Adaptive intelligent support to improve peer tutoring in algebra.

Autor/inn/en	Walker, Erin; Rummel, Nikol; Koedinger, Kenneth R.
Titel	Adaptive intelligent support to improve peer tutoring in algebra.
Quelle	In: International journal of artificial intelligence in education, 24 (2014) 1, S. 33-61Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1560-4292; 1560-4306
DOI	10.1007/s40593-013-0001-9
Schlagwörter	Pädagogische Psychologie; Sekundarschule; Sekundarbereich; Kooperatives Lernen; Lernprozess; Adaptives System; Peer Group; Nachhilfeunterricht; Intelligentes Tutorsystem; Technologieunterstütztes Lernen; Algebra; Tutor
Abstract	Adaptive collaborative learning support (ACLS) involves collaborative learning environments that adapt their characteristics, and sometimes provide intelligent hints and feedback, to improve individual students' collaborative interactions. ACLS often involves a system that can automatically assess student dialogue, model effective and ineffective collaboration, and provide relevant support. While there is evidence that ACLS can improve student learning, little is known about why systems that incorporate ACLS are effective. Does relevant support improve student interactions by providing just-in-time feedback, or do students who believe they are receiving relevant support feel more accountable for the collaboration, and thus more motivated to improve their interactions? In this paper, [the authors] describe an adaptive system [they] have developed to support help-giving during peer tutoring in high school algebra: the Adaptive Peer Tutoring Assistant (APTA). To validate [this] approach, [they] conducted a controlled study that demonstrated that [the] system provided students with more relevant support and was more effective at improving student learning than parallel nonadaptive conditions. [The authors'] contributions involve generalizable techniques for implementing ACLS that can function adaptively and effectively, and the finding that adaptive support does indeed improve student learning because of the relevance of the support. (Orig.).
Erfasst von	Externer Selbsteintrag
Update	2016/1