Evaluating the Effectiveness of tutorial dialogue instruction in a Explotary learning context

[Proceedings of] ITS 2006, 8th International Conference on Intelligent Tutoring Systems, 26-30 June 2006, Jhongli, Taoyuan County, TaiwanIn this paper we evaluate the instructional effectiveness of tutorial dialogue agents in an exploratory learning setting. We hypothesize that the creative nature of an exploratory learning environment creates an opportunity for the benefits of tutorial dialogue to be more clearly evidenced than in previously published studies. In a previous study we showed an advantage for tutorial dialogue support in an exploratory learning environment where that support was administered by human tutors [9]. Here, using a similar experimental setup and materials, we evaluate the effectiveness of tutorial dialogue agents modeled after the human tutors from that study. The results from this study provide evidence of a significant learning benefit of the dialogue agentsThis project is supported by ONR Cognitive and Neural Sciences Division, Grant number N000140410107proceedingPublicad

Towards an Intelligent Tutor for Mathematical Proofs

Computer-supported learning is an increasingly important form of study since it allows for independent learning and individualized instruction. In this paper, we discuss a novel approach to developing an intelligent tutoring system for teaching textbook-style mathematical proofs. We characterize the particularities of the domain and discuss common ITS design models. Our approach is motivated by phenomena found in a corpus of tutorial dialogs that were collected in a Wizard-of-Oz experiment. We show how an intelligent tutor for textbook-style mathematical proofs can be built on top of an adapted assertion-level proof assistant by reusing representations and proof search strategies originally developed for automated and interactive theorem proving. The resulting prototype was successfully evaluated on a corpus of tutorial dialogs and yields good results.Comment: In Proceedings THedu'11, arXiv:1202.453