Noticing relevant feedback improves learning in an intelligent tutoring system for peer tutoring

Erin Walker, Nikol Rummel, Sean Walker, Kenneth R. Koedinger

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

3 Scopus citations

Abstract

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.

Original languageEnglish (US)
Title of host publicationIntelligent Tutoring Systems - 11th International Conference, ITS 2012, Proceedings
Pages222-232
Number of pages11
DOIs
StatePublished - Jun 22 2012
Event11th International Conference on Intelligent Tutoring Systems, ITS 2012 - Chania, Crete, Greece
Duration: Jun 14 2012Jun 18 2012

Publication series

NameLecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
Volume7315 LNCS
ISSN (Print)0302-9743
ISSN (Electronic)1611-3349

Other

Other11th International Conference on Intelligent Tutoring Systems, ITS 2012
CountryGreece
CityChania, Crete
Period6/14/126/18/12

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Keywords

  • adaptive collaborative learning systems
  • computer-supported collaborative learning
  • intelligent tutoring
  • peer tutoring

ASJC Scopus subject areas

  • Theoretical Computer Science
  • Computer Science(all)

Cite this

Walker, E., Rummel, N., Walker, S., & Koedinger, K. R. (2012). Noticing relevant feedback improves learning in an intelligent tutoring system for peer tutoring. In Intelligent Tutoring Systems - 11th International Conference, ITS 2012, Proceedings (pp. 222-232). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 7315 LNCS). https://doi.org/10.1007/978-3-642-30950-2_28