Exploring How to Adaptively Apply Tutorial Dialogue Tactics [Konferenzbericht] Paper presented at the IEEE International Conference on Advanced Learning Technologies (ICALT2016) (16th, Austin, TX, Jul 2016).

Autor/inn/en	Jordan, Pamela; Albacete, Patricia; Katz, Sandra
Titel	Exploring How to Adaptively Apply Tutorial Dialogue Tactics [Konferenzbericht] Paper presented at the IEEE International Conference on Advanced Learning Technologies (ICALT2016) (16th, Austin, TX, Jul 2016).
Quelle	(2016), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Intelligent Tutoring Systems; Natural Language Processing; Student Characteristics; Rhetoric; Physics; Interaction; Gender Differences; Prior Learning + Suchen Sie Ihr Suchwort? Intelligentes Tutorsystem; Natürliche Sprache; Rhetorik; Physik; Interaktion; Geschlechterkonflikt; Vorkenntnisse
Abstract	Prior research aimed at identifying linguistic features of tutoring that predict learning found interactions between student characteristics (e.g., incoming knowledge level, gender, and affect) and learning. This paper addresses the question: "What do these interactions suggest for developing adaptive natural-language tutoring systems?" We summarize two studies which investigated interactions between gender and learning in a tutoring system for conceptual physics. We argue that student characteristics such as gender are insufficient to guide the development of adaptive tutorial dialogue systems. A more fruitful approach is to consider the underlying factors and cognitive mechanisms that potentially mediate the relationship between student characteristics and learning from particular tutoring tactics. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01