Literaturnachweis - Detailanzeige
Autor/inn/en | Walker, Erin; Rummel, Nikol; Walker, Sean; Koedinger, Kenneth R. |
---|---|
Titel | Noticing relevant feedback improves learning in an intelligent tutoring system for peer tutoring. |
Quelle | Aus: Cerri, Stefano A. (Hrsg.); Clancey, William J. (Hrsg.); Papadourakis, Giorgos (Hrsg.); Panourgia, Kitty (Hrsg.): Intelligent tutoring systems. 11th international conference, ITS 2012, Chania, Crete, Greece, June 14 - 18, 2012. Proceedings. Berlin u.a.: Springer (2012) S. 222-232
PDF als Volltext |
Reihe | Lecture notes in computer science. 7315 |
Sprache | englisch |
Dokumenttyp | online; gedruckt; Sammelwerksbeitrag |
ISBN | 3-642-30949-6; 978-3-642-30949-6; 978-3-642-30950-2 |
DOI | 10.1007/978-3-642-30950-2_28 |
Schlagwörter | Medieneinsatz; Schüler; Schülerin; Feedback; Individuelles Lernen; Kooperatives Lernen; Lernen; Lernumgebung; Lerngruppe; Computerprogramm; Computerunterstützter Unterricht; Intelligentes Tutorsystem; Lernsystem; E-Learning; Jahr 2012; Konferenzschrift; Kongress; Griechenland; Kreta |
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. [The authors] 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, [they] have shown that adaptive support from this "tutor" tutor improves student learning more than randomly selected support. In this paper, [the authors] examine this result, looking more closely at the feedback students received, and coding it for relevance to the current situation. Surprisingly, [they] 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. (Orig.). |
Erfasst von | Externer Selbsteintrag |
Update | 2016/1 |