A First Evaluation of the Instructional Value of Negotiable Problem Solving Goals on the Exploratory Learning Continuum

Authors:
Carolyn Rosé;Vincent Aleven;Regan Carey;Allen Robinson
Affiliations:
Human-Computer Interaction Institute and Department of Mechanical Engineering, Carnegie Mellon University, 5000 Forbes Avenue, Pittsburgh PA 15213;Human-Computer Interaction Institute and Department of Mechanical Engineering, Carnegie Mellon University, 5000 Forbes Avenue, Pittsburgh PA 15213;Human-Computer Interaction Institute and Department of Mechanical Engineering, Carnegie Mellon University, 5000 Forbes Avenue, Pittsburgh PA 15213;Human-Computer Interaction Institute and Department of Mechanical Engineering, Carnegie Mellon University, 5000 Forbes Avenue, Pittsburgh PA 15213
Venue:
Proceedings of the 2005 conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology
Year:
2005

Citing 2
Cited 6

CyclePad: an articulate virtual laboratory for engineering thermodynamics

Artificial Intelligence - Special issue on applications of artificial intelligence
Designing interactive tutorials for computer users

Human-Computer Interaction

Providing support for adaptive scripting in an on-line collaborative learning environment

Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
InfoMagnets: making sense of corpus data

NAACL-Demonstrations '06 Proceedings of the 2006 Conference of the North American Chapter of the Association for Computational Linguistics on Human Language Technology: companion volume: demonstrations
CycleTalk: Data Driven Design of Support for Simulation Based Learning

International Journal of Artificial Intelligence in Education
Authoring plug-in tutor agents by demonstration: Rapid, rapid tutor development

Proceedings of the 2005 conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology
Tutorial Dialogue as Adaptive Collaborative Learning Support

Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
Evaluating the effectiveness of tutorial dialogue instruction in an exploratory learning context

ITS'06 Proceedings of the 8th international conference on Intelligent Tutoring Systems

Quantified Score

Hi-index	0.00

Visualization

Abstract

We evaluate the effectiveness of a tutorial-dialogue based approach to guided exploratory learning involving problem solving goals that are negotiated between tutor and student rather than dictated by the tutor or freely chosen by the student. This approach, referred to as Negotiable Problem Solving Goals (NPSG), is located on a previously untested space on what we call The Exploratory Learning Continuum. The results of our empirical classroom investigation provide design recommendations for a new type of tutorial dialogue system and strong evidence in favor of tutorial dialogue support in exploratory learning environments.