Search results for author:"Arthur Graesser"
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Arthur Graesser
University of Memphis
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Evolution of Advanced Learning Technologies in the 21st Century
Arthur C. Graesser
Theory Into Practice Vol. 52, No. 1 (2013)
The role of technology in education has mystified the contributors to "Theory Into Practice" ("TIP") during its 50-year history. In the first issue of "TIP," Guba (1962) was confident that "teaching machines are...
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Cognitive and Linguistic Factors in Interactive Knowledge Construction
Ludo Verhoeven; Arthur Graesser
Discourse Processes: A Multidisciplinary Journal Vol. 45, No. 4 (July 2008) pp. 289–297
Over the past few decades, the practice of education and training has been shifting from traditional knowledge transmission approaches to constructivist approaches of knowledge construction. This evolution is supported by research in cognitive...
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Conversations with AutoTutor Help Students Learn
Arthur C. Graesser
International Journal of Artificial Intelligence in Education Vol. 26, No. 1 (2016) pp. 124–132
AutoTutor helps students learn by holding a conversation in natural language. AutoTutor is adaptive to the learners' actions, verbal contributions, and in some systems their emotions. Many of AutoTutor's conversation patterns simulate human tutoring,...
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Learning by Communicating in Natural Language with Conversational Agents
Arthur Graesser; Haiying Li; Carol Forsyth
Grantee Submission Vol. 23, No. 5 (2014) pp. 374–380
Learning is facilitated by conversational interactions both with human tutors and with computer agents that simulate human tutoring and ideal pedagogical strategies. In this article, we describe some intelligent tutoring systems (e.g., AutoTutor) in ...
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Does It Really Matter whether Students' Contributions Are Spoken versus Typed in an Intelligent Tutoring System with Natural Language?
Sidney K. D'Mello; Nia Dowell; Arthur Graesser
Journal of Experimental Psychology: Applied Vol. 17, No. 1 (March 2011) pp. 1–17
There is the question of whether learning differs when students speak versus type their responses when interacting with intelligent tutoring systems with natural language dialogues. Theoretical bases exist for three contrasting hypotheses. The ...
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AN AUTHORING TOOL FOR HINT GENERATION
Rachel DiPaolo; Holly White; Arthur Graesser
International Conference on Mathematics / Science Education and Technology 2000 (2000) p. 427
Hinting is important during the learning process, because it facilitates the active construction of knowledge. Constructive activities lead the student to an integrated and prolonged involvement with the material. Hints encourage the student to...
Topics: Students
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Affect and Learning: An Exploratory Look into the Role of Affect in Learning with AutoTutor
Scotty D. Craig; Arthur C. Graesser; Jeremiah Sullins; Barry Gholson
Journal of Educational Media Vol. 29, No. 3 (October 2004) pp. 241–250
The role that affective states play in learning was investigated from the perspective of a constructivist learning framework. We observed six different affect states (frustration, boredom, flow, confusion, eureka and neutral) that potentially occur...
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Scaffolding Deep Comprehension Strategies Through Point&Query, AutoTutor, and iSTART
Arthur C. Graesser; Danielle S. McNamara; Kurt VanLehn
Educational Psychologist Vol. 40, No. 4 (2005) pp. 225–234
It is well-documented that most students do not have adequate proficiencies in inquiry and metacognition, particularly at deeper levels of comprehension that require explanatory reasoning. The proficiencies are not routinely provided by teachers and ...
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AutoTutor and Family: A Review of 17 Years of Natural Language Tutoring
Benjamin D. Nye; Arthur C. Graesser; Xiangen Hu
International Journal of Artificial Intelligence in Education Vol. 24, No. 4 (December 2014) pp. 427–469
AutoTutor is a natural language tutoring system that has produced learning gains across multiple domains (e.g., computer literacy, physics, critical thinking). In this paper, we review the development, key research findings, and systems that have...
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EBOOK.EXE: A Desktop Authoring Tool for HURAA
Eric Mathews; Arthur Graesser; Xiangen Hu; Suresh Susarla
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2002 (2002) pp. 471–476
The development of authoring tools for intelligent systems is an important step for creating, maintaining, and structuring content in a quick and easy manner. It has the benefit of allowing for a rapid change to new domains or topics for tutoring. ...
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Modules and Information Retrieval Facilities of the Human Use Regulatory Affairs Advisor (HURAA)
Xiangen Hu; Arthur Graesser; Natalie Person; Tanner Jackson; Joe Toth
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2002 (2002) pp. 353–360
The Human Use Regulatory Affairs Advisor (HURAA) is a web-based facility that provides help and training on the ethical use of human subjects in research, based on documents and regulations in United States Federal agencies. HURAA has a number of...
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A framework of synthesizing tutoring conversation capability with web-based distance education courseware
Ki-Sang Song; Xiangen Hu; Andrew Olney; Arthur C Graesser
Computers & Education Vol. 42, No. 4 (May 2004) pp. 375–388
Whereas existing learning environments on the Web lack high level interactivity, we have developed a human tutor-like tutorial conversation system for the Web that enhances educational courseware through mixed-initiative dialog with natural language ...
