Intelligent Writing Tutor - Revision history

Ruth-Wylie at 02:32, 8 October 2008

2008-10-08T02:32:51Z

← Older revision		Revision as of 02:32, 8 October 2008
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	The menu-based tutor, built using the Cognitive Tutoring Authoring Tools (CTAT) (Koedinger, et.al, 2004), is similar to the cloze, or fill-in-the-blank, activities found in many ESL textbooks. Using this interface, students select an article from each drop-down menu in order to complete the paragraph. Students do not need to identify where errors exist; they simply choose a response for each box (Figure 1).		The menu-based tutor, built using the Cognitive Tutoring Authoring Tools (CTAT) (Koedinger, et.al, 2004), is similar to the cloze, or fill-in-the-blank, activities found in many ESL textbooks. Using this interface, students select an article from each drop-down menu in order to complete the paragraph. Students do not need to identify where errors exist; they simply choose a response for each box (Figure 1).

	~~(insert menu tutor image here)~~		[[Image:SmallMenu.jpg\|500px]]<br>
	Fig. 1. Menu-based interface for Production Only Task		Fig. 1. Menu-based interface for Production Only Task

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	Students can also ask for hints while using this system. Since students are now asked to identify as well as correct the errors, the first two levels of hints aid in the detection process by narrowing the search space in which students look for an error (e.g. Look for an error in the second sentence.). The subsequent three levels of hints are identical to those hints given in the production-only task.		Students can also ask for hints while using this system. Since students are now asked to identify as well as correct the errors, the first two levels of hints aid in the detection process by narrowing the search space in which students look for an error (e.g. Look for an error in the second sentence.). The subsequent three levels of hints are identical to those hints given in the production-only task.

	~~(insert edit tutor image here)~~		[[Image:SmallEdit.jpg\|500px]]<br>
	Fig. 2. Controlled-Editing interface for Detection + Production Task		Fig. 2. Controlled-Editing interface for Detection + Production Task

Ruth-Wylie at 02:28, 8 October 2008

2008-10-08T02:28:25Z

← Older revision		Revision as of 02:28, 8 October 2008
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	== ~~Intelligent Writing Tutor~~ ==		== First language effects on second language grammar acquisition ==
	Teruko Mitamura, Ruth Wylie, and Jim Rankin		Teruko Mitamura, Ruth Wylie, and Jim Rankin
	Project Advisors: Ken Koedinger		Project Advisors: Ken Koedinger

Ruth-Wylie at 13:36, 8 July 2008

2008-07-08T13:36:22Z

← Older revision		Revision as of 13:36, 8 July 2008
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	\|-		\|-
	! Start date study 1		! Start date study 1
	\| ~~March~~ 2006		\| July 2006
	\|-		\|-
	! End date study 1		! End date study 1
	\| ~~August 2007~~		\| September 2006
	\|-		\|-
	! Start date study 2		! Start date study 2
	\| September 2007		\| September 2007
	\|-		\|-
	! End date study 1		! End date study 2
	\| May 2008		\| May 2008
	\|-		\|-

Ruth-Wylie at 19:07, 14 January 2008

2008-01-14T19:07:31Z

← Older revision		Revision as of 19:07, 14 January 2008
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	The menu-based tutor, built using the Cognitive Tutoring Authoring Tools (CTAT) (Koedinger, et.al, 2004), is similar to the cloze, or fill-in-the-blank, activities found in many ESL textbooks. Using this interface, students select an article from each drop-down menu in order to complete the paragraph. Students do not need to identify where errors exist; they simply choose a response for each box (Figure 1).		The menu-based tutor, built using the Cognitive Tutoring Authoring Tools (CTAT) (Koedinger, et.al, 2004), is similar to the cloze, or fill-in-the-blank, activities found in many ESL textbooks. Using this interface, students select an article from each drop-down menu in order to complete the paragraph. Students do not need to identify where errors exist; they simply choose a response for each box (Figure 1).

			(insert menu tutor image here)
	Fig. 1. Menu-based interface for Production Only Task		Fig. 1. Menu-based interface for Production Only Task

Line 86:		Line 86:
	Students can also ask for hints while using this system. Since students are now asked to identify as well as correct the errors, the first two levels of hints aid in the detection process by narrowing the search space in which students look for an error (e.g. Look for an error in the second sentence.). The subsequent three levels of hints are identical to those hints given in the production-only task.		Students can also ask for hints while using this system. Since students are now asked to identify as well as correct the errors, the first two levels of hints aid in the detection process by narrowing the search space in which students look for an error (e.g. Look for an error in the second sentence.). The subsequent three levels of hints are identical to those hints given in the production-only task.

			(insert edit tutor image here)
	Fig. 2. Controlled-Editing interface for Detection + Production Task		Fig. 2. Controlled-Editing interface for Detection + Production Task

Ruth-Wylie: /* Study 2: */

2008-01-14T19:02:21Z

Study 2:

← Older revision		Revision as of 19:02, 14 January 2008
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	Students are randomly assigned to be in either high-assistance or low-assistance groups. Students in the high-assistance groups use the menu-based tutors. While students in the low-assistance group use the controlled-editing tutors.		Students are randomly assigned to be in either high-assistance or low-assistance groups. Students in the high-assistance groups use the menu-based tutors. While students in the low-assistance group use the controlled-editing tutors.

