Walker A Peer Tutoring Addition - Revision history

Alida: /* Connections */

2010-12-16T00:14:49Z

Connections

← Older revision		Revision as of 00:14, 16 December 2010
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	Like this study, [[Rummel Scripted Collaborative Problem Solving]] adds scripted collaborative problem solving to the Cognitive Tutor Algebra. The studies differ in the way collaboration is integrated in the Tutor. First, in the Rummel et al. study, both students first prepare one subtasks of a problem to mutually solve the complex story problem later on. Thus, although the students are experts for different parts of the problem, they have a comparable knowledge level during collaboration. In contrast, in this study, one student prepares to teach his partner. Then, they change roles. Thus, during collaboration, their knowledge level differs. Second, in the Rummel et al. study, collaboration was face to face, whereas this study used a chat tool for interaction.		Like this study, [[Rummel Scripted Collaborative Problem Solving]] adds scripted collaborative problem solving to the Cognitive Tutor Algebra. The studies differ in the way collaboration is integrated in the Tutor. First, in the Rummel et al. study, both students first prepare one subtasks of a problem to mutually solve the complex story problem later on. Thus, although the students are experts for different parts of the problem, they have a comparable knowledge level during collaboration. In contrast, in this study, one student prepares to teach his partner. Then, they change roles. Thus, during collaboration, their knowledge level differs. Second, in the Rummel et al. study, collaboration was face to face, whereas this study used a chat tool for interaction.

	Similar to the adaptive script component of the Collaborative Problem-Solving Script, the [[The Help Tutor Roll Aleven McLaren\|Help Tutor project]] aims at improving students' [[help-seeking behavior]] and at reducing students' tendency to [[game the system]]. <br> Furthermore, both studies contain instructions to teach [[metacognition]]. The metacognitive component in our study instructs students to monitor their interaction in order to improve it in subsequent collaborations; the Help Tutor project asks students to evaluate their need for help in order to improve their help-seeking behavior when learning on the Tutor.		Similar to the adaptive script component of the Collaborative Problem-Solving Script, the [[The Help Tutor Roll Aleven McLaren\|Help Tutor project]] aims at improving students' [[help-seeking behavior]] and at reducing students' tendency to [[Gaming the system\|game the system]]. <br> Furthermore, both studies contain instructions to teach [[metacognition]]. The metacognitive component in our study instructs students to monitor their interaction in order to improve it in subsequent collaborations; the Help Tutor project asks students to evaluate their need for help in order to improve their help-seeking behavior when learning on the Tutor.

	Both in this study and in the [[Reflective Dialogues (Katz)\|Reflective Dialogue study]] from Katz, students are asked to engage in reflection following each problem-solving. In this study, the reflection concentrates on the collaborative skills, while in Katz' study, the reflection concentrates on students' domain knowledge of the main principles applied in the problem.		Both in this study and in the [[Reflective Dialogues (Katz)\|Reflective Dialogue study]] from Katz, students are asked to engage in reflection following each problem-solving. In this study, the reflection concentrates on the collaborative skills, while in Katz' study, the reflection concentrates on students' domain knowledge of the main principles applied in the problem.

	Furthermore, both our study and the [[Help Lite (Aleven, Roll)]] aim at improving conceptual knowledge.		Furthermore, both our study and the [[Help Lite (Aleven, Roll)]] aim at improving conceptual knowledge.


