Skip to main content
SpringerLink
Log in

Content, Social, and Metacognitive Statements: An Empirical Study Comparing Human-Human and Human-Computer Tutorial Dialogue

  • Conference paper
Sustaining TEL: From Innovation to Learning and Practice (EC-TEL 2010)

Part of the book series: Lecture Notes in Computer Science ((LNPSE,volume 6383))

Included in the following conference series:

Abstract

We present a study which compares human-human computer-mediated tutoring with two computer tutoring systems based on the same materials but differing in the type of feedback they provide. Our results show that there are significant differences in interaction style between human-human and human-computer tutoring, as well as between the two computer tutors, and that different dialogue characteristics predict learning gain in different conditions. We show that there are significant differences in the non-content statements that students make to human and computer tutors, but also to different types of computer tutors. These differences also affect which factors are correlated with learning gain and user satisfaction. We argue that ITS designers should pay particular attention to strategies for dealing with negative social and metacognitive statements, and also conduct further research on how interaction style affects human-computer tutoring.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Aleven, V., Popescu, O., Koedinger, K.R.: Towards tutorial dialog to support self-explanation: Adding natural language understanding to a cognitive tutor. In: Proceedings of the 10th International Conference on Artificial Intelligence in Education, AIED 2001 (2001)

    Google Scholar 

  2. Goguadze, G., González Palomo, A., Melis, E.: Interactivity of exercises in activemath. Towards Sustainable and Scalable Educational Innovations Informed by the Learning Sciences Sharing. Good Practices of Research Experimentation and Innovation 133, 109–115 (2005)

    Google Scholar 

  3. Bloom, B.S.: The two sigma problem: The search for methods of group instruction as effective as one-to-one tutoring. Educational Researcher 13, 3–16 (1984)

    Article  Google Scholar 

  4. Rosé, C., Jordan, P., Ringenberg, M., Siler, S., VanLehn, K., Weinstein, A.: Interactive conceptual tutoring in atlas-andes. In: Proceedings of AI in Education 2001 Conference (2001)

    Google Scholar 

  5. VanLehn, K., Jordan, P., Litman., D.: Developing pedagogically effective tutorial dialogue tactics: Experiments and a testbed. In: Proceedings of SLaTE Workshop on Speech and Language Technology in Education, Farmington, PA (October 2007)

    Google Scholar 

  6. Aleven, V., Popescu, O., Koedinger, K.: Pilot-testing a tutorial dialogue system that supports self-explanation. In: Cerri, S.A., Gouardéres, G., Paraguaçu, F. (eds.) ITS 2002. LNCS, vol. 2363, pp. 344–354. Springer, Heidelberg (2002)

    Chapter  Google Scholar 

  7. Pon-Barry, H., Clark, B., Schultz, K., Bratt, E.O., Peters, S.: Advantages of spoken language interaction in dialogue-based intelligent tutoring systems. In: Lester, J.C., Vicari, R.M., Paraguaçu, F. (eds.) ITS 2004. LNCS, vol. 3220, pp. 390–400. Springer, Heidelberg (2004)

    Chapter  Google Scholar 

  8. Graesser, A.C., Wiemer-Hastings, P., Wiemer-Hastings, P., Kreuz, R.: Autotutor: A simulation of a human tutor. Cognitive Systems Research 1, 35–51 (1999)

    Article  Google Scholar 

  9. Callaway, C., Dzikovska, M., Matheson, C., Moore, J., Zinn, C.: Using dialogue to learn math in the LeActiveMath project. In: Proceedings of the ECAI Workshop on Language-Enhanced Educational Technology, pp. 1–8 (August 2006)

    Google Scholar 

  10. Khuwaja, R.A., Evens, M.W., Michael, J.A., Rovick, A.A.: Architecture of CIRCSIM-tutor (v.3): A smart cardiovascular physiology tutor. In: Proceedings of the 7th Annual IEEE Computer-Based Medical Systems Symposium (1994)

    Google Scholar 

  11. Nielsen, R.D., Ward, W., Martin, J.H.: Learning to assess low-level conceptual understanding. In: Proceedings 21st International FLAIRS Conference, Coconut Grove, Florida (May 2008)

