Search results for author:"Arthur C Graesser"
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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...
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,...
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...
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 ...
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...
A framework of synthesizing tutoring conversation capability with web-based distance education courseware
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 ...
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 ...
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...
Vicarious Learning: Effects of Overhearing Dialog and Monologue-Like Discourse in a Virtual Tutoring Session
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...
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....
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...
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
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 ...
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...
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 ...
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...
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...
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...