When Are Tutorial Dialogues More Effective than Reading?

Autor/inn/en	Matthews, Danielle E.; VanLehn, Kurt; Graesser, Arthur C.; Jackson, G. Tanner; Jordan, Pamela; Olney, Andrew; Rosa, Andrew Carolyn P.
Titel	When Are Tutorial Dialogues More Effective than Reading?
Quelle	In: Cognitive Science, 31 (2007) 1, S.3-62 (60 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0364-0213
DOI	10.1207/s15516709cog3101_2
Schlagwörter	Tutoring; Natural Language Processing; Physics; Computer Assisted Instruction; Science Instruction; College Students; Tutorial Programs; Intelligent Tutoring Systems; Interaction; Experiments; Control Groups; Comparative Analysis + Suchen Sie Ihr Suchwort? Förderkonzept; Nachhilfeunterricht; Natürliche Sprache; Physik; Computer based training; Computerunterstützter Unterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Collegestudent; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Intelligentes Tutorsystem; Interaktion; Erprobung
Abstract	It is often assumed that engaging in a one-on-one dialogue with a tutor is more effective than listening to a lecture or reading a text. Although earlier experiments have not always supported this hypothesis, this may be due in part to allowing the tutors to cover different content than the noninteractive instruction. In 7 experiments, we tested the interaction hypothesis under the constraint that (a) all students covered the same content during instruction, (b) the task domain was qualitative physics, (c) the instruction was in natural language as opposed to mathematical or other formal languages, and (d) the instruction conformed with a widely observed pattern in human tutoring: Graesser, Person, and Magliano's 5-step frame. In the experiments, we compared 2 kinds of human tutoring (spoken and computer mediated) with 2 kinds of natural-language-based computer tutoring (Why2-Atlas and Why2-AutoTutor) and 3 control conditions that involved studying texts. The results depended on whether the students' preparation matched the content of the instruction. When novices (students who had not taken college physics) studied content that was written for intermediates (students who had taken college physics), then tutorial dialogue was reliably more beneficial than less interactive instruction, with large effect sizes. When novices studied material written for novices or intermediates studied material written for intermediates, then tutorial dialogue was not reliably more effective than the text-based control conditions. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10