Language: English
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Modules and Information Retrieval Facilities of the Human Use Regulatory Affairs Advisor (HURAA)
Arthur Graesser; Xiangen Hu; Natalie Person; Tanner Jackson; Jozsef Toth
International Journal on E-Learning
*** Invited as a Paper from E-Learn 2002 *** The Human Use Regulatory Affairs Advisor (HURAA) is a web-based facility that provides help and training on the ethical use of human subjects in research, based on documents and regulations in United...
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Scaffolding Critical Thinking on SEEK
Moongee Jeon; Tenaha O'Reilly; Bethany McDaniel; Arthur Graesser; Susan Goldman; Jennifer Wiley
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2005 (October 2005) pp. 2123–2128
This paper investigates the impact of a tutor called SEEK on college students' critical thinking about scientific information as they study information on the Internet. Participants searched a set of websites on the causes of the eruption of Mount...
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Improving the efficiency of dialogue in tutoring
Kristopher J. Kopp; M. Anne Britt; Keith Millis; Arthur C. Graesser
Learning and Instruction Vol. 22, No. 5 (October 2012) pp. 320–330
The current studies investigated the efficient use of dialogue in intelligent tutoring systems that use natural language interaction. Such dialogues can be relatively time-consuming. This work addresses the question of how much dialogue is needed to ...
Language: English
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Emotions during learning: The first steps toward an affect sensitive intelligent tutoring system
Scotty Craig; Sidney D’Mello; Barry Gholson; Amy Witherspoon; Jeremiah Sullins; Arthur Graesser
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (2004) pp. 264–268
In an attempt to discover links between learning and emotions, this study adopted an emote-aloud procedure in which participants were recorded as they verbalized their affective states while interacting with an intelligent tutoring system, AutoTutor....
Topics: Tutoring
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Exploring development of social capital in a CMOOC through language and discourse
Srećko Joksimović; Nia Dowell; Oleksandra Poquet; Vitomir Kovanović; Dragan Gašević; Shane Dawson; Arthur C. Graesser
Internet and Higher Education Vol. 36, No. 1 (January 2018) pp. 54–64
Connectivist pedagogies are geared towards building a network of learners that actively employ technologies to establish interpersonal connections in open online settings. In this context, as course participants increasingly establish interpersonal...
Language: English
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Vicarious Learning: Effects of Overhearing Dialog and Monologue-Like Discourse in a Virtual Tutoring Session
David M. Driscoll; Scotty D. Craig; Barry Gholson; Matthew Ventura; Xiangen Hu; Arthur C. Graesser
Journal of Educational Computing Research Vol. 29, No. 4 (2003) pp. 431–450
In two experiments, students overheard two computer-controlled virtual agents discussing four computer literacy topics in dialog discourse and four in monologue discourse. In Experiment 1, the virtual tutee asked a series of deep questions in the...
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NLGML: A Markup Language for Question Generation
Zhiqiang Cai; Vasile Rus; Hyun-Jeong Joyce Kim; Suresh C. Susarla; Pavan Karnam; Arthur C. Graesser
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (October 2006) pp. 2747–2752
We present in this paper a new approach to question generation. Our approach to question generation is based on lexical, syntactic and semantic patterns described in a mark-up language. The expressivity of the language allows its application to both ...
Topics: Learning Objects, Physical Environments, Research Methods, Computer Sciences, Artificial Intelligence
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Operation ARA: A Computerized Learning Game that Teaches Critical Thinking and Scientific Reasoning
Diane F. Halpern; Keith Millis; Arthur C. Graesser; Heather Butler; Carol Forsyth; Zhiqiang Cai
Thinking Skills and Creativity Vol. 7, No. 2 (August 2012) pp. 93–100
Operation ARA (Acquiring Research Acumen) is a computerized learning game that teaches critical thinking and scientific reasoning. It is a valuable learning tool that utilizes principles from the science of learning and serious computer games....
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Modules and Information Retrieval Facilities of the Human Use Regulatory Affairs Advisor (HURAA)
Arthur C. Graesser; Xiangen Hu; Natalie K. Person; G. Tanner Jackson; Jozsef A. Toth
International Journal on E-Learning Vol. 3, No. 4 (2004) pp. 29–39
The Human Use Regulatory Affairs Advisor (HURAA) is an Internet facility that provides help and training on the ethical use of human subjects in research, based on documents and regulations in United States Federal agencies. HURAA has a number of...