    Google Scholar 

  12. Dzikovska, M.O., Campbell, G.E., Callaway, C.B., Steinhauser, N.B., Farrow, E., Moore, J.D., Butler, L.A., Matheson, C.: Diagnosing natural language answers to support adaptive tutoring. In: Proceedings 21st International FLAIRS Conference, Coconut Grove, Florida (May 2008)

    Google Scholar 

  13. Jordan, P.W.: Using student explanations as models for adapting tutorial dialogue. In: Barr, V., Markov, Z. (eds.) FLAIRS Conference. AAAI Press, Menlo Park (2004)

    Google Scholar 

  14. Purandare, A., Litman, D.: Content-learning correlations in spoken tutoring dialogs at word, turn and discourse levels. In: Proceedings 21st International FLAIRS Conference, Coconut Grove, Florida (May 2008)

    Google Scholar 

  15. Litman, D., Moore, J., Dzikovska, M., Farrow, E.: Using natural language processing to analyze tutorial dialogue corpora across domains and modalities. In: Proceedings of 14th International Conference on Artificial Intelligence in Education (AIED), Brighton, UK (July 2009)

    Google Scholar 

  16. Campbell, G.C., Steinhauser, N.B., Dzikovska, M.O., Moore, J.D., Callaway, C.B., Farrow, E.: Metacognitive awareness versus linguistic politeness: Expressions of confusions in tutorial dialogues. Poster presented at the 31st Annual Conference of the Cognitive Science Society, Amsterdam, Netherlands (July 2009)

    Google Scholar 

  17. Reeves, B., Nass, C.: The media equation: how people treat computers, television, and new media like real people and places. Cambridge University Press, New York (1996)

    Google Scholar 

  18. Zanbaka, C., Ulinski, A., Goolkasian, P., Hodges, L.F.: Effects of virtual human presence on task performance. In: Proceedings of International Conference on Artificial Reality and Telexistence (ICAT), pp. 174–181 (2004)

    Google Scholar 

  19. Pertaub, D.P., Slater, M., Barker, C.: An experiment on public speaking anxiety in response to three different types of virtual audience. Presence: Teleoper. Virtual Environ. 11(1), 68–78 (2002)

    Article  Google Scholar 

  20. Shechtman, N., Horowitz, L.M.: Media inequality in conversation: how people behave differently when interacting with computers and people. In: CHI 2003: Proceedings of the SIGCHI conference on Human factors in computing systems, pp. 281–288. ACM, New York (2003)

    Google Scholar 

  21. Rosé, C., Torrey, C.: Interactivity versus expectation: Eliciting learning oriented behavior with tutorial dialogue systems. In: Proceedings of Interact 2005 (2005)

    Google Scholar 

  22. Chi, M.T.H., de Leeuw, N., Chiu, M.H., LaVancher, C.: Eliciting self-explanations improves understanding. Cognitive Science 18(3), 439–477 (1994)

    Google Scholar 

  23. VanLehn, K., Graesser, A.C., Jackson, G.T., Jordan, P., Olney, A., Rosé, C.P.: When are tutorial dialogues more effective than reading? Cognitive Science 31(1), 3–62 (2007)

    Article  Google Scholar 

  24. Bransford, J.D., Brown, A.L., Cocking, R.R. (eds.): How People Learn: Brain, Mind, Experience, and School Committee on Developments in the Science of Learning. Commission on Behavioral and Social Sciences and Education of the National Research Council. National Academy Press, Washington (2000)

    Google Scholar 

  25. Steinhauser, N.B., Campbell, G.E., Harrison, K.M., Taylor, L.S., Dzikovska, M.O., Moore, J.D.: Comparing human-human and human-computer tutorial dialogue. In: Proceedings of the 32nd Annual Conference of the Cognitive Science Society poster session (2010)

    Google Scholar 

  26. Dzikovska, M.O., Callaway, C.B., Farrow, E., Moore, J.D., Steinhauser, N.B., Campbell, G.C.: Dealing with interpretation errors in tutorial dialogue. In: Proceedings of SIGDIAL 2009, London, UK (September 2009)

