Abstract
While high interactivity has been one of the main characteristics of one-on-one human tutoring, a great deal of controversy surrounds the issue of whether interactivity is indeed the key feature of tutorial dialogue that impacts students' learning results. There are two commonly held hypotheses regarding the issue: a widely-believed monotonic interactivity hypothesis and a better supported interaction plateau hypothesis. The former hypothesis predicts increasing in interactivity causes an increase in learning while the latter states that increasing interactivity yields increasing learning until it hits a plateau, and further increases in interactivity do not cause noticeably increase in learning. In this study, we proposed the tactical interaction hypothesis which predicts beyond a certain level of interactivity, further increases in interactivity do not cause increase in learning unless they are guided by effective tutorial tactics. Overall our results support this hypothesis. However, finding effective tactics is not easy. This paper sheds some light on how to apply Reinforcement Learning to derive effective tutorial tactics.
| Original language | English (US) |
|---|---|
| Title of host publication | Frontiers in Artificial Intelligence and Applications |
| Pages | 197-204 |
| Number of pages | 8 |
| Volume | 200 |
| Edition | 1 |
| DOIs | |
| State | Published - 2009 |
Publication series
| Name | Frontiers in Artificial Intelligence and Applications |
|---|---|
| Number | 1 |
| Volume | 200 |
| ISSN (Print) | 09226389 |
Fingerprint
Keywords
- Intelligent tutoring systems
- Knowledge component
- Natural language tutoring systems
- Pedagogical tutorial tactics
- Reinforcement learning
ASJC Scopus subject areas
- Artificial Intelligence
Cite this
To elicit or to tell : Does it matter. / Chi, Min; Jordan, Pamela; VanLehn, Kurt; Litman, Diane.
Frontiers in Artificial Intelligence and Applications. Vol. 200 1. ed. 2009. p. 197-204 (Frontiers in Artificial Intelligence and Applications; Vol. 200, No. 1).Research output: Chapter in Book/Report/Conference proceeding › Conference contribution
}
TY - GEN
T1 - To elicit or to tell
T2 - Does it matter
AU - Chi, Min
AU - Jordan, Pamela
AU - VanLehn, Kurt
AU - Litman, Diane
PY - 2009
Y1 - 2009
N2 - While high interactivity has been one of the main characteristics of one-on-one human tutoring, a great deal of controversy surrounds the issue of whether interactivity is indeed the key feature of tutorial dialogue that impacts students' learning results. There are two commonly held hypotheses regarding the issue: a widely-believed monotonic interactivity hypothesis and a better supported interaction plateau hypothesis. The former hypothesis predicts increasing in interactivity causes an increase in learning while the latter states that increasing interactivity yields increasing learning until it hits a plateau, and further increases in interactivity do not cause noticeably increase in learning. In this study, we proposed the tactical interaction hypothesis which predicts beyond a certain level of interactivity, further increases in interactivity do not cause increase in learning unless they are guided by effective tutorial tactics. Overall our results support this hypothesis. However, finding effective tactics is not easy. This paper sheds some light on how to apply Reinforcement Learning to derive effective tutorial tactics.
AB - While high interactivity has been one of the main characteristics of one-on-one human tutoring, a great deal of controversy surrounds the issue of whether interactivity is indeed the key feature of tutorial dialogue that impacts students' learning results. There are two commonly held hypotheses regarding the issue: a widely-believed monotonic interactivity hypothesis and a better supported interaction plateau hypothesis. The former hypothesis predicts increasing in interactivity causes an increase in learning while the latter states that increasing interactivity yields increasing learning until it hits a plateau, and further increases in interactivity do not cause noticeably increase in learning. In this study, we proposed the tactical interaction hypothesis which predicts beyond a certain level of interactivity, further increases in interactivity do not cause increase in learning unless they are guided by effective tutorial tactics. Overall our results support this hypothesis. However, finding effective tactics is not easy. This paper sheds some light on how to apply Reinforcement Learning to derive effective tutorial tactics.
KW - Intelligent tutoring systems
KW - Knowledge component
KW - Natural language tutoring systems
KW - Pedagogical tutorial tactics
KW - Reinforcement learning
UR - http://www.scopus.com/inward/record.url?scp=73149125369&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=73149125369&partnerID=8YFLogxK
U2 - 10.3233/978-1-60750-028-5-197
DO - 10.3233/978-1-60750-028-5-197
M3 - Conference contribution
AN - SCOPUS:73149125369
SN - 9781607500285
VL - 200
T3 - Frontiers in Artificial Intelligence and Applications
SP - 197
EP - 204
BT - Frontiers in Artificial Intelligence and Applications
ER -