	The menu-based tutor, built using the Cognitive Tutoring Authoring Tools (CTAT) ~~[4]~~, is similar to the cloze, or fill-in-the-blank, activities found in many ESL textbooks. Using this interface, students select an article from each drop-down menu in order to complete the paragraph. Students do not need to identify where errors exist; they simply choose a response for each box (Figure 1).		The menu-based tutor, built using the Cognitive Tutoring Authoring Tools (CTAT) (Koedinger, et.al, 2004), is similar to the cloze, or fill-in-the-blank, activities found in many ESL textbooks. Using this interface, students select an article from each drop-down menu in order to complete the paragraph. Students do not need to identify where errors exist; they simply choose a response for each box (Figure 1).

Ruth-Wylie: /* References */

2008-01-14T19:01:49Z

References

← Older revision		Revision as of 19:01, 14 January 2008
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	=== References ===		=== References ===
	Master, P. (1997). The English Article System: Acquisition, Function, and Pedagogy. System. 25,(2) 215-232.		Koedinger, K. R., Aleven, V., Heffernan. T., McLaren, B. & Hockenberry, M. (2004). Opening the Door to Non-Programmers: Authoring Intelligent Tutor Behavior by Demonstration. In the Proceedings of 7th Annual Intelligent Tutoring Systems Conference. Maceio, Brazil. Master, P. (1997). The English Article System: Acquisition, Function, and Pedagogy. System. 25,(2) 215-232.

	Mathan, S. & Koedinger, K. R. (2003). Recasting the feedback debate: Benefits of tutoring error detection and correction skills. In U. Hoppe, F. Verdejo, & J. Kay (Eds.), Artificial Intelligence in Education: Shaping the Future of Learning through Intelligent Technologies, Proceedings of AI-ED 2003 (pp. 13-18). Amsterdam, IOS Press.		Mathan, S. & Koedinger, K. R. (2003). Recasting the feedback debate: Benefits of tutoring error detection and correction skills. In U. Hoppe, F. Verdejo, & J. Kay (Eds.), Artificial Intelligence in Education: Shaping the Future of Learning through Intelligent Technologies, Proceedings of AI-ED 2003 (pp. 13-18). Amsterdam, IOS Press.

	Sweller, J., Van Merrienboer, J., & Paas, F. (1998). "Cognitive architecture and instructional design". Educational Psychology Review 10: 251-296.		Sweller, J., Van Merrienboer, J., & Paas, F. (1998). "Cognitive architecture and instructional design". Educational Psychology Review 10: 251-296.

Ruth-Wylie: /* Independent variables */

2008-01-14T19:00:57Z

Independent variables

@@ Line 72: / Line 72: @@
 === Independent variables ===
-==== Study 1: ====
+==== Study 2: ====
-(update with TA protocol information)
+Students are randomly assigned to be in either high-assistance or low-assistance groups. Students in the high-assistance groups use the menu-based tutors. While students in the low-assistance group use the controlled-editing tutors.
 === Hypothesis ===

Ruth-Wylie at 18:48, 14 January 2008

2008-01-14T18:48:19Z

← Older revision		Revision as of 18:48, 14 January 2008
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	\| Teruko Mitamura		\| Teruko Mitamura
	\|-		\|-
	! Graduate ~~Students~~		! Graduate Student
	\| Ruth Wylie		\| Ruth Wylie
	\|-		\|-
	! Faculty		! Faculty
	\| Ken Koedinger~~, Brian MacWhinney~~		\| Ken Koedinger
	\|-		\|-
	! Others with > 160 hours		! Others with > 160 hours
Line 17:		Line 17:
	\|-		\|-
	! End date study 1		! End date study 1
	\| ~~June~~ 2007		\| August 2007
			\|-
			! Start date study 2
			\| September 2007
			\|-
			! End date study 1
			\| May 2008
	\|-		\|-
	! Learnlab		! Learnlab
	\| ESL		\| ESL
	\|-		\|-
	! Number of students		! Number of students (completed)
	\| ~~10 (current), 100 (expected total)~~		\| 24
	\|-		\|-
	! Total Participant Hours		! Total Participant Hours
	\| ~~~30 (current), ~300 (expected total)~~		\| ~75 hours
	\|-		\|-
	! Datashop?		! Datashop?

Ruth-Wylie: /* Intelligent Writing Tutor */

2008-01-14T18:41:20Z

Intelligent Writing Tutor

← Older revision		Revision as of 18:41, 14 January 2008
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	== Intelligent Writing Tutor ==		== Intelligent Writing Tutor ==
	Teruko Mitamura, Ruth Wylie, and Jim Rankin		Teruko Mitamura, Ruth Wylie, and Jim Rankin
	Project Advisors: ~~Brian MacWhinney and~~ Ken Koedinger		Project Advisors: Ken Koedinger

	=== Abstract ===		=== Abstract ===

Ruth-Wylie: /* Study 2: Student Learning */

2008-01-14T18:41:01Z

Study 2: Student Learning

← Older revision		Revision as of 18:41, 14 January 2008
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	==== Study 2: Student Learning ====		==== Study 2: Student Learning ====
	Competing Hypotheses:		Competing Hypotheses:

	H1: If withholding assistance means that an extraneous process is now required, then learning will be worse.		H1: If withholding assistance means that an extraneous process is now required, then learning will be worse.

	H2: If withholding assistance means that an essential process is now required, then learning will be better		H2: If withholding assistance means that an essential process is now required, then learning will be better