Post-practice reflection (Katz) - Revision history

Connelly: /* Independent Variables */

2008-11-03T20:16:42Z

Independent Variables

← Older revision		Revision as of 20:16, 3 November 2008
Line 63:		Line 63:
	* control (Ctrl), with no reflection questions and KCDs; just the standard Andes problems:		* control (Ctrl), with no reflection questions and KCDs; just the standard Andes problems:
	[[Image:E1b-50.jpg]]		[[Image:E1b-50.jpg]]

	* canned text response (CTR), with free-response KCDs followed by pre-scripted expert responses; students' responses were not given any positive or negative feedback:		* canned text response (CTR), with free-response KCDs followed by pre-scripted expert responses; students' responses were not given any positive or negative feedback:
	[[Image:5ctr.jpg]]		[[Image:5ctr.jpg]]

	* standard KCDs (KCD), with shorter-answer questions and tutor responses that indicated what parts of the student's response were incomplete or incorrect and tried to elicit the correct aspects:		* standard KCDs (KCD), with shorter-answer questions and tutor responses that indicated what parts of the student's response were incomplete or incorrect and tried to elicit the correct aspects:
	[[Image:5kcd.jpg]]		[[Image:5kcd.jpg]]

	* limited mixed-initiative KCDs (MIX), same as the standard KCDs but with on-demand hypertext question-and-answer links after selected tutor questions:		* limited mixed-initiative KCDs (MIX), same as the standard KCDs but with on-demand hypertext question-and-answer links after selected tutor questions:
	[[Image:5mix.jpg]]		[[Image:5mix.jpg]]

Connelly: /* Independent Variables */

2008-11-03T20:10:54Z

Independent Variables

← Older revision		Revision as of 20:10, 3 November 2008
Line 60:		Line 60:
	=== Independent Variables ===		=== Independent Variables ===

	Students were block-randomly assigned to one of four dialogue conditions:		Students were block-randomly assigned to one of four dialogue conditions, with reflective KCDs presented after selected Andes problems:
	* control (Ctrl), with no reflection questions and KCDs; just standard Andes problems:		* control (Ctrl), with no reflection questions and KCDs; just the standard Andes problems:
	[[Image:E1b-50.jpg]]		[[Image:E1b-50.jpg]]
	* canned text response (CTR), with free-response KCDs ~~(after each target Andes problem)~~ followed by pre-scripted expert responses; students' responses were not given any positive/negative feedback:		* canned text response (CTR), with free-response KCDs followed by pre-scripted expert responses; students' responses were not given any positive or negative feedback:
	[[Image:5ctr.jpg]]		[[Image:5ctr.jpg]]
	* standard KCDs (KCD), with shorter-answer questions and tutor responses that ~~indicate~~ what parts of the student's response ~~was~~ incomplete or incorrect and ~~try~~ to elicit the correct aspects:		* standard KCDs (KCD), with shorter-answer questions and tutor responses that indicated what parts of the student's response were incomplete or incorrect and tried to elicit the correct aspects:
	[[Image:5kcd.jpg]]		[[Image:5kcd.jpg]]
	* limited mixed-initiative KCDs (MIX), same as the standard KCDs but with on-demand hypertext question-and-answer links after selected tutor questions:		* limited mixed-initiative KCDs (MIX), same as the standard KCDs but with on-demand hypertext question-and-answer links after selected tutor questions:

Connelly: /* Independent Variables */

2008-11-03T20:05:34Z

Independent Variables

← Older revision		Revision as of 20:05, 3 November 2008
Line 61:		Line 61:

	Students were block-randomly assigned to one of four dialogue conditions:		Students were block-randomly assigned to one of four dialogue conditions:
	* control (Ctrl), with no reflection questions and KCDs;		* control (Ctrl), with no reflection questions and KCDs; just standard Andes problems:
	[[Image:E1b-50.jpg]]		[[Image:E1b-50.jpg]]
	* canned text response (CTR), with free-response KCDs followed by pre-scripted expert responses; students' responses were not given any positive/negative feedback.		* canned text response (CTR), with free-response KCDs (after each target Andes problem) followed by pre-scripted expert responses; students' responses were not given any positive/negative feedback:
	* standard KCDs (KCD), with shorter-answer questions and tutor responses that indicate what parts of the student's response was incomplete or incorrect and try to elicit the correct aspects~~; and~~		[[Image:5ctr.jpg]]
	* limited mixed-initiative (MIX), same as the standard KCDs, but with on-demand hypertext question-and-answer links.		* standard KCDs (KCD), with shorter-answer questions and tutor responses that indicate what parts of the student's response was incomplete or incorrect and try to elicit the correct aspects:
			[[Image:5kcd.jpg]]
			* limited mixed-initiative KCDs (MIX), same as the standard KCDs but with on-demand hypertext question-and-answer links after selected tutor questions:
			[[Image:5mix.jpg]]