    Google Scholar 

  27. Litman, D., Rosé, C.P., Forbes-Riley, K., VanLehn, K., Bhembe, D., Silliman, S.: Spoken versus typed human and computer dialogue tutoring. International Journal of Artificial Intelligence in Education 16, 145–170 (2006)

    Google Scholar 

  28. Dzikovska, M.O., Moore, J.D., Steinhauser, N., Campbell, G.: The impact of interpretation problems on tutorial dialogue. In: Proceedings of the 48th Annual Meeting of the Association for Computational Linguistics (ACL 2010) (2010)

    Google Scholar 

  29. Jackson, G.T., Graesser, A.C., McNamara, D.S.: What students expect have more impact than what they know or feel. In: Proceedings 14th International Conference on Artificial Intelligence in Education (AIED), Brighton, UK (2009)

    Google Scholar 

  30. Papadopoulos, P.M., Demetriadis, S.N., Stamelos, I.: The impact of prompting in technology-enhanced learning as moderated by students’ motivation and metacognitive skills. In: Cress, U., Dimitrova, V., Specht, M. (eds.) EC-TEL 2009. LNCS, vol. 5794, pp. 535–548. Springer, Heidelberg (2009)

    Chapter  Google Scholar 

  31. Forbes-Riley, K., Litman, D.: Adapting to student uncertainty improves tutoring dialogues. In: Proceedings 14th International Conference on Artificial Intelligence in Education (AIED), Brighton, UK (2009)

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. School of Informatics, University of Edinburgh, Edinburgh, United Kingdom

    Myroslava O. Dzikovska & Johanna D. Moore

  2. Naval Air Warfare Center Training Systems Division, Orlando, FL, USA

    Natalie B. Steinhauser & Gwendolyn E. Campbell

  3. Kaegan Corporation, 12000 Research Parkway, Orlando, FL, 32826-2944, USA

    Katherine M. Harrison

  4. University of Central Florida, 4000 Central Florida Blvd., Orlando, FL, 32816, USA

    Leanne S. Taylor

Authors
  1. Myroslava O. Dzikovska
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Natalie B. Steinhauser
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Johanna D. Moore
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Gwendolyn E. Campbell
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Katherine M. Harrison
    View author publications

    You can also search for this author in PubMed Google Scholar

  6. Leanne S. Taylor
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Fraunhofer Institute for Applied Information Technology FIT, Schloss Birlinghoven, 53754, Sankt Augustin, Germany

    Martin Wolpers  & Maren Scheffel  & 

  2. Centre for Learning Sciences and Technologies, Open Universiteit Nederland, Valkenburgerweg 177, 6419 AT, Heerlen, The Netherlands

    Paul A. Kirschner

  3. Know-Center, Inffeldgasse 21a, 8010, Graz, Austria

    Stefanie Lindstaedt

  4. School of Computing, University of Leeds, LS2 9JT, Leeds, United Kingdom

    Vania Dimitrova

Rights and permissions

Reprints and permissions

Copyright information

© 2010 Springer-Verlag Berlin Heidelberg

About this paper

Cite this paper

Dzikovska, M.O., Steinhauser, N.B., Moore, J.D., Campbell, G.E., Harrison, K.M., Taylor, L.S. (2010). Content, Social, and Metacognitive Statements: An Empirical Study Comparing Human-Human and Human-Computer Tutorial Dialogue. In: Wolpers, M., Kirschner, P.A., Scheffel, M., Lindstaedt, S., Dimitrova, V. (eds) Sustaining TEL: From Innovation to Learning and Practice. EC-TEL 2010. Lecture Notes in Computer Science, vol 6383. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-16020-2_7

Download citation

  • DOI: https://doi.org/10.1007/978-3-642-16020-2_7

  • Publisher Name: Springer, Berlin, Heidelberg

  • Print ISBN: 978-3-642-16019-6

  • Online ISBN: 978-3-642-16020-2

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation