TY - GEN
T1 - Using automated dialog analysis to assess peer tutoring and trigger effective support
AU - Walker, Erin
AU - Rummel, Nikol
AU - Koedinger, Kenneth R.
N1 - Copyright:
Copyright 2011 Elsevier B.V., All rights reserved.
PY - 2011
Y1 - 2011
N2 - Intelligent tutors have the potential to be used in supporting learning from collaboration, but there are few results demonstrating their positive effects in this domain. One of the main challenges in automated support for collaboration is the machine classification of dialogue, giving the system an ability to know when and how to intervene. We have developed an automated detector of conceptual content that is used as a basis for providing adaptive prompts to peer tutors in high-school algebra. We conducted an after-school study with 61 participants where we compared this adaptive support to two nonadaptive support conditions, and found that adaptive prompts significantly increased conceptual help and peer tutor domain learning. The amount of conceptual help students gave, as determined by either human coding or machine classification, was predictive of learning. Thus, machine classification was effective both as a basis for feedback and predictor of success.
AB - Intelligent tutors have the potential to be used in supporting learning from collaboration, but there are few results demonstrating their positive effects in this domain. One of the main challenges in automated support for collaboration is the machine classification of dialogue, giving the system an ability to know when and how to intervene. We have developed an automated detector of conceptual content that is used as a basis for providing adaptive prompts to peer tutors in high-school algebra. We conducted an after-school study with 61 participants where we compared this adaptive support to two nonadaptive support conditions, and found that adaptive prompts significantly increased conceptual help and peer tutor domain learning. The amount of conceptual help students gave, as determined by either human coding or machine classification, was predictive of learning. Thus, machine classification was effective both as a basis for feedback and predictor of success.
KW - adaptive collaboration support
KW - intelligent tutoring
KW - peer tutoring
UR - http://www.scopus.com/inward/record.url?scp=79959293473&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=79959293473&partnerID=8YFLogxK
U2 - 10.1007/978-3-642-21869-9_50
DO - 10.1007/978-3-642-21869-9_50
M3 - Conference contribution
AN - SCOPUS:79959293473
SN - 9783642218682
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 385
EP - 393
BT - Artificial Intelligence in Education - 15th International Conference, AIED 2011
T2 - 15th International Conference on Artificial Intelligence in Education, AIED 2011
Y2 - 28 June 2011 through 1 July 2011
ER -