	=== Future plans ===		=== Future plans ===

Erin-Walker: /* Independent variables */

2008-12-09T01:43:56Z

Independent variables

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	=== Independent variables ===		=== Independent variables ===
	We vary the [[agent]]s involved in the interaction using the [[instructional method\|mode of instruction]]. There are four conditions:		We vary the [[agent]]s involved in the interaction using the [[instructional method\|mode of instruction]]. There are four conditions:
	* Individual condition: Students solved problems with the Algebra I Cognitive Tutor in the regular fashion (i.e. computer program as additional [[agent]]).		* Individual condition (Figure 1): Students solved problems with the Algebra I Cognitive Tutor in the regular fashion (i.e. computer program as additional [[agent]]).
	* Peer tutoring condition: Students tutored each other using the cognitive tutor interface (i.e., another peer as additional [[agent]]). They went through two phases:		* Peer tutoring condition (Figure 2): Students tutored each other using the cognitive tutor interface (i.e., another peer as additional [[agent]]). They went through two phases:
	** a preparation phase, where students prepared to tutor while solving problems with the Algebra I Cognitive Tutor in the regular fashion		** a preparation phase, where students prepared to tutor while solving problems with the Algebra I Cognitive Tutor in the regular fashion
	** a collaboration phase, where students take turns tutoring each other. Peer tutors can mark answers right or wrong, monitor their partner's skills, and give hints and feedback		** a collaboration phase, where students take turns tutoring each other. Peer tutors can mark answers right or wrong, monitor their partner's skills, and give hints and feedback
	* Peer tutoring plus reflection: As in the peer tutoring condition, students go through a preparation phase and then tutor each other in the collaboration phase. However, students also go through a series of [[metacognition\|metacognitive]] self-reflection activities to encourage them to engage in [[elaborative interaction]]		* Peer tutoring plus reflection: As in the peer tutoring condition, students go through a preparation phase and then tutor each other in the collaboration phase. However, students also go through a series of [[metacognition\|metacognitive]] self-reflection activities to encourage them to engage in [[elaborative interaction]]
	* Peer tutoring plus cognitive tutoring: Students participate in the peer tutoring plus reflection condition, but during the collaboration phase, peer tutors receive cognitive tutor hints and feedback (i.e., a peer and computer program as additional [[agent]]s). This feedback contains two components:		* Peer tutoring plus cognitive tutoring (Figure 3): Students participate in the peer tutoring plus reflection condition, but during the collaboration phase, peer tutors receive cognitive tutor hints and feedback (i.e., a peer and computer program as additional [[agent]]s). This feedback contains two components:
	** a collaborative prompt that encourages students to interact with each other		** a collaborative prompt that encourages students to interact with each other
	** a cognitive hint targeted at the particular mistake the peer tutee is making		** a cognitive hint targeted at the particular mistake the peer tutee is making

			<br><br>Figure 1. Individual learning in the Cognitive Tutor Algebra.<br>
			[[Image:Walker_individual_learning.gif]]

			Figure 2. Peer tutoring in the Cognitive Tutor Algebra. Peer tutor's interface.<br>
			[[Image:Walker_peer_tutoring.jpg]]

			<br><br><br>Figure 3. Peer tutoring in the Cognitive Tutor Algebra. Adaptive support received by the peer tutor.<br>
			[[Image:Walker_adaptive_support.jpg]]

	=== Hypothesis ===		=== Hypothesis ===

Erin-Walker: /* Annotated bibliography */

2008-04-14T19:57:34Z

Annotated bibliography

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	=== Annotated bibliography ===		=== Annotated bibliography ===
			* Walker, E., Rummel, N., and Koedinger, K. R. To Tutor the Tutor: Adaptive Domain Support for Peer Tutoring. To appear at the 9th International Conference on Intelligent Tutoring Systems. 2008.
	* Walker, E., McLaren, B. M., Rummel, N., and Koedinger, K. R. Who Says Three's a Crowd? Using a Cognitive Tutor to Support Peer Tutoring. To appear in the Proceedings of the 13th International Conference on Artificial Intelligence and Education. 2007.		* Walker, E., McLaren, B. M., Rummel, N., and Koedinger, K. R. Who Says Three's a Crowd? Using a Cognitive Tutor to Support Peer Tutoring. To appear in the Proceedings of the 13th International Conference on Artificial Intelligence and Education. 2007.
	* Walker, E., Rummel, N., McLaren, B. M. & Koedinger, K. R. The Student Becomes the Master: Integrating Peer Tutoring with Cognitive Tutoring. Short paper at the Conference on Computer Supported Collaborative Learning (CSCL-07). Rutgers University, July 16-21, 2007.		* Walker, E., Rummel, N., McLaren, B. M. & Koedinger, K. R. The Student Becomes the Master: Integrating Peer Tutoring with Cognitive Tutoring. Short paper at the Conference on Computer Supported Collaborative Learning (CSCL-07). Rutgers University, July 16-21, 2007.

Erin-Walker at 19:56, 14 April 2008

2008-04-14T19:56:38Z

← Older revision		Revision as of 19:56, 14 April 2008
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	In this project, the Algebra I Cognitive Tutor is extended to a [[collaborative learning environment]]: Instead of the computer tutoring a student, students tutor each other, and the [[cognitive tutor]] provides collaborative support. As research has shown, collaborative problem solving and learning has the potential to increase elaboration on the learning content. However, students are not always able to effectively meet the challenges of a collaborative setting. To ensure that students capitalize on collaborative problem solving with the Tutor, a [[peer tutoring]] [[collaboration scripts\|collaboration script]] was developed that guides their interaction and prompts fruitful [[collaboration]].		In this project, the Algebra I Cognitive Tutor is extended to a [[collaborative learning environment]]: Instead of the computer tutoring a student, students tutor each other, and the [[cognitive tutor]] provides collaborative support. As research has shown, collaborative problem solving and learning has the potential to increase elaboration on the learning content. However, students are not always able to effectively meet the challenges of a collaborative setting. To ensure that students capitalize on collaborative problem solving with the Tutor, a [[peer tutoring]] [[collaboration scripts\|collaboration script]] was developed that guides their interaction and prompts fruitful [[collaboration]].

