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

Erin Walker; Nikol Rummel; Kenneth R. Koedinger

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

Erin Walker, Nikol Rummel, Kenneth R. Koedinger

Computing and Augmented Intelligence, School of (IAFSE-SCAI)

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

11 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 language	English (US)
Title of host publication	Connecting Computer-Supported Collaborative Learning to Policy and Practice
Subtitle of host publication	CSCL 2011 Conference Proceedings - Long Papers, 9th International Computer-Supported Collaborative Learning Conference
Pages	334-341
Number of pages	8
State	Published - Dec 1 2011
Event	9th International Computer-Supported Collaborative Learning Conference: Connecting Computer-Supported Collaborative Learning to Policy and Practice, CSCL 2011 - Hong Kong, China Duration: Jul 4 2011 → Jul 8 2011

Publication series

Name	Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL 2011 Conference Proceedings - Long Papers, 9th International Computer-Supported Collaborative Learning Conference
Volume	1

Other

Other	9th International Computer-Supported Collaborative Learning Conference: Connecting Computer-Supported Collaborative Learning to Policy and Practice, CSCL 2011
Country/Territory	China
City	Hong Kong
Period	7/4/11 → 7/8/11

ASJC Scopus subject areas

Computer Networks and Communications
Computer Science Applications

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).

Adaptive support for CSCL: Is it feedback relevance or increased student accountability that matters? / Walker, Erin; Rummel, Nikol; Koedinger, Kenneth R.
Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL 2011 Conference Proceedings - Long Papers, 9th International Computer-Supported Collaborative Learning Conference. 2011. p. 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).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

Walker, E, Rummel, N & Koedinger, KR 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. Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL 2011 Conference Proceedings - Long Papers, 9th International Computer-Supported Collaborative Learning Conference, vol. 1, pp. 334-341, 9th International Computer-Supported Collaborative Learning Conference: Connecting Computer-Supported Collaborative Learning to Policy and Practice, CSCL 2011, Hong Kong, China, 7/4/11.

Walker E, Rummel N, Koedinger KR. 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. 2011. p. 334-341. (Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL 2011 Conference Proceedings - Long Papers, 9th International Computer-Supported Collaborative Learning Conference).

Walker, Erin ; Rummel, Nikol ; Koedinger, Kenneth R. / Adaptive support for CSCL : Is it feedback relevance or increased student accountability that matters?. Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL 2011 Conference Proceedings - Long Papers, 9th International Computer-Supported Collaborative Learning Conference. 2011. 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).

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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.",

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

Abstract

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ASJC Scopus subject areas

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