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Cohesion / knowledge interactions in post-tutoring reflective text

Ward, A and Litman, D (2011) Cohesion / knowledge interactions in post-tutoring reflective text. In: UNSPECIFIED.

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Abstract

In a previous paper we showed that providing a reflective/abstractive text can significantly improve how much middle motivation students learn from qualitative physics tutoring. In this paper we further find that the effect can be substantially improved by adjusting the cohesiveness of that text according to these students' level of prior knowledge. However, in contrast to previous work in the field, we find that our high knowledge students learned significantly more from high rather than low, cohesion text. © 2011 Springer-Verlag Berlin Heidelberg.


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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: 23 June 2011
Date Type: Publication
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Journal or Publication Title: Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
Volume: 6738 L
Page Range: 578 - 581
Event Type: Conference
DOI or Unique Handle: 10.1007/978-3-642-21869-9_107
Institution: University of Pittsburgh
Schools and Programs: Dietrich School of Arts and Sciences > Computer Science
Dietrich School of Arts and Sciences > Intelligent Systems
Refereed: Yes
ISBN: 9783642218682
ISSN: 0302-9743
Date Deposited: 21 Nov 2014 18:16
Last Modified: 04 Nov 2019 19:58
URI: http://d-scholarship.pitt.edu/id/eprint/22927

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