Using hypermedia to provide learner control
Journal of Educational Multimedia and Hypermedia
Evaluating tutors that listen: an overview of project LISTEN
Smart machines in education
Improving Story Choice in a Reading Tutor that Listens
ITS '00 Proceedings of the 5th International Conference on Intelligent Tutoring Systems
Limitations of Student Control: Do Students Know When They Need Help?
ITS '00 Proceedings of the 5th International Conference on Intelligent Tutoring Systems
Engagement tracing: using response times to model student disengagement
Proceedings of the 2005 conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology
ITS '08 Proceedings of the 9th international conference on Intelligent Tutoring Systems
Does Help Help? Introducing the Bayesian Evaluation and Assessment Methodology
ITS '08 Proceedings of the 9th international conference on Intelligent Tutoring Systems
The Impact of Privacy on Learners in the Context of a Web-Based Test
Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
Using Learning Decomposition to Analyze Instructional Effectiveness in the ASSISTment System
Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
Personalization of Reading Passages Improves Vocabulary Acquisition
International Journal of Artificial Intelligence in Education
Classifying dialogue in high-dimensional space
ACM Transactions on Speech and Language Processing (TSLP)
Hints: is it better to give or wait to be asked?
ITS'10 Proceedings of the 10th international conference on Intelligent Tutoring Systems - Volume Part I
Building Intelligent Interactive Tutors: Student-centered strategies for revolutionizing e-learning
Building Intelligent Interactive Tutors: Student-centered strategies for revolutionizing e-learning
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Many intelligent tutoring systems permit some degree of learner control. A natural question is whether the increased student engagement and motivation such control provides results in additional student learning. This paper uses a novel approach, learning decomposition, to investigate whether students do in fact learn more from a story they select to read than from a story the tutor selects for them. By analyzing 346 students reading approximately 6.9 million words, we have found that students learn approximately 25% more in stories they choose to read, even though from a purely pedagogical standpoint such stories may not be as appropriate as those chosen by the computer. Furthermore, we found that (for our instantiation of learner control) younger students may derive less benefit from learner control than older students, and girls derive less benefit than boys.