TY - GEN
T1 - Noticing relevant feedback improves learning in an intelligent tutoring system for peer tutoring
AU - Walker, Erin
AU - Rummel, Nikol
AU - Walker, Sean
AU - Koedinger, Kenneth R.
PY - 2012/6/22
Y1 - 2012/6/22
N2 - Intelligent tutoring techniques can successfully improve student learning from collaborative activities, but little is known about why and under what contexts this support is effective. We have developed an intelligent tutor to improve the help that peer tutors give by encouraging them to explain tutee errors and provide more conceptual help. In previous work, we have shown that adaptive support from this "tutor" tutor improves student learning more than randomly selected support. In this paper, we examine this result, looking more closely at the feedback students received, and coding it for relevance to the current situation. Surprisingly, we find that the amount of relevant support students receive is not correlated with their learning; however, there is a positive correlation with learning and students noticing relevant support, and a negative correlation with learning and students ignoring relevant support. Designers of adaptive collaborative learning systems should focus not only on making support relevant, but also engaging.
AB - Intelligent tutoring techniques can successfully improve student learning from collaborative activities, but little is known about why and under what contexts this support is effective. We have developed an intelligent tutor to improve the help that peer tutors give by encouraging them to explain tutee errors and provide more conceptual help. In previous work, we have shown that adaptive support from this "tutor" tutor improves student learning more than randomly selected support. In this paper, we examine this result, looking more closely at the feedback students received, and coding it for relevance to the current situation. Surprisingly, we find that the amount of relevant support students receive is not correlated with their learning; however, there is a positive correlation with learning and students noticing relevant support, and a negative correlation with learning and students ignoring relevant support. Designers of adaptive collaborative learning systems should focus not only on making support relevant, but also engaging.
KW - adaptive collaborative learning systems
KW - computer-supported collaborative learning
KW - intelligent tutoring
KW - peer tutoring
UR - http://www.scopus.com/inward/record.url?scp=84862500887&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84862500887&partnerID=8YFLogxK
U2 - 10.1007/978-3-642-30950-2_28
DO - 10.1007/978-3-642-30950-2_28
M3 - Conference contribution
AN - SCOPUS:84862500887
SN - 9783642309496
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 222
EP - 232
BT - Intelligent Tutoring Systems - 11th International Conference, ITS 2012, Proceedings
T2 - 11th International Conference on Intelligent Tutoring Systems, ITS 2012
Y2 - 14 June 2012 through 18 June 2012
ER -