Vicarious learning from dialogue and discourse

Cox, Richard J.; McKendree, Jean; Tobin, Richard; Lee, John Y.K.; Mayes, Terry

doi:10.1007/bf00891973

Cited by 56 publications

(50 citation statements)

References 3 publications

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“…Early work on the dialogue versus monologue manipulation suggests that the choice can influence the learner's performance (Cox, McKendree, Tobin, Lee, & Mayes, 1999;Craig, Gholson, Ventura, Graesser, & the Tutoring Research Group, 2000;Driscoll et al, 2003;Fox Tree, 1999;Shebilske, Jordan, Goettl, & Paulus, 1998), which, in turn, suggests that the choice may influence learning. For example, Fox Tree (1999) found that performance was better while overhearing dialogues than while overhearing monologues.…”

Section: Observational Learningmentioning

confidence: 99%

Improving classroom learning by collaboratively observing human tutoring videos while problem solving.

Craig

Michelene

VanLehn

2009

Journal of Educational Psychology

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Collaboratively observing tutoring is a promising method for observational learning (also referred to as vicarious learning). This method was tested in the Pittsburgh Science of Learning Center's Physics LearnLab, where students were introduced to physics topics by observing videos while problem solving in Andes, a physics tutoring system. Students were randomly assigned to three groups: (a) pairs collaboratively observing videos of an expert human tutoring session, (b) pairs observing videos of expert problem solving, or (c) individuals observing expert problem solving. Immediate learning measures did not display group differences; however, long-term retention and transfer measures showed consistent differences favoring collaboratively observing tutoring.

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Section: Observational Learningmentioning

confidence: 99%

Improving classroom learning by collaboratively observing human tutoring videos while problem solving.

Craig

Michelene

VanLehn

2009

Journal of Educational Psychology

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“…This happens typically when the generated text is subject to global constraints, that is informally, constraints on the text 1 There is empirical evidence that learners benefit more from watching a dialogue, than from being presented with the same material in the form of a monologue (by a tutor). See, for example, Cox et al (1999) and Craig et al (2000).…”

Section: Controlling Global Properties Of Generated Textmentioning

confidence: 99%

Generating under Global Constraints: the Case of Scripted Dialogue

Piwek

Deemter

2007

Res on Lang and Comput

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Recently, the view of Natural Language Generation (nlg) as a Constraint Satisfaction Problem (csp) has seen something of a revival. The aim of this paper is to examine the issues that arise when nlg is viewed as a csp, and to introduce a novel application of constraint-based nlg, namely the Scripted Dialogue. Scripted Dialogue shares a number of crucial features with discourse, which make it possible to control the global properties of a computer-generated dialogue in the same way as those of a generated discourse. We pay particular attention to the use of soft constraints for enforcing global properties of text and dialogue. Because there has been little research into the formal properties of soft constraints in relation to generation, we start out with a theoretical exploration. We argue that, when multiple constraints are involved, it is important to define properly what is being optimised before proposing specific algorithms, and we argue that such definitions are often lacking in csp-based nlg. We show that it can be difficult (and sometimes even impossible) to guarantee satisfaction of global constraints by following local strategies. Based on these difficulties, we propose a novel approach to the generation of discourse and dialogue which combines csp solving with revision. Scripted Dialogue is used to illustrate this approach, which is compared with alternatives such as monitoring and estimation.

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“…It is derived from Pask's conversation theory (Pask 1975), which centres on the idea that learning occurs through conversation and the notion of 'teachback' where one person teaches another what they have learned. This is related to, but distinct from, the concept of vicarious learning, which Cox et al (1998) …”

Section: Communication and Collaborationmentioning

confidence: 99%

Research through the Generations: Reflecting on the Past, Present and Future

Conole¹

2017

telji

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The paper provides a reflection on the past and present of research on the use of digital technologies for learning, teaching and research, along with an extrapolation of the future of the field. It considers which technologies have been transformative in the last thirty years or so along with the nature of the transformation and the challenges. Research in the field is grouped into three types: pedagogical, technical and organizational. The emergence and nature of digital learning as a field is considered. Six facets of digital learning, and in particular digital technologies, as a research field are described: the good and the bad of digital technologies, the speed of change, the new forms of discourse and collaboration, the importance of understanding users, the new practices that have emerged, and finally a reflection on the wider impact.

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Vicarious learning from dialogue and discourse

Cited by 56 publications

References 3 publications

Improving classroom learning by collaboratively observing human tutoring videos while problem solving.

Improving classroom learning by collaboratively observing human tutoring videos while problem solving.

Generating under Global Constraints: the Case of Scripted Dialogue

Research through the Generations: Reflecting on the Past, Present and Future

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