Interactivity and expectation: Eliciting learning oriented behavior with tutorial dialogue systems

Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)

Volumn 3585 LNCS, Issue , 2005, Pages 323-336

  Rosé, Carolyn Penstein ^a   Torrey, Cristen ^a  

^a Carnegie Mellon University   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

COMPUTER SYSTEMS; HUMAN COMPUTER INTERACTION; INFORMATION SCIENCE; PROBLEM SOLVING;

COMPUTERIZED TUTORING SYSTEMS; CONVERSATIONAL DYNAMICS;

LEARNING SYSTEMS;

EID: 33645961897     PISSN: 03029743     EISSN: 16113349     Source Type: Book Series    
DOI: 10.1007/11555261_28     Document Type: Conference Paper

References (26)

1. Aleven, V., Ogan, A., Popescu, O., Torrey, C., & Koedinger, K. Evaluating the Effectiveness of a Tutorial Dialogue System for Self-Explanation. Proc. ITS 2004, Springer Verlag (2004), 443-454.
2. Aleven V., Koedinger, K. R., & Popescu, O. A Tutorial Dialogue System to Support Self-Explanation: Evaluation and Open Questions. Proc. AI-ED 2003, IOS Press (2003).
3. Ashley, K. D., Desai, R., & Levine, J. M. Teaching Case-Based Argumentation Concepts Using Dialectic Arguments vs. Didactic Explanations. Proc. ITS 2002, Springer Verlag (2002), 585-595.
4. Baker, R.S., Corbett, A.T., Koedinger, K.R., Wagner, A.Z. Off-Task Behavior in the Cognitive Tutor Classroom: When Students "Game The System". Proc. CHI2004, ACM Press (2004), 383-390.
5. Bangert-Drowns, R., Kulik, C., Kulik, J., & Morgan, M. The Instructional Effect of Feedback in Test-Like Events. Review of Educational Research 61, 2(1991), 213-238.
6. Bhatt, K., Evens, M. & Argamon, S. Hedged Responses and Expressions of Affect in Human/Human and Human/Computer Tutorial Interactions. Proc. Cog. Sci. Soc. 2004, Erlbaum (2004).
7. Bloom, B. S. The 2 Sigma Problem: The search for methods of group instruction as effective as one-to-one tutoring. Educational Researcher 13, 1984, 4-16.
8. Chi, M. T. H., de Leeuw, N., Chiu, M. H., LaVancher, C. Eliciting self-explanations improves understanding. Cognitive Science 18, 3(1984), 439-477.
9. Cohen, P. A., Kulik, J. A., & Kulik, C. C. Educational Outcomes of Tutoring: A Metaanalysis of Findings. American Educational Research Journal 19, (1982), 237-248.
10. Core, M. G., Moore, J. D., Zinn, C. The Role of Initiative in Tutorial Dialogue. Proc. European ACL 2003.
11. Davis, J. M., Leelawong, K., Belynne, K., Bodenheimer, R., Biswas, G., Vye, N., & Bransford, J. Intelligent User Interface Design for Teachable Agent Systems. Proc. IUI 2003, ACM Press (2003), 26-33.
12. Evens, M. and Michael, J., (in press). One-on-One Tutoring by Humans and Machines, Lawrence Erlbaum and Associates, Mahwah, NJ.
13. Graesser, A., VanLehn, K., the TRG, & the NLT. Why2 Report: Evaluation of Why/Atlas, Why/AutoTutor, and Accomplished Human Tutors on Learning Gains for Qualitative Physics Problems and Explanations, LRDC Tech Report, University of Pittsburgh, 2002.
14. Graesser, A. C., Bowers, C. A., Hacker, D.J., & Person, N. K. An anatomy of naturalistic tutoring. In K. Hogan & M. Pressley (Eds.), Scaffolding of instruction. Brookline Books, 1998.
15. Hietala, P. & Niemirepo, T. The Competence of Learning Companion Agents. International Journal of Artificial Intelligence in Education 9, (1998), 178-192.
16. Hummel, H., and Nadolski, R. (2002). Cueing for schema construction: Designing problem-solving multimedia practicals. Contemporary Educational Psychology 27, 2(2002), 229-249.
17. Leelawong, K., Davis, J., Vye, N., Biswas, G. The Effects of Feedback in Supporting Learning by Teaching in a Teachable Agent Environment. Proc.ICLS 2002.
18. Reeves, B., & Nass, C. The Media Equation: How People Treat Computers, Television, and New Media like Real People and Place, Cambridge University Press, 1996.
19. Renkl, A. Learning from worked-out examples: Instructional explanations supplement self-explanations. Learning & Instruction 12, (2002), 529-556.
20. Rosé, C. P., Bhembe, D., Siler, S., Srivastava, R., & VanLehn, K. Exploring the Effectiveness of Knowledge Construction Dialogues. Proc. AI-ED 2003, IOS Press (2003).
21. Rosé, C. P., Bhembe, D., Siler, S., Srivastava, R., VanLehn, K. The Role of Why Questions in Effective Human Tutoring. Proc. AI-ED 2003, IOS Press (2003).
22. Rosé, C. P., Jordan, P., Ringenberg, M., Siler, S., VanLehn, K., & Weinstein, A. Interactive Conceptual Tutoring in Atlas-Andes. Proc. AI-ED 2001, IOS Press (2001), 256-266.
23. Rosé, C. P., Moore, J. D., VanLehn, K., Allbritton, D., A Comparative Evaluation of Socratic versus Didactic Tutoring. Proc. Cog. Sci. Soc. 2001, Erlbaum (2001).
24. Shechtman, N., & Horowitz, L. Media Inequality in Conversation: How People Behave Differently When Interacting with Computers and People. Proc. CHI 2003, ACM Press (2003).
25. VanLehn, K., Jordan, P., Rosé, C. P., and The Natural Language Tutoring Group. The Architecture of Why2-Atlas: a coach for qualitative physics essay writing. Proc. ITS 2002, Springer Verlag (2002).
26. VanLehn, K., & Jones, R. M. What mediates the self-explanation effect? Knowledge gaps, schemas or analogies? Proc. Cog. Sci. Soc. 1993, Erlbaum (1993), 1034-1039.