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Improving (meta)cognitive tutoring by detecting and responding to uncertainty

Litman, D and Forbes-Riley, K (2009) Improving (meta)cognitive tutoring by detecting and responding to uncertainty. In: UNSPECIFIED.

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Abstract

We hypothesize that enhancing computer tutors to respond to student uncertainty over and above correctness is one method for increasing both student learning and self-monitoring abilities. We explore this hypothesis using data from an experiment with a wizarded spoken tutorial dialogue system, where tutor responses to uncertain and/or incorrect student answers were manipulated. Our results suggest that monitoring and responding to student uncertainty has the potential to improve both cognitive and metacognitive student abilities. Copyright © 2009, 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
Litman, Ddlitman@pitt.eduDLITMAN
Forbes-Riley, K
Centers: University Centers > Learning Research and Development Center (LRDC)
Date: 1 December 2009
Date Type: Publication
Journal or Publication Title: AAAI Fall Symposium - Technical Report
Volume: FS-09-
Page Range: 64 - 69
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: 9781577354369
Related URLs:
Date Deposited: 18 Dec 2014 15:13
Last Modified: 17 Sep 2021 11:58
URI: http://d-scholarship.pitt.edu/id/eprint/23162

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