Computational Modeling and Analysis of Knowledge Sharing in Collaborative Distance Learning
User Modeling and User-Adapted Interaction
Group Cognition: Computer Support for Building Collaborative Knowledge (Acting with Technology)
Group Cognition: Computer Support for Building Collaborative Knowledge (Acting with Technology)
The World Is Flat [Updated and Expanded]: A Brief History of the Twenty-first Century
The World Is Flat [Updated and Expanded]: A Brief History of the Twenty-first Century
The Andes Physics Tutoring System: Lessons Learned
International Journal of Artificial Intelligence in Education
Explaining Self-Explaining: A Contrast between Content and Generation
Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
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Collaboration is an important problem-solving skill; however, novice collaboration generally benefits from some kind of support. One possibility for supporting productive conversations between collaborators is to encourage pairs of students to provide explanations for their problem-solving steps. To test this possibility, we contrasted individuals who were instructed to self-explain problem-solving steps with dyads who were instructed to jointly explain problem-solving steps in the context of an intelligent tutoring system (ITS). The results suggest that collaboratively developed explanations prompted students to remediate their errors in dialog, as opposed to relying on the ITS for assistance, which is provided in the form of on-demand hints. The paper concludes with a discussion about implications for combining proven learning interventions.