Abstract

The authors investigated whether some advantages of tutoring over other instructional methods are due to microadaptation, or, tutors basing their actions on assessments of tutees they develop during tutoring. In a 2 × 2 between-subjects experiment, independent variables were shared experience (tutors either worked with the same or a different tutee in each of four segment of the tutoring session) and communication context (face-to-face or computer-mediated). Although there were no overall learning differences across experience conditions, tutees who worked with the same tutor demonstrated better learning of concepts initially discussed during the final tutoring segment. Shared experience led to accurate competence assessments only in the computer-mediated context, suggesting that cognitive load influences assessment development. However, there was no evidence of micro-adaptation.

Original languageEnglish (US)
Pages (from-to)344-367
Number of pages24
JournalJournal of Experimental Education
Volume83
Issue number3
DOIs
StatePublished - Jul 3 2015

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tutor
Learning
competence assessment
Mental Competency
experience
Communication
learning
communication
experiment
evidence

Keywords

  • assessment of tutee
  • human tutoring
  • learning
  • microadaptation

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

Investigating microadaptation in one-to-one human tutoring. / Siler, Stephanie Ann; VanLehn, Kurt.

In: Journal of Experimental Education, Vol. 83, No. 3, 03.07.2015, p. 344-367.

Research output: Contribution to journalArticle

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