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Output details

11 - Computer Science and Informatics

University of Edinburgh

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Output title

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

Type

E - Conference contribution

DOI

10.1007/978-3-642-16020-2_7

Name of conference/published proceedings

Sustaining TEL: From Innovation to Learning and Practice : 5th European Conference on Technology Enhanced Learning, EC-TEL 2010, Barcelona, Spain, September 28 - October 1, 2010, Proceedings

Volume number

6383

Issue number

First page of article

ISSN of proceedings

0302-9743

Year of publication

2010

URL

http://link.springer.com/chapter/10.1007/978-3-642-16020-2_7

Number of additional authors

Additional information

<20> Originality: Study compares human-human computer-mediated tutoring with two computer tutoring systems that differ in the type of feedback they provide.

Significance: Significant differences in the types of statements students make to human and computer tutors, and to different types of computer tutors affect which factors are correlated with learning gain and user satisfaction. Indicates that ITS designers should pay particular attention to strategies for dealing with negative social and metacognitive statements. Led to submission of an EU FP7 proposal.

Rigour: Results are based on an experimental study with over 100 participants. Best Paper Award at EC-TEL 2010 Conference.

Interdisciplinary

Cross-referral requested

Research group

D - Institute for Language, Cognition & Computation

Citation count

Proposed double-weighted

Double-weighted statement

Reserve for a double-weighted output

Non-English

English abstract