Adaptive Assistance for Peer Tutoring (Walker, Rummer, Koedinger)
Collaborative Extensions to the Cognitive Tutor Algebra: Adaptive Assistance for Peer Tutoring
Erin Walker, Nikol Rummel, and Ken Koedinger
|Co-PIs||Nikol Rummel, Ken Koedinger|
|Study Start Date||04/07|
|Study End Date||04/07|
|Number of Students||N = 70|
|Average # of hours per participant||3 hrs.|
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 (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).