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Hint-Giving Phraseology for Computer Assisted Learning

  • Marietta SiontiEmail author
  • Ellen Schack
  • Thomas Schack
Conference paper
Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 916)

Abstract

In this paper we will discuss work to date on an exploratory study of tutoring patterns and their role for tutoring systems’ assistance in initiating creative responses and sustaining learning. Based on classroom discourse analysis, investigation of several studies of computer assisted learning -both for single and peer learning- and our understanding of the assistance dilemma of Intelligent Tutoring Systems (ITS), we argue that the students’ need for (artificial) facilitator’s help emphasizes on the manner of hint-providing, so we should take particular note of the challenges that arise from formalizing these definitions to apply to the style of problem solving and the students’ different age groups. This is the first step towards a mobile ITS that utilizes eye-tracking and virtual reality glasses, in order to identify difficulties and offer on time feedback in textual or visual mode, which will be superimposed on a transparent lens in users’ field of view. We will conclude with a discussion of implications and future directions.

Keywords

Computer assisted learning (single and peer learning) Assistance dilemma Discourse analysis 

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Copyright information

© Springer Nature Switzerland AG 2020

Authors and Affiliations

  • Marietta Sionti
    • 1
    Email author
  • Ellen Schack
    • 2
  • Thomas Schack
    • 1
    • 3
    • 4
  1. 1.Neurocognition and Action Research Group, Cluster of Excellence-Cognitive Interaction TechnologyBielefeld UniversityBielefeldGermany
  2. 2.von Bodelschwinghschen Stiftungen Bethel, ProWerkBielefeldGermany
  3. 3.Faculty of Psychology and Sport SciencesBielefeld UniversityBielefeldGermany
  4. 4.CoR-Lab, Research Institute for Cognition and RoboticsBielefeld UniversityBielefeldGermany

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