Content, social, and metacognitive statements: an empirical study comparing human-human and human-computer tutorial dialogue

  • Authors:

  • Myroslava O. Dzikovska;Natalie B. Steinhauser;Johanna D. Moore;Gwendolyn E. Campbell;Katherine M. Harrison;Leanne S. Taylor

  • Affiliations:

  • School of Informatics, University of Edinburgh, Edinburgh, United Kingdom;Naval Air Warfare Center Training Systems Division, Orlando, FL;School of Informatics, University of Edinburgh, Edinburgh, United Kingdom;Naval Air Warfare Center Training Systems Division, Orlando, FL;Kaegan Corporation, Orlando, FL;University of Central Florida, Orlando, FL

  • Venue:
  • EC-TEL'10 Proceedings of the 5th European conference on Technology enhanced learning conference on Sustaining TEL: from innovation to learning and practice
  • Year:
  • 2010

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Abstract

We present a study which compares human-human computer-mediated tutoring with two computer tutoring systems based on the same materials but differing in the type of feedback they provide. Our results show that there are significant differences in interaction style between human-human and human-computer tutoring, as well as between the two computer tutors, and that different dialogue characteristics predict learning gain in different conditions. We show that there are significant differences in the non-content statements that students make to human and computer tutors, but also to different types of computer tutors. These differences also affect which factors are correlated with learning gain and user satisfaction. We argue that ITS designers should pay particular attention to strategies for dealing with negative social and metacognitive statements, and also conduct further research on how interaction style affects human-computer tutoring.