Am I wrong or am I right? Gains in monitoring accuracy in an intelligent tutoring system for writing

Laura K. Allen, Scott A. Crossley, Erica L. Snow, Matthew E. Jacovina, Cecile Perret, Danielle McNamara

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

4 Scopus citations

Abstract

We investigated whether students increased their self-assessment accuracy and essay scores over the course of an intervention with a writing strategy intelligent tutoring system, W-Pal. Results indicate that students were able to learn from W-Pal, and that the combination of strategy instruction, game-based practice, and holistic essay-based practice led to equivalent gains in self-assessment accuracy compared to heavier doses of deliberate writing practice (offering twice the amount of system feedback).

Original languageEnglish (US)
Title of host publicationArtificial Intelligence in Education - 17th International Conference, AIED 2015, Proceedings
EditorsCristina Conati, Neil Heffernan, Antonija Mitrovic, M. Felisa Verdejo
PublisherSpringer Verlag
Pages533-536
Number of pages4
ISBN (Print)9783319197722
DOIs
StatePublished - 2015
Event17th International Conference on Artificial Intelligence in Education, AIED 2015 - Madrid, Spain
Duration: Jun 22 2015Jun 26 2015

Publication series

NameLecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
Volume9112
ISSN (Print)0302-9743
ISSN (Electronic)1611-3349

Other

Other17th International Conference on Artificial Intelligence in Education, AIED 2015
CountrySpain
CityMadrid
Period6/22/156/26/15

Keywords

  • Automated writing evaluation
  • Intelligent tutoring systems
  • Metacognition
  • Self-assessment
  • Tutoring
  • Writing

ASJC Scopus subject areas

  • Theoretical Computer Science
  • Computer Science(all)

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