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Improving the efficiency of dialogue in tutoring
ARTICLE

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Learning and Instruction Volume 22, Number 5, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

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 produce significant learning gains. In Experiment 1, a full dialogue condition and a read-only control condition were compared with a mixed dialogue condition in which students engaged in full dialogue for half the problems followed by problems requiring only a limited engagement. We found that the mixed dialogue condition produced results as impressive as the full dialogue condition and took less time. Experiment 2 replicated these findings and further examined issues of time engaged in learning, quality of instruction, and learning gains. Overall, these results show that dialogue-based intelligent tutoring systems could be designed in a more efficient manner to maximize learning and minimize the cost of time-on-task.

Citation

Kopp, K.J., Britt, M.A., Millis, K. & Graesser, A.C. (2012). Improving the efficiency of dialogue in tutoring. Learning and Instruction, 22(5), 320-330. Elsevier Ltd. Retrieved September 16, 2019 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2011.12.002

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