TY - GEN
T1 - Effects of adaptive prompted self-explanation on robust learning of second language grammar
AU - Wylie, Ruth
AU - Sheng, Melissa
AU - Mitamura, Teruko
AU - Koedinger, Kenneth R.
PY - 2011
Y1 - 2011
N2 - Prompted self-explanation is a successful intervention for many domains. However, in our previous work within the domain of second language grammar learning, we found no advantage for self-explanation over practice alone. Here, we continue testing the generality of self-explanation through the development of an adaptive self-explanation tutor and report on results of a classroom evaluation (N=92) in which we compare the adaptive tutor to a practice-only tutor. We investigate both procedural and declarative knowledge acquisition as well as long-term retention. Results show that while self-explanation takes more time than practice alone, it leads to greater learning of declarative knowledge. However, there are no differences between conditions on immediate or long-term retention measures of procedural knowledge.
AB - Prompted self-explanation is a successful intervention for many domains. However, in our previous work within the domain of second language grammar learning, we found no advantage for self-explanation over practice alone. Here, we continue testing the generality of self-explanation through the development of an adaptive self-explanation tutor and report on results of a classroom evaluation (N=92) in which we compare the adaptive tutor to a practice-only tutor. We investigate both procedural and declarative knowledge acquisition as well as long-term retention. Results show that while self-explanation takes more time than practice alone, it leads to greater learning of declarative knowledge. However, there are no differences between conditions on immediate or long-term retention measures of procedural knowledge.
KW - Long-term Retention
KW - Second Language Learning
KW - Self-explanation
UR - http://www.scopus.com/inward/record.url?scp=79959318039&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=79959318039&partnerID=8YFLogxK
U2 - 10.1007/978-3-642-21869-9_110
DO - 10.1007/978-3-642-21869-9_110
M3 - Conference contribution
AN - SCOPUS:79959318039
SN - 9783642218682
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 588
EP - 590
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 -