Difference between revisions of "Adaptive Assistance for Peer Tutoring (Walker, Rummer, Koedinger)"

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| '''Co-PIs''' || Nikol Rummel, Ken Koedinger
 
| '''Co-PIs''' || Nikol Rummel, Ken Koedinger
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'' Study 1''
 
{| border="1" cellspacing="0" cellpadding="5" style="text-align: left;"
 
| '''Study Start Date''' || 04/07
 
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| '''Study End Date''' || 04/07
 
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| '''LearnLab Site''' || CWCTC
 
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| '''LearnLab Course''' || Algebra
 
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| '''Number of Students''' || ''N'' = 70
 
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| '''Average # of hours per participant''' || 3 hrs.
 
 
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=== Abstract ===
 
=== Abstract ===
Our research goal is to integrate a peer tutoring script within the context of the
+
Our research goal is to integrate a [[collaboration script|peer tutoring script]] within the context of the Cognitive Tutor Algebra (CTA) allowing students to tutor each other through the interface of an [[cognitive tutor|intelligent tutoring system (ITS)]] that provides both domain support and collaborative tutoring. In the PSLC project, “[[Walker A Peer Tutoring Addition|Collaborative Extensions to the Cognitive Tutor Algebra: A Peer Tutoring Addition]],” we have added peer tutoring to the Cognitive Tutor Algebra and developed adaptive domain support for the peer tutor. We propose to continue this work by developing and evaluating collaborative assistance for the peer tutor within this context. This assistance will target both the skills required to successfully tutor and the motivation for students to tutor. Once we have shown fixed collaborative assistance to be effective, we plan to implement it in an adaptive fashion, and compare the effects of adaptive and fixed assistance on collaborative skill acquisition and robust domain learning.
Cognitive Tutor Algebra (CTA) allowing students to tutor each other through the interface of
+
 
an intelligent tutoring system (ITS) that provides both domain support and collaborative
+
The integration of intelligent tutoring and collaborative learning allows us to investigate the differential effects of varying the type and adaptivity of assistance provided to collaborating peers on the acquisition of collaborative skills and on robust domain learning. Further, the development of a successful adaptive collaborative learning system would be a significant contribution to the ITS community.
tutoring. In the PSLC project, “Collaborative Extensions to the Cognitive Tutor Algebra: A
+
 
Peer Tutoring Addition,” we have added peer tutoring to the Cognitive Tutor Algebra and
+
=== Background and Significance ==
developed adaptive domain support for the peer tutor. We propose to continue this work by
+
developing and evaluating collaborative assistance for the peer tutor within this context.
+
This assistance will target both the skills required to successfully tutor and the motivation
+
for students to tutor. Once we have shown fixed collaborative assistance to be effective, we
+
plan to implement it in an adaptive fashion, and compare the effects of adaptive and fixed
+
assistance on collaborative skill acquisition and robust domain learning.
+
<br>The integration of intelligent tutoring and collaborative learning allows us to
+
investigate the differential effects of varying the type and adaptivity of assistance provided
+
to collaborating peers on the acquisition of collaborative skills and on robust domain
+
learning (learning science goal). Further, the development of a successful adaptive
+
collaborative learning system would be a significant contribution to the ITS community
+
(intelligent tutoring goal).
+

Revision as of 15:10, 14 April 2008

Collaborative Extensions to the Cognitive Tutor Algebra: Adaptive Assistance for Peer Tutoring

Erin Walker, Nikol Rummel, and Ken Koedinger

Summary Tables

PI Erin Walker
Co-PIs Nikol Rummel, Ken Koedinger


Abstract

Our research goal is to integrate a peer tutoring script within the context of the Cognitive Tutor Algebra (CTA) allowing students to tutor each other through the interface of an intelligent tutoring system (ITS) that provides both domain support and collaborative tutoring. In the PSLC project, “Collaborative Extensions to the Cognitive Tutor Algebra: A Peer Tutoring Addition,” we have added peer tutoring to the Cognitive Tutor Algebra and developed adaptive domain support for the peer tutor. We propose to continue this work by developing and evaluating collaborative assistance for the peer tutor within this context. This assistance will target both the skills required to successfully tutor and the motivation for students to tutor. Once we have shown fixed collaborative assistance to be effective, we plan to implement it in an adaptive fashion, and compare the effects of adaptive and fixed assistance on collaborative skill acquisition and robust domain learning.

The integration of intelligent tutoring and collaborative learning allows us to investigate the differential effects of varying the type and adaptivity of assistance provided to collaborating peers on the acquisition of collaborative skills and on robust domain learning. Further, the development of a successful adaptive collaborative learning system would be a significant contribution to the ITS community.

= Background and Significance