Why Do Only Some Events Cause Learning During Human Tutoring?

VanLehn, Kurt; Siler, Stephanie A.; Murray, Charles; Yamauchi, Takashi; Baggett, William

doi:10.1207/s1532690xci2103_01

Cited by 305 publications

(239 citation statements)

References 38 publications

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“…Second, uncertainty is an affective state of primary interest in the tutoring dialogue domain because research suggests it plays an important role in the learning process. In particular, tutoring researchers hypothesize that uncertainty can signal to the tutor that there is an opportunity for constructive learning to occur, and that experiencing uncertainty can motivate a student to engage in learning (e.g., VanLehn et al, 2003;Kort et al, 2001). However, studies have also shown that uncertainty and incorrectness cannot be equated (Bhatt et al, 2004).…”

Section: Targeting Student Uncertaintymentioning

confidence: 99%

“…We derived two dynamic substantive system adaptations for student uncertainty from a hypothesis in the tutoring dialogue literature that uncertainty and incorrectness both signal learning opportunities, called "learning impasses": opportunities for the student to better learn the material about which s/he is uncertain or incorrect (VanLehn et al, 2003). VanLehn et al (2003) argue that the learning impasse motivates the student to take an active role in constructing a better understanding of the material being tutored.…”

Section: Developing Dynamic Substantive Uncertainty Adaptations For Imentioning

confidence: 99%

“…VanLehn et al (2003) argue that the learning impasse motivates the student to take an active role in constructing a better understanding of the material being tutored.…”

Section: Developing Dynamic Substantive Uncertainty Adaptations For Imentioning

confidence: 99%

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Designing and evaluating a wizarded uncertainty-adaptive spoken dialogue tutoring system

Forbes-Riley

Litman

2011

Computer Speech & Language

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We describe the design and evaluation of two different dynamic student uncertainty adaptations in wizarded versions of a spoken dialogue tutoring system. The two adaptive systems adapt to each student turn based on its uncertainty, after an unseen human "wizard" performs speech recognition and natural language understanding and annotates the turn for uncertainty. The design of our two uncertainty adaptations is based on a hypothesis in the literature that uncertainty is an "opportunity to learn"; both adaptations use additional substantive content to respond to uncertain turns, but the two adaptations vary in the complexity of these responses. The evaluation of our two uncertainty adaptations represents one of the first controlled experiments to investigate whether substantive dynamic responses to student affect can significantly improve performance in computer tutors. To our knowledge we are the first study to show that dynamically responding to uncertainty can significantly improve learning during computer tutoring. We also highlight our ongoing evaluation of our uncertainty-adaptive systems with respect to other important performance metrics, and we discuss how our corpus can be used by the wider computer speech and language community as a linguistic resource supporting further research on effective affect-adaptive spoken dialogue systems in general.

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Section: Targeting Student Uncertaintymentioning

confidence: 99%

Section: Developing Dynamic Substantive Uncertainty Adaptations For Imentioning

confidence: 99%

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Designing and evaluating a wizarded uncertainty-adaptive spoken dialogue tutoring system

Forbes-Riley

Litman

2011

Computer Speech & Language

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“…또한 맥락이 부족한 과제를 제공하고 구조를 직접 가르치는 것을 미루어야 한다는 연구들이 있었다 (Kapur, 2011;Schwartz & Bransford, 1998;Vanlehn et al, 2003). Kapur(2011) (Kapur, 2010(Kapur, , 2011(Kapur, , 2012(Kapur, , 2014Kapur & Kinzer, 2009;Kapur & Rummel, 2012 (Kapur & Rummel, 2012).…”

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The Influences of Experiences of Productive Failures on Mathematical Problem Solving Abilities and Mathematical Dispositions

Park¹,

Park²

2015

Education of Primary School Mathematics

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“…Biswas et al [9] described three properties of peer tutoring related to tutor learning: tutors are accountable for their tutee's knowledge, they reflect on tutee actions, and they engage in asking questions and giving explanations. Tutee learning is maximized at times when the tutee reaches an impasse, is prompted to find and explain the correct step, and is given an explanation if they fail to do so [10].…”

Section: Peer Tutoring: Learning By Teachingmentioning

confidence: 99%

To Tutor the Tutor: Adaptive Domain Support for Peer Tutoring

Walker

Rummel

Koedinger

Intelligent Tutoring Systems

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Abstract. The effectiveness of intelligent tutoring systems at increasing learning might be improved if the systems were combined with collaborative activities that encouraged conceptual elaboration. We extended the Cognitive Tutor Algebra, an intelligent tutoring system for high-school mathematics, with a peer tutoring activity that was designed to encourage interaction, reflection, and accountability. Two types of domain support were provided: adaptive support, which used the intelligent tutor domain models to provide feedback to the peer tutor, and fixed support, which simply consisted of answers to the problems. We compared the two peer tutoring conditions (adaptive or fixed support) to individual use of the cognitive tutor (without peer-tutoring activities). Even though students in the individual condition solved more problems during instruction, we did not find significant differences between the individual and collaborative conditions on learning. However, we found a correlation between tutee impasses and tutor learning.

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Why Do Only Some Events Cause Learning During Human Tutoring?

Cited by 305 publications

References 38 publications

Designing and evaluating a wizarded uncertainty-adaptive spoken dialogue tutoring system

Designing and evaluating a wizarded uncertainty-adaptive spoken dialogue tutoring system

The Influences of Experiences of Productive Failures on Mathematical Problem Solving Abilities and Mathematical Dispositions

To Tutor the Tutor: Adaptive Domain Support for Peer Tutoring

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