TY - JOUR
T1 - Why Do Only Some Events Cause Learning During Human Tutoring?
AU - VanLehn, Kurt
AU - Siler, Stephanie
AU - Murray, Charles
AU - Yamauchi, Takashi
AU - Baggett, William B.
N1 - Funding Information:
This research was supported by the Cognitive Science Division of ONR under contracts N00014-94-1-0674, N00014-95-1-0950 and N00014-96-1-0260.
PY - 2003
Y1 - 2003
N2 - Developers of intelligent tutoring systems would like to know what human tutors do and which activities are responsible for their success in tutoring. We address these questions by comparing episodes where tutoring does and does not cause learning. Approximately 125 hr of tutorial dialog between expert human tutors and physics students are analyzed to see what features of the dialog are associated with learning. Successful learning appears to require that the student reach an impasse. When students were not at an impasse, learning was uncommon regardless of the tutorial explanations employed. On the other hand, once students were at an impasse, tutorial explanations were sometimes associated with learning. Moreover, for different types of knowledge, different types of tutorial explanations were associated with learning different types of knowledge.
AB - Developers of intelligent tutoring systems would like to know what human tutors do and which activities are responsible for their success in tutoring. We address these questions by comparing episodes where tutoring does and does not cause learning. Approximately 125 hr of tutorial dialog between expert human tutors and physics students are analyzed to see what features of the dialog are associated with learning. Successful learning appears to require that the student reach an impasse. When students were not at an impasse, learning was uncommon regardless of the tutorial explanations employed. On the other hand, once students were at an impasse, tutorial explanations were sometimes associated with learning. Moreover, for different types of knowledge, different types of tutorial explanations were associated with learning different types of knowledge.
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U2 - 10.1207/S1532690XCI2103_01
DO - 10.1207/S1532690XCI2103_01
M3 - Article
AN - SCOPUS:0041760343
SN - 0737-0008
VL - 21
SP - 209
EP - 249
JO - Cognition and Instruction
JF - Cognition and Instruction
IS - 3
ER -