	However, there were no significant differences between categorical condition assignments, even after reclassifying as Ctrl subjects those in the three treatment conditions who saw no KCDs and after collapsing the KCD and MIX conditions (due to minimal usage of mixed-initiative links, for the most part the two conditions were equivalent). We therefore treated KCD and problem completion as continuous variables.		However, there were no significant differences between categorical condition assignments, even after reclassifying as Ctrl subjects those in the three treatment conditions who saw no KCDs and after collapsing the KCD and MIX conditions (due to minimal usage of mixed-initiative links, for the most part the two conditions were equivalent). We therefore treated KCD and problem completion as continuous variables.

Connelly: /* Independent Variables */

2008-10-09T19:51:10Z

Independent Variables

← Older revision		Revision as of 19:51, 9 October 2008
Line 61:		Line 61:

	Students were block-randomly assigned to one of four dialogue conditions:		Students were block-randomly assigned to one of four dialogue conditions:
	* control (Ctrl), with no reflection questions and KCDs;		* control (Ctrl), with no reflection questions and KCDs;
			[[Image:E1b-50.jpg]]
	* canned text response (CTR), with free-response KCDs followed by pre-scripted expert responses; students' responses were not given any positive/negative feedback.		* canned text response (CTR), with free-response KCDs followed by pre-scripted expert responses; students' responses were not given any positive/negative feedback.
	* standard KCDs (KCD), with shorter-answer questions and tutor responses that indicate what parts of the student's response was incomplete or incorrect and try to elicit the correct aspects; and		* standard KCDs (KCD), with shorter-answer questions and tutor responses that indicate what parts of the student's response was incomplete or incorrect and try to elicit the correct aspects; and

Connelly: /* Independent Variables */

2008-10-09T19:28:27Z

Independent Variables

← Older revision		Revision as of 19:28, 9 October 2008
Line 61:		Line 61:

	Students were block-randomly assigned to one of four dialogue conditions:		Students were block-randomly assigned to one of four dialogue conditions:
	* control (Ctrl), with no ~~relection~~ questions and KCDs;		* control (Ctrl), with no reflection questions and KCDs;
	* canned text response (CTR), with free-response KCDs followed by pre-scripted expert responses; ~~Studnet~~'s responses were not given a positive/negative feedback.		* canned text response (CTR), with free-response KCDs followed by pre-scripted expert responses; students' responses were not given any positive/negative feedback.
	* standard KCDs (KCD), with shorter-answer questions and tutor responses that indicate what parts of the student's response was incomplete or incorrect and try to elicit the correct aspects; and		* standard KCDs (KCD), with shorter-answer questions and tutor responses that indicate what parts of the student's response was incomplete or incorrect and try to elicit the correct aspects; and
	* limited mixed-initiative (MIX), same as the standard KCDs, but with on-demand hypertext question-and-answer links.		* limited mixed-initiative (MIX), same as the standard KCDs, but with on-demand hypertext question-and-answer links.

Connelly: /* Connections */

2008-04-15T21:28:20Z

Connections

← Older revision		Revision as of 21:28, 15 April 2008
Line 116:		Line 116:

	Use of Questions during learning		Use of Questions during learning
	* [[~~Reflective_Dialogues_%28Katz%29~~ \| Reflective Dialogues (Katz)]]		* [[Reflective Dialogues (Katz)\|Reflective Dialogues (Katz, Connelly & Treacy, 2006)]]
			* [[Extending Reflective Dialogue Support (Katz & Connelly)\|Extending Reflective Dialogue Support (Katz & Connelly, 2007)]]
	* [[Craig_questions\|Deep-level questions during example studying (Craig & Chi)]]		* [[Craig_questions\|Deep-level questions during example studying (Craig & Chi)]]
	* [[FrenchCulture \| FrenchCulture (Amy Ogan, Christopher Jones, Vincent Aleven)]]		* [[FrenchCulture \| FrenchCulture (Amy Ogan, Christopher Jones, Vincent Aleven)]]

