Adaptive support for CSCL: Is it feedback relevance or increased student accountability that matters?

Erin Walker, Nikol Rummel, Kenneth R. Koedinger

Research output: Chapter in Book/Report/Conference proceedingConference contribution

8 Scopus citations

Abstract

While fixed CSCL support approaches such as collaboration scripts have been shown to improve domain learning, adaptive support that varies based on student actions may be more effective. In this paper, we discuss the Adaptive Peer Tutoring Assistant (APTA), an adaptive support system for computer-mediated peer tutoring in high-school Algebra. We conducted an after-school study with 122 participants where we compared APTA to two fixed support conditions: one where we told students support was adaptive when it was not, and one where we told students support was fixed. These manipulations explored two hypotheses: Adaptive support is effective because it is relevant to student behaviors, and support that is perceived to be adaptive is effective because it makes students feel accountable for their actions. APTA showed better effects on tutor and tutee learning compared to the other conditions, suggesting that the more relevant the support, the more beneficial it will be.

Original languageEnglish (US)
Title of host publicationConnecting Computer-Supported Collaborative Learning to Policy and Practice
Subtitle of host publicationCSCL 2011 Conference Proceedings - Long Papers, 9th International Computer-Supported Collaborative Learning Conference
Pages334-341
Number of pages8
StatePublished - Dec 1 2011
Event9th International Computer-Supported Collaborative Learning Conference: Connecting Computer-Supported Collaborative Learning to Policy and Practice, CSCL 2011 - Hong Kong, China
Duration: Jul 4 2011Jul 8 2011

Publication series

NameConnecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL 2011 Conference Proceedings - Long Papers, 9th International Computer-Supported Collaborative Learning Conference
Volume1

Other

Other9th International Computer-Supported Collaborative Learning Conference: Connecting Computer-Supported Collaborative Learning to Policy and Practice, CSCL 2011
CountryChina
CityHong Kong
Period7/4/117/8/11

ASJC Scopus subject areas

  • Computer Networks and Communications
  • Computer Science Applications

Fingerprint Dive into the research topics of 'Adaptive support for CSCL: Is it feedback relevance or increased student accountability that matters?'. Together they form a unique fingerprint.

  • Cite this

    Walker, E., Rummel, N., & Koedinger, K. R. (2011). Adaptive support for CSCL: Is it feedback relevance or increased student accountability that matters? In Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL 2011 Conference Proceedings - Long Papers, 9th International Computer-Supported Collaborative Learning Conference (pp. 334-341). (Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL 2011 Conference Proceedings - Long Papers, 9th International Computer-Supported Collaborative Learning Conference; Vol. 1).