An Evaluation of Pedagogical Tutorial Tactics for a Natural Language Tutoring System: A Reinforcement Learning Approach

Autor/inn/en	Chi, Min; VanLehn, Kurt; Litman, Diane; Jordan, Pamela
Titel	An Evaluation of Pedagogical Tutorial Tactics for a Natural Language Tutoring System: A Reinforcement Learning Approach
Quelle	In: International Journal of Artificial Intelligence in Education, 21 (2011) 1-2, S.83-113 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1560-4292
DOI	10.3233/JAI-2011-014
Schlagwörter	Classroom Communication; Interaction; Reinforcement; Natural Language Processing; Intelligent Tutoring Systems; Teaching Methods; Drills (Practice); Educational Technology; Tutors; Instructional Effectiveness; Decision Making; Science Instruction; Physics; College Science; College Students + Suchen Sie Ihr Suchwort? Klassengespräch; Interaktion; Positive Verstärkung; Natürliche Sprache; Intelligentes Tutorsystem; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Förderlehrer; Lehrender; Tutor; Unterrichtserfolg; Decision-making; Entscheidungsfindung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Physik; Collegestudent
Abstract	Pedagogical strategies are policies for a tutor to decide the next action when there are multiple actions available. When the content is controlled to be the same across experimental conditions, there has been little evidence that tutorial decisions have an impact on students' learning. In this paper, we applied Reinforcement Learning (RL) to induce two sets of pedagogical policies from pre-existing human interaction data. The NormGain set was derived with the goal of enhancing tutorial decisions that contribute to learning while the InvNormGain set was derived with the goal of enhancing those decisions that contribute less or even nothing to learning. The two sets were then tested with human students. Our results show that when the content was controlled to be the same, different pedagogical policies did make a difference in learning and more specifically, the NormGain students outperformed their peers. Overall our results suggest that content exposure and practice opportunities can help students to learn even when tutors have poor pedagogical tutorial tactics. However, with effective tutorial tactics, students can learn even more. (Contains 9 tables, 6 figures, and 2 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10