A., Gu, Y., &#38; Vigliocco, G. (2024).  Explain with, rather than explain to How explainees shape their own learning. <i>Interaction Studies</i>, <i>25</i>(2), 244–255. <a href=\"https://doi.org/doi.org/10.1075/is.23019.fis\">https://doi.org/doi.org/10.1075/is.23019.fis</a>","mla":"Fisher, Josephine Beryl, et al. “ Explain with, Rather than Explain to How Explainees Shape Their Own Learning.” <i>Interaction Studies</i>, vol. 25, no. 2, John Benjamins, 2024, pp. 244–55, doi:<a href=\"https://doi.org/doi.org/10.1075/is.23019.fis\">doi.org/10.1075/is.23019.fis</a>.","ieee":"J. B. Fisher, K. J. Rohlfing, E. Donnellan, A. Grimminger, Y. Gu, and G. Vigliocco, “ Explain with, rather than explain to How explainees shape their own learning,” <i>Interaction Studies</i>, vol. 25, no. 2, pp. 244–255, 2024, doi: <a href=\"https://doi.org/doi.org/10.1075/is.23019.fis\">doi.org/10.1075/is.23019.fis</a>.","short":"J.B. Fisher, K.J. Rohlfing, E. Donnellan, A. Grimminger, Y. Gu, G. Vigliocco, Interaction Studies 25 (2024) 244–255.","bibtex":"@article{Fisher_Rohlfing_Donnellan_Grimminger_Gu_Vigliocco_2024, title={ Explain with, rather than explain to How explainees shape their own learning}, volume={25}, DOI={<a href=\"https://doi.org/doi.org/10.1075/is.23019.fis\">doi.org/10.1075/is.23019.fis</a>}, number={2}, journal={Interaction Studies}, publisher={John Benjamins}, author={Fisher, Josephine Beryl and Rohlfing, Katharina J. and Donnellan, Ed and Grimminger, Angela and Gu, Yan and Vigliocco, Gabriella}, year={2024}, pages={244–255} }","chicago":"Fisher, Josephine Beryl, Katharina J. Rohlfing, Ed Donnellan, Angela Grimminger, Yan Gu, and Gabriella Vigliocco. “ Explain with, Rather than Explain to How Explainees Shape Their Own Learning.” <i>Interaction Studies</i> 25, no. 2 (2024): 244–55. <a href=\"https://doi.org/doi.org/10.1075/is.23019.fis\">https://doi.org/doi.org/10.1075/is.23019.fis</a>."},"author":[{"first_name":"Josephine Beryl","last_name":"Fisher","id":"56345","orcid":"0000-0002-9997-9241","full_name":"Fisher, Josephine Beryl"},{"first_name":"Katharina J.","last_name":"Rohlfing","orcid":"0000-0002-5676-8233","id":"50352","full_name":"Rohlfing, Katharina J."},{"first_name":"Ed","last_name":"Donnellan","full_name":"Donnellan, Ed"},{"first_name":"Angela","last_name":"Grimminger","id":"57578","full_name":"Grimminger, Angela"},{"first_name":"Yan","last_name":"Gu","full_name":"Gu, Yan"},{"first_name":"Gabriella","last_name":"Vigliocco","full_name":"Vigliocco, Gabriella"}],"department":[{"_id":"749"}],"issue":"2","publisher":"John Benjamins","_id":"58708","abstract":[{"text":"Research about explanation processes is gaining relevance because of the increased popularity of artificial systems required to explain their function or outcome. Following an interactive approach, not only explainers, but also explainees contribute to successful interactions. However, little is known about how explainees actively guide explanation processes and how their involvement relates to learning. We explored the occurrence and type of explainees’ questions in 20 adult — adult explanation dialogues about unknown present and absent objects. Crucially, we related the question types to the explainees’ subsequent recall of the unknown object labels. We found that explainees asked different types of questions, especially about the object’s label and facts. Questions about the object’s function were asked more when objects were present. In addition, requests for labelling were linked to better recall. The results contribute to designing explainable AI that aims to provide relevant and adaptive explanations and to further experimental approaches to study explanations.","lang":"eng"}],"page":"244-255","project":[{"name":"TRR 318 - A01: TRR 318 - Adaptives Erklären (Teilprojekt A01)","grant_number":"438445824","_id":"111"},{"grant_number":"438445824","name":"TRR 318 - A02: TRR 318 - Verstehensprozess einer Erklärung beobachten und auswerten (Teilprojekt A02)","_id":"112"},{"name":"TRR 318: TRR 318 - Erklärbarkeit konstruieren","grant_number":"438445824","_id":"109"}],"publication_identifier":{"unknown":[" 1572-0373"]},"year":"2024"}