Interaction plateau - Revision history

Vanlehn at 03:42, 12 December 2007

2007-12-12T03:42:30Z

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	[[Category:Glossary]]		[[Category:Glossary]]
	~~[[Category:Instructional Principle]]~~
	~~[[Category:PSLC General]]~~

Vanlehn: /* Examples */

2007-12-11T21:45:40Z

Examples

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	* When a student wants help, the student clicks on a "I need a tutor" button, and gets audio-only tutoring from a human tutor who can see the students' screen. The human tutor helps the student finish the problem, and may stay on the line to help with further homework problems.		* When a student wants help, the student clicks on a "I need a tutor" button, and gets audio-only tutoring from a human tutor who can see the students' screen. The human tutor helps the student finish the problem, and may stay on the line to help with further homework problems.

	* The student uses Andes, a step-based homework helper (VanLehn et al, 2005).		* The student uses [http://www.andes.pitt.edu Andes], a step-based homework helper (VanLehn et al, 2005).

	* The student solves the homework problem on paper and enters the answer into WebAssign. It indicates whether the answer is correct. If it is incorrect, WebAssign may give a hint; the student can submit the incorrect answer or rework their solution and enter a new answer.		* The student solves the homework problem on paper and enters the answer into [http://www.webassign.net/ WebAssign]. It indicates whether the answer is correct. If it is incorrect, WebAssign may give a hint; the student can submit the incorrect answer or rework their solution and enter a new answer.

	The interaction plateau predicts that the first two treatments will be equally effective, and they they will be more effective than the third treatment, ceterus paribus.		The interaction plateau predicts that the first two treatments will be equally effective, and they they will be more effective than the third treatment, ceterus paribus.

Vanlehn: /* References */

2007-12-11T21:42:09Z

References

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	Evens, M., & Michael, J. (2006). ''One-on-one Tutoring By Humans and Machines''. Mahwah, NJ: Erlbaum.		Evens, M., & Michael, J. (2006). ''One-on-one Tutoring By Humans and Machines''. Mahwah, NJ: Erlbaum.

			Glenberg, A. M., Wilkinson, A. C., & Epstein, W. (1982). The illusion of knowing: Failure in the self-assessment of comprehension. ''Memory & Cognition'', 10(6), 597-602.

			Heller, J. I., & Reif, F. (1984). Prescribing effective human problem-solving processes: Problem descriptions in physics. ''Cognition and Instruction'', 1(2), 177-216.

	Reif, F., & Scott, L. A. (1999). Teaching scientific thinking skills: Students and computers coaching each other. ''American Journal of Physics'', 67(9), 819-831.		Reif, F., & Scott, L. A. (1999). Teaching scientific thinking skills: Students and computers coaching each other. ''American Journal of Physics'', 67(9), 819-831.

Vanlehn at 21:40, 11 December 2007

2007-12-11T21:40:31Z

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 ===Examples===
 ==Experimental support==
 ===Laboratory experiment support===
-===In vivo experiment support===
 ==Theoretical rationale==
-(These entries should link to one or more [[:Category:Learning Processes|learning processes]].)
+Good instructors will design steps that are sufficiently close together that most students can, by the end of their homework, derive every step.   Perhaps the students struggle to bridge the steps when they are first learning a new topic, but with step-based instruction, most students eventually can do the hidden reasoning that must be done to correctly bridge from every step to the next.  Natural tutoring provides no added value.  However, low-interaction problem solving harms learning by making it too difficult to generate correct steps, and read-only studying invites an illustion of knowing  (Glenberg, Wilkinson, & Epstein, 1982) less learning.
 ==Conditions of application==
 ==Caveats, limitations, open issues, or dissenting views==
 ==Variations (descendants)==
 ==Generalizations (ascendants)==
 ==References==

Vanlehn: /* Description of principle */

2007-12-11T20:51:25Z

Description of principle

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	==Description of principle==		==Description of principle==
	We see a plateau when learning gains are graphed on the y-axis and degree of interactivity is graphed on the x-axis. The learning gains increase as the degree of interaction increases from [[low-interaction instruction]] to [[step-based instruction], but then the curve is flat from [[step-based instruction]] to [[natural tutoring]].		We see a plateau when learning gains are graphed on the y-axis and degree of interactivity is graphed on the x-axis. The learning gains increase as the degree of interaction increases from [[low-interaction instruction]] to [[step-based instruction]], but then the curve is flat from [[step-based instruction]] to [[natural tutoring]].

	===Operational definition===		===Operational definition===
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	===Examples===		===Examples===

	==Experimental support==		==Experimental support==
	===Laboratory experiment support===		===Laboratory experiment support===

Vanlehn: /* Operational definition */

2007-12-11T17:59:25Z

Operational definition

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	On the other hand, natural tutoring is more interactive. The prototype is face-to-face human tutoring, although some natural langauge computer tutoring systems count as natural tutors as well. The key attribute is that they can interact at any grain size with the student. For instance, if a human tutor is helping a student fill in the blanks in the aforementioned form, and the student appears confused by one blank, then the human tutor might elicit a directed line of reasoning (Evens & Michael, 2006) where each inference in a long series is elicited from the student and leads eventually to filling in the blank correctly. The interaction plateau makes the counter-intuitive claim that such natural tutoring is no more effective than step-based instruction.		On the other hand, natural tutoring is more interactive. The prototype is face-to-face human tutoring, although some natural langauge computer tutoring systems count as natural tutors as well. The key attribute is that they can interact at any grain size with the student. For instance, if a human tutor is helping a student fill in the blanks in the aforementioned form, and the student appears confused by one blank, then the human tutor might elicit a directed line of reasoning (Evens & Michael, 2006) where each inference in a long series is elicited from the student and leads eventually to filling in the blank correctly. The interaction plateau makes the counter-intuitive claim that such natural tutoring is no more effective than step-based instruction.

	The ~~interacition~~ plateau also claims that low interaction instruction is less effective than step-based instruction. Low interaction ~~instrcution consists of~~		The interaction plateau also claims that low interaction instruction is less effective than step-based instruction. Low interaction instruction is subclassified into

			* read-only instruction, such as reading a textbook or watching a video, and
			* low-interaction problem solving, such as doing problems with either no feedback at all or feedback on answer only.

	===Examples===		===Examples===
	==Experimental support==		==Experimental support==

Vanlehn at 17:47, 11 December 2007

2007-12-11T17:47:08Z

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 [[Category:Glossary]]
 [[Category:Instructional Principle]]
 [[Category:PSLC General]]

Vanlehn: New page: Category:Glossary Category:Instructional Principle Category:PSLC General

2007-12-11T17:26:19Z

New page: Category:Glossary Category:Instructional Principle Category:PSLC General

New page

[[Category:Glossary]]
[[Category:Instructional Principle]]
[[Category:PSLC General]]