CyclePad: an articulate virtual laboratory for engineering thermodynamics
Artificial Intelligence - Special issue on applications of artificial intelligence
Proceedings of the 2005 conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology
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
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
Modeling the impact of shared visual information on collaborative reference
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Be Brief, And They Shall Learn: Generating Concise Language Feedback for a Computer Tutor
International Journal of Artificial Intelligence in Education
Tutorial Dialogue as Adaptive Collaborative Learning Support
Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
Simple but effective feedback generation to tutor abstract problem solving
INLG '08 Proceedings of the Fifth International Natural Language Generation Conference
VIBRANT: a brainstorming agent for computer supported creative problem solving
ITS'06 Proceedings of the 8th international conference on Intelligent Tutoring Systems
Building a conversational simstudent
ITS'12 Proceedings of the 11th international conference on Intelligent Tutoring Systems
Hi-index | 0.00 |
In this paper we evaluate the instructional effectiveness of tutorial dialogue agents in an exploratory learning setting. We hypothesize that the creative nature of an exploratory learning environment creates an opportunity for the benefits of tutorial dialogue to be more clearly evidenced than in previously published studies. In a previous study we showed an advantage for tutorial dialogue support in an exploratory learning environment where that support was administered by human tutors [9]. Here, using a similar experimental setup and materials, we evaluate the effectiveness of tutorial dialogue agents modeled after the human tutors from that study. The results from this study provide evidence of a significant learning benefit of the dialogue agents.