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:	Creators Email Pitt Username ORCID Litman, D dlitman@pitt.edu DLITMAN 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:	Publisher Web site
Date Deposited:	18 Dec 2014 15:13
Last Modified:	01 Sep 2022 10:55
URI:	http://d-scholarship.pitt.edu/id/eprint/23162

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