Bobhaus: /* Independent Variables */

2007-05-23T17:21:36Z

Independent Variables

← Older revision		Revision as of 17:21, 23 May 2007
Line 60:		Line 60:
	=== Independent Variables ===		=== Independent Variables ===

	Students were block-randomly assigned to one of four dialogue conditions: control (Ctrl), with no KCDs; canned text response (CTR), with free-response KCDs followed by pre-scripted expert responses; standard KCDs (KCD), with shorter-answer questions and tutor responses; and limited mixed-initiative (MIX), with on-demand hypertext question-and-answer links.		Students were block-randomly assigned to one of four dialogue conditions:
			* control (Ctrl), with no relection questions and KCDs;
			* canned text response (CTR), with free-response KCDs followed by pre-scripted expert responses; Studnet's responses were not given a positive/negative feedback.
			* standard KCDs (KCD), with shorter-answer questions and tutor responses that indicate what parts of the student's response was incomplete or incorrect and try to elicit the correct aspects; and
			* limited mixed-initiative (MIX), same as the standard KCDs, but with on-demand hypertext question-and-answer links.

	However, there were no significant differences between categorical condition assignments, even after reclassifying as Ctrl subjects those in the three treatment conditions who saw no KCDs and after collapsing the KCD and MIX conditions (due to minimal usage of mixed-initiative links, for the most part the two conditions were equivalent). We therefore treated KCD and problem completion as continuous variables.		However, there were no significant differences between categorical condition assignments, even after reclassifying as Ctrl subjects those in the three treatment conditions who saw no KCDs and after collapsing the KCD and MIX conditions (due to minimal usage of mixed-initiative links, for the most part the two conditions were equivalent). We therefore treated KCD and problem completion as continuous variables.

Koedinger: /* Dependent Variables */

2007-04-18T12:17:53Z

Dependent Variables

← Older revision		Revision as of 12:17, 18 April 2007
Line 52:		Line 52:
	=== Dependent Variables ===		=== Dependent Variables ===

	* ''Gains in qualitative and quantitative knowledge''. Post-test score,and pre-test to post-test gain scores, on near transfer (normal ~~learning~~) and far transfer (robust learning) items.		* ''Gains in qualitative and quantitative knowledge''. Post-test score,and pre-test to post-test gain scores, on near transfer ([[normal post-test]]) and far [[transfer]] (robust learning) items.

	* ''Short-term retention''. Performance on course exam that covered target topic (work and energy), 1-2 weeks after the intervention.		* ''Short-term retention''. Performance on course exam that covered target topic (work and energy), 1-2 weeks after the intervention.

	* ''~~Longer~~-term retention''. Performance on final exam, taken several weeks after the intervention.		* ''[[Long-term retention]]''. Performance on final exam, taken several weeks after the intervention.

	=== Independent Variables ===		=== Independent Variables ===

Connelly: /* Connections */

2007-03-30T20:46:58Z

Connections

← Older revision		Revision as of 20:46, 30 March 2007
Line 115:		Line 115:
	* [[Craig_questions\|Deep-level questions during example studying (Craig & Chi)]]		* [[Craig_questions\|Deep-level questions during example studying (Craig & Chi)]]
	* [[FrenchCulture \| FrenchCulture (Amy Ogan, Christopher Jones, Vincent Aleven)]]		* [[FrenchCulture \| FrenchCulture (Amy Ogan, Christopher Jones, Vincent Aleven)]]
			* [[Rummel_Scripted_Collaborative_Problem_Solving\|Collaborative Extensions to the Cognitive Tutor Algebra: Scripted Collaborative Problem Solving (Rummel, Diziol, McLaren, & Spada)]]


	Self explanations during learning		Self explanations during learning

Connelly: /* Post-practice reflection in a first-year physics course: Does mixed-initiative interaction support robust learning better than tutor-led interaction or canned text? */

2007-03-30T19:57:12Z

Post-practice reflection in a first-year physics course: Does mixed-initiative interaction support robust learning better than tutor-led interaction or canned text?

