Journal ArticleDOI
AutoTutor: an intelligent tutoring system with mixed-initiative dialogue
TLDR
Grounded in constructivist learning theories and tutoring research, AutoTutor achieves learning gains of approximately 0.8 sigma (nearly one letter grade), depending on the learning measure and comparison condition.Abstract:
AutoTutor simulates a human tutor by holding a conversation with the learner in natural language. The dialogue is augmented by an animated conversational agent and three-dimensional (3-D) interactive simulations in order to enhance the learner's engagement and the depth of the learning. Grounded in constructivist learning theories and tutoring research, AutoTutor achieves learning gains of approximately 0.8 sigma (nearly one letter grade), depending on the learning measure and comparison condition. The computational architecture of the system uses the .NET framework and has simplified deployment for classroom trials.read more
Citations
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Journal ArticleDOI
Do pedagogical agents make a difference to student motivation and learning
TL;DR: More than 70 articles on pedagogical agents have been published since 2002, and 26 of them examine motivational and learning effects as mentioned in this paper, and the review reveals that various studies have not investigated the first two fundamental questions due to a lack of control groups.
Automatic factual question generation from text
Noah A. Smith,Michael Heilman +1 more
TL;DR: This research supports the idea that natural language processing can help teachers efficiently create instructional content by automating the creation of specific type of assessment item and provides solutions to some of the major challenges in question generation.
Journal ArticleDOI
How Effective Are Pedagogical Agents for Learning? A Meta-Analytic Review.
TL;DR: In this paper, a meta-analysis examined the effect of using pedagogical agents on learning by reviewing 43 studies involving 3,088 participants and found that the use of such agents were more beneficial for K-12 students than post-secondary students.
BookDOI
Serious Games and Edutainment Applications
TL;DR: This book is suitable for both researchers and educators who are interested in using games for educational purposes, as well as game professionals requiring a thorough understanding of issues involved in the application of video games technology into educational settings.
Journal ArticleDOI
Bridging Reading Comprehension and Conceptual Change in Science Education: The Promise of Refutation Text
TL;DR: The authors examine the intersection of conceptual change and reading comprehension research in science education and propose models of reading comprehension that contribute to our understanding of how text can promote science learning in general and conceptual change in particular.
References
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Book
Affective Computing
TL;DR: Key issues in affective computing, " computing that relates to, arises from, or influences emotions", are presented and new applications are presented for computer-assisted learning, perceptual information retrieval, arts and entertainment, and human health and interaction.
Journal ArticleDOI
An introduction to latent semantic analysis
TL;DR: The adequacy of LSA's reflection of human knowledge has been established in a variety of ways, for example, its scores overlap those of humans on standard vocabulary and subject matter tests; it mimics human word sorting and category judgments; it simulates word‐word and passage‐word lexical priming data.
Journal ArticleDOI
Intelligent tutoring systems
TL;DR: Computer tutors based on a set of pedagogical principles derived from the ACT theory of cognition have been developed for teaching students to do proofs in geometry and to write computer programs in the language LISP.
Journal ArticleDOI
Cognitive Tutors: Lessons Learned
TL;DR: The 10-year history of tutor development based on the advanced computer tutoring (ACT) theory is reviewed, finding that a new system for developing and deploying tutors is being built to achieve the National Council of Teachers of Mathematics (NCTM) standards for high-school mathematics in an urban setting.