TY - GEN
T1 - To tutor the tutor
T2 - 9th International Conference on Intelligent Tutoring Systems, ITS 2008
AU - Walker, Erin
AU - Rummel, Nikol
AU - Koedinger, Kenneth R.
PY - 2008
Y1 - 2008
N2 - The effectiveness of intelligent tutoring systems at increasing learning might be improved if the systems were combined with collaborative activities that encouraged conceptual elaboration. We extended the Cognitive Tutor Algebra, an intelligent tutoring system for high-school mathematics, with a peer tutoring activity that was designed to encourage interaction, reflection, and accountability. Two types of domain support were provided: adaptive support, which used the intelligent tutor domain models to provide feedback to the peer tutor, and fixed support, which simply consisted of answers to the problems. We compared the two peer tutoring conditions (adaptive or fixed support) to individual use of the cognitive tutor (without peer-tutoring activities). Even though students in the individual condition solved more problems during instruction, we did not find significant differences between the individual and collaborative conditions on learning. However, we found a correlation between tutee impasses and tutor learning.
AB - The effectiveness of intelligent tutoring systems at increasing learning might be improved if the systems were combined with collaborative activities that encouraged conceptual elaboration. We extended the Cognitive Tutor Algebra, an intelligent tutoring system for high-school mathematics, with a peer tutoring activity that was designed to encourage interaction, reflection, and accountability. Two types of domain support were provided: adaptive support, which used the intelligent tutor domain models to provide feedback to the peer tutor, and fixed support, which simply consisted of answers to the problems. We compared the two peer tutoring conditions (adaptive or fixed support) to individual use of the cognitive tutor (without peer-tutoring activities). Even though students in the individual condition solved more problems during instruction, we did not find significant differences between the individual and collaborative conditions on learning. However, we found a correlation between tutee impasses and tutor learning.
KW - Adaptive collaborative learning system
KW - Algebra
KW - Cognitive tutor
KW - In-vivo experimentation
KW - Peer tutoring
UR - http://www.scopus.com/inward/record.url?scp=58149360338&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=58149360338&partnerID=8YFLogxK
U2 - 10.1007/978-3-540-69132-7_65
DO - 10.1007/978-3-540-69132-7_65
M3 - Conference contribution
AN - SCOPUS:58149360338
SN - 3540691308
SN - 9783540691303
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 626
EP - 635
BT - Intelligent Tutoring Systems - 9th International Conference, ITS 2008, Proceedings
PB - Springer Verlag
Y2 - 23 June 2008 through 27 June 2008
ER -