Improving (Meta)Cognitive Tutoring by Detecting and Responding to Uncertainty.
Diane J. Litman, Kate Forbes-Riley · D-Scholarship@Pitt (University of Pittsburgh) · 2009
We hypothesize that enhancing computer tutors to respond to student uncertainty over and above correctness is one method for increasing both student learning and self-monitoring abilities. We explore this hypothesis using data from an experiment with a wizarded spoken tutorial dialogue system, where tutor responses to uncertain and/or incorrect student answers were manipulated. Our results suggest that monitoring and responding to student uncertainty has the potential to improve both cognitive and metacognitive student abilities. Copyright © 2009, Association for the Advancement of Artificial Intelligence. All rights reserved.