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Domain-general problem solving skills and education in the 21st century
Samuel Greiff; Sascha Wüstenberg; Benő Csapó; Andreas Demetriou; Jarkko Hautamäki; Arthur C. Graesser; Romain Martin
Educational Research Review Vol. 13, No. 1 (December 2014) pp. 74–83
Language: English
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The Effects of a Traditional and Technology-based After-school Setting on 6th Grade Student’s Mathematics Skills
Xiangen Hu; Scotty D. Craig; Anna E. Bargagliotti; Arthur C. Graesser; Theresa Okwumabua; Celia Anderson; Kyle R. Cheney; Allan Sterbinsky
Journal of Computers in Mathematics and Science Teaching Vol. 31, No. 1 (January 2012) pp. 17–38
This study investigated the effectiveness of the Assessment and LEarning in Knowledge Spaces (ALEKS) system as a method of strategic intervention in after-school settings to improve the mathematical skills of struggling 6th grade students. Students ...
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The Relationship Between Affective States and Dialog Patterns During Interactions With AutoTutor
Arthur C. Graesser; Sidney K. D’Mello; Scotty D. Craig; Amy Witherspoon; Jeremiah Sullins; Bethany McDaniel; Barry Gholson
Journal of Interactive Learning Research Vol. 19, No. 2 (April 2008) pp. 293–312
Relations between emotions (affect states) and learning have recently been explored in the context of AutoTutor. AutoTutor is a tutoring system on the Internet that helps learners construct answers to difficult questions by interacting with them in...
Topics: Interaction, Educational Technology, Artificial Intelligence, Communication, Attitudes, Tutoring
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Exploring the Deep-Level Reasoning Questions Effect during Vicarious Learning among Eighth to Eleventh Graders in the Domains of Computer Literacy and Newtonian Physics
Barry Gholson; Amy Witherspoon; Brent Morgan; Joshua K. Brittingham; Robert Coles; Arthur C. Graesser; Jeremiah Sullins; Scotty D. Craig
Instructional Science: An International Journal of the Learning Sciences Vol. 37, No. 5 (September 2009) pp. 487–493
This paper tested the deep-level reasoning questions effect in the domains of computer literacy between eighth and tenth graders and Newtonian physics for ninth and eleventh graders. This effect claims that learning is facilitated when the materials ...
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When Are Tutorial Dialogues More Effective than Reading?
Danielle E. Matthews; Kurt VanLehn; Arthur C. Graesser; G Tanner Jackson; Pamela Jordan; Andrew Olney; Andrew Carolyn P. Rosa
Cognitive Science Vol. 31, No. 1 (2007) pp. 3–62
It is often assumed that engaging in a one-on-one dialogue with a tutor is more effective than listening to a lecture or reading a text. Although earlier experiments have not always supported this hypothesis, this may be due in part to allowing the...
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Closing the Knowledge Gap in Mathematics among Sixth Grade Students using ALEKS
Kyle R. Cheney; Scotty D. Craig; Celia Anderson; Anna Bargagliotti; Arthur C. Graesser; Allen Sterbinsky; Theresa Okwumabua; Xiangen Hu
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 1425–1427
This paper reports the findings of a study using ALEKS, a web-based, artificially intelligent assessment and learning system, in an after-school program for 6th grade students. Findings indicate that after one school year of using the program,...
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An implementation of vicarious learning environments in middle school classrooms
Scotty Craig; Arthur Graesser; Joshua Brittingham; Joah Williams; Trey Martindale; Gloria Williams; Renita Gray; Arlisha Darby; Barry Gholson
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 1060–1064
Deep-level reasoning questions have been shown to be an effective way of improving learning in environments that are purely observational using randomized laboratory experiments. These types of environments have been referred to as vicarious...
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The impact of a technology-based mathematics after-school program using ALEKS on student's knowledge and behaviors
Scotty D. Craig; Xiangen Hu; Arthur C. Graesser; Anna E. Bargagliotti; Allan Sterbinsky; Kyle R. Cheney; Theresa Okwumabua
Computers & Education Vol. 68, No. 1 (October 2013) pp. 495–504
The effectiveness of using the Assessment and LEarning in Knowledge Spaces (ALEKS) system, an Intelligent Tutoring System for mathematics, as a method of strategic intervention in after-school settings to improve the mathematical skills of...
Language: English
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Source Evaluation, Comprehension, and Learning in Internet Science Inquiry Tasks
Jennifer Wiley; Susan R. Goldman; Arthur C. Graesser; Christopher A. Sanchez; Ivan K. Ash; Joshua A. Hemmerich
American Educational Research Journal Vol. 46, No. 4 (2009) pp. 1060–1106
In two experiments, undergraduates' evaluation and use of multiple Internet sources during a science inquiry task were examined. In Experiment 1, undergraduates had the task of explaining what caused the eruption of Mt. St. Helens using the results...
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The Relationship between Gender, Ethnicity, and Technology on the Impact of Mathematics Achievement in an After-School Program
Xudong Huang; Scotty D. Craig; Jun Xie; Arthur C. Graesser; Theresa Okwumabua; Kyle R. Cheney; Xiangen Hu
The gap among ethnicities and gender in mathematics achievement is a well-known problem. While the gap has been shrinking over the past three decades, it has not completely diminished (Jencks & Phillips, 1998; McGraw, Lubienski, & Strutchens,...