Using problem-solving context to assess help quality in computer-mediated peer tutoring

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

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

9 Scopus citations

Abstract

Collaborative activities, like peer tutoring, can be beneficial for student learning, but only when students are supported in interacting effectively. Constructing intelligent tutors for collaborating students may be an improvement over fixed forms of support that do not adapt to student behaviors. We have developed an intelligent tutor to improve the help that peer tutors give to peer tutees by encouraging them to explain tutee errors and to provide more conceptual help. The intelligent tutor must be able to classify the type of peer tutor utterance (is it next step help, error feedback, both, or neither?) and the quality (does it contain conceptual content?). We use two techniques to improve automated classification of student utterances: incorporating domain context, and incorporating students' self-classifications of their chat actions. The domain context and self-classifications together significantly improve classification of student dialogue over a baseline classifier for help type. Using domain features alone significantly improves classification over baseline for conceptual content.

Original languageEnglish (US)
Title of host publicationIntelligent Tutoring Systems - 10th International Conference, ITS 2010, Proceedings
Pages145-155
Number of pages11
EditionPART 1
DOIs
StatePublished - Dec 1 2010
Event10th International Conference on Intelligent Tutoring Systems, ITS 2010 - Pittsburgh, PA, United States
Duration: Jun 14 2010Jun 18 2010

Publication series

NameLecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
NumberPART 1
Volume6094 LNCS
ISSN (Print)0302-9743
ISSN (Electronic)1611-3349

Other

Other10th International Conference on Intelligent Tutoring Systems, ITS 2010
CountryUnited States
CityPittsburgh, PA
Period6/14/106/18/10

Keywords

  • Adaptive collaborative learning systems
  • Computer-supported collaborative learning
  • Intelligent tutoring
  • Peer tutoring

ASJC Scopus subject areas

  • Theoretical Computer Science
  • Computer Science(all)

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  • Cite this

    Walker, E., Walker, S., Rummel, N., & Koedinger, K. R. (2010). Using problem-solving context to assess help quality in computer-mediated peer tutoring. In Intelligent Tutoring Systems - 10th International Conference, ITS 2010, Proceedings (PART 1 ed., pp. 145-155). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 6094 LNCS, No. PART 1). https://doi.org/10.1007/978-3-642-13388-6_19