← Older revision		Revision as of 19:57, 30 March 2007
Line 95:		Line 95:
	* ''The student takes the learning-by-doing path unless it becomes too difficult''. We are unable to determine why students chose not to take the learning-by doing path. Perhaps doing the reflection questions was too difficult for some students, but we suspect that this was not the case. A more likely explanation is that students did not have the time to complete these questions, and there were no negative consequences for avoiding them. In the follow-up study that we are currently running, students are required to complete the reflection questions in order to get credit for completing a problem.		* ''The student takes the learning-by-doing path unless it becomes too difficult''. We are unable to determine why students chose not to take the learning-by doing path. Perhaps doing the reflection questions was too difficult for some students, but we suspect that this was not the case. A more likely explanation is that students did not have the time to complete these questions, and there were no negative consequences for avoiding them. In the follow-up study that we are currently running, students are required to complete the reflection questions in order to get credit for completing a problem.

	=== Annotated bibliography ===		=== Further Information ===
	~~'''SANDY, REPLACE WITH YOUR INFO''':~~		==== Annotated bibliography ====
	* Presentation to ~~the PSLC Advisory Board~~, ~~December, 2006 [http://www.learnlab.org/uploads/mypslc/talks/hausmannabvisit2006bv2.ppt]~~		* Presentation to site visitors, 2005
	* Presentation to the NSF Follow-up Site Visitors, September, 2006		* Poster presentation at the 2006 American Association for Physics Teachers (AAPT) Conference
	* Preliminary results were presented to the Intelligent Tutoring in Serious Games workshop, Aug. 2006 [http://projects.ict.usc.edu/itgs/talks/Hausmann_Generative%20Dialogue%20Patterns.ppt]		* Full-paper accepted at AIED 2007
	* Presentation to the NSF Site Visitors, June, 2006
	* Poster ~~presented~~ at the ~~annual meeting of the Science of Learning Centers, Oct.~~ 2006.
	* Symposium accepted to EARLI 2007
	* Symposium accepted at AERA 2007
	* Full-paper accepted at AIED ~~2007~~
	* Full-paper submitted to CogSci 2007

	=== References ===		==== References ====
	*Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the craft of reading, writing and mathematics. In L. B. Resnick (Ed.), ''Knowing, learning and instruction: Essays in honor of Robert Glaser'' (pp. 543-494). Hillsdale, NJ: Erlbaum.		*Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the craft of reading, writing and mathematics. In L. B. Resnick (Ed.), ''Knowing, learning and instruction: Essays in honor of Robert Glaser'' (pp. 543-494). Hillsdale, NJ: Erlbaum.
	*Lee, A. Y., & Hutchison, L. (1998). Improving learning from examples through reflection. ''Journal of Experimental Psychology: Applied, 4'' (3), 187-210.		*Lee, A. Y., & Hutchison, L. (1998). Improving learning from examples through reflection. ''Journal of Experimental Psychology: Applied, 4'' (3), 187-210.
Line 114:		Line 108:
	*Katz, S., O’Donnell, G., & Kay, H. (2000). An approach to analyzing the role and structure of reflective dialogue. ''International Journal of Artificial Intelligence and Education, 11'', 320-343.		*Katz, S., O’Donnell, G., & Kay, H. (2000). An approach to analyzing the role and structure of reflective dialogue. ''International Journal of Artificial Intelligence and Education, 11'', 320-343.

	=== Connections ===		==== Connections ====
	This project shares features with the following research projects:		This project shares features with the following research projects:

← Older revision		Revision as of 21:28, 15 April 2008
Line 116:		Line 116:

	Use of Questions during learning		Use of Questions during learning
	* [[~~Reflective_Dialogues_%28Katz%29~~ \| Reflective Dialogues (Katz)]]		* [[Reflective Dialogues (Katz)\|Reflective Dialogues (Katz, Connelly & Treacy, 2006)]]
			* [[Extending Reflective Dialogue Support (Katz & Connelly)\|Extending Reflective Dialogue Support (Katz & Connelly, 2007)]]
	* [[Craig_questions\|Deep-level questions during example studying (Craig & Chi)]]		* [[Craig_questions\|Deep-level questions during example studying (Craig & Chi)]]
	* [[FrenchCulture \| FrenchCulture (Amy Ogan, Christopher Jones, Vincent Aleven)]]		* [[FrenchCulture \| FrenchCulture (Amy Ogan, Christopher Jones, Vincent Aleven)]]