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Adding abstractive reflection to a tutorial dialog system

Ward, A and Litman, D (2011) Adding abstractive reflection to a tutorial dialog system. In: UNSPECIFIED.

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Abstract

In this work we hypothesize that giving students a reflective reading after spoken dialog tutoring in qualitative physics will improve learning. The reading is designed to help students compare similar aspects of previously tutored problems, and to abstract their commonalities. We also hypothesize that student motivation will affect how well the text is processed, and so influence learning. We find that the beneficial effects of the reflective text significantly interact with motivation, such that moderately motivated students learn significantly more from the reflective text than from a non-reflective control text. More poorly or highly motivated students did not benefit from reflective text. These results demonstrate that implicit reflection can improve learning after dialog tutoring with a qualitative physics tutor. They further demonstrate that this result can be obtained with a reflective/abstractive text without recourse to dialog, and that the effectiveness of the text is sensitive to the motivation level of the student. Copyright © 2011, Association for the Advancement of Artificial Intelligence. All rights reserved.


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Details

Item Type: Conference or Workshop Item (UNSPECIFIED)
Status: Published
Creators/Authors:
CreatorsEmailPitt UsernameORCID
Ward, A
Litman, Ddlitman@pitt.eduDLITMAN
Centers: University Centers > Learning Research and Development Center (LRDC)
Date: 9 September 2011
Date Type: Publication
Journal or Publication Title: Proceedings of the 24th International Florida Artificial Intelligence Research Society, FLAIRS - 24
Page Range: 555 - 560
Event Type: Conference
Schools and Programs: Dietrich School of Arts and Sciences > Computer Science
Dietrich School of Arts and Sciences > Intelligent Systems
Refereed: Yes
ISBN: 9781577355014
Date Deposited: 21 Nov 2014 17:58
Last Modified: 02 Feb 2019 15:59
URI: http://d-scholarship.pitt.edu/id/eprint/22926

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