Responding to Student Uncertainty During Computer Tutoring: An Experimental Evaluation

  • Kate Forbes-Riley
  • Diane Litman
  • Mihai Rotaru
Conference paper

DOI: 10.1007/978-3-540-69132-7_11

Part of the Lecture Notes in Computer Science book series (LNCS, volume 5091)
Cite this paper as:
Forbes-Riley K., Litman D., Rotaru M. (2008) Responding to Student Uncertainty During Computer Tutoring: An Experimental Evaluation. In: Woolf B.P., Aïmeur E., Nkambou R., Lajoie S. (eds) Intelligent Tutoring Systems. ITS 2008. Lecture Notes in Computer Science, vol 5091. Springer, Berlin, Heidelberg

Abstract

This paper evaluates dialogue-based student performance in a controlled experiment using versions of a tutoring system with and without automatic adaptation to the student affective state of uncertainty. Our performance metrics include correctness, uncertainty, and learning impasse severities, which are measured in a “test” dialogue after the tutoring treatment. Although these metrics did not significantly differ across conditions when considering all student answers in our test dialogue, we found significant differences in specific types of student answers, and these differences suggest that our uncertainty adaptation does have a positive benefit on student performance.

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Copyright information

© Springer-Verlag Berlin Heidelberg 2008

Authors and Affiliations

  • Kate Forbes-Riley
    • 1
  • Diane Litman
    • 1
  • Mihai Rotaru
    • 1
  1. 1.University of PittsburghPittsburgh

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