	In the baseline version of the script (without cognitive tutor support), students in the same class are seated at different computers and take ~~turs~~ tutoring each other. First, they prepare to tutor by solving problems using the regular cognitive tutor. Then, they tutor each other by marking each other right and wrong, monitoring their partner's skills, and give each other hints and feedback. After preparing and tutoring, they reflect on the problems and their interaction, engaging in [[metacognition\|metacognitive activities]]. We have expanded the script to include intelligent cognitive support of the peer tutoring, and hope to ultimately expand it to include intelligent collaborative support.		In the baseline version of the script (without cognitive tutor support), students in the same class are seated at different computers and take turns tutoring each other. First, they prepare to tutor by solving problems using the regular cognitive tutor. Then, they tutor each other by marking each other right and wrong, monitoring their partner's skills, and give each other hints and feedback. After preparing and tutoring, they reflect on the problems and their interaction, engaging in [[metacognition\|metacognitive activities]]. We have expanded the script to include intelligent cognitive support of the peer tutoring, and hope to ultimately expand it to include intelligent collaborative support.

	To assess the effectiveness of the script on [[robust learning]], we are conducting a series of [[in vivo experiment]]s in the Algebra LearnLab. In an initial, small scale study (pre study) that served to establish basic effects and to test the procedure in a classroom setting, we compared peer tutoring with reflection elements to peer tutoring without reflection elements. In a second study that served to explore the effects of cognitive tutoring of peer tutoring, we compared peer tutoring plus cognitive tutoring to peer tutoring. In the full study, we will compare these collaborative conditions to an individual condition to assess the effect of the collaborative Tutor extension to regular Tutor use.		To assess the effectiveness of the script on [[robust learning]], we are conducting a series of [[in vivo experiment]]s in the Algebra LearnLab. In an initial, small scale study (pre study) that served to establish basic effects and to test the procedure in a classroom setting, we compared peer tutoring with reflection elements to peer tutoring without reflection elements. In a second study that served to explore the effects of cognitive tutoring of peer tutoring, we compared peer tutoring plus cognitive tutoring to peer tutoring. In the full study, we will compare these collaborative conditions to an individual condition to assess the effect of the collaborative Tutor extension to regular Tutor use.
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	To assess immediate effects of the instructional variations, we will analyze student progress on training problems as they work through the instruction.		To assess immediate effects of the instructional variations, we will analyze student progress on training problems as they work through the instruction.

	~~=== Explanation ===~~
	This study is part of the [[Interactive_Communication\|Interactive Communication cluster]], and its hypothesis is a specialization of the IC cluster’s central hypothesis. We assume that the instruction is in or above the student’s ZPD. Here is what we expect to happen in the three conditions:

	* In the peer tutoring condition, the peer tutor’s help should increase learning compared to a student learning with the cognitive tutor. However, the student may make too many errors and/or require too much communication with the second agent. The peer tutor may not be able to provide the student with the help he/she needs. Learning will not be optimized.
	* In the cognitive+peer tutoring condition, the peer tutor’s help should provide the additional benefits of interactive communication, and the cognitive tutor’s help should ensure that both the student and the peer tutor get the problem solving assistance they need. The support of the cognitive tutor and interaction with the student will also increase the peer tutor’s learning.
	~~The target path will have the students learning-by-doing and learning-by-teaching, with the help of the computer agent so students do not make too many errors or require too much communication.~~

	=== Findings ===		=== Findings ===
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	'''~~Results~~ for ~~Pre~~-study 2 and ~~Study 1 coming soon~~.~~'''~~		'''Study 1:'''
			* All students learned as a result of the study. We conducted a two-way (condition x test-time) repeated-measure ANOVA, with test-time (pretest, posttest, or delayed test) as the repeated measure. There was a significant effect for test-time (F(2,72) = 41.303, p < .001), but there were no significant differences between conditions, and no interaction.
			* Students in the collaborative conditions solved significantly fewer problems than students in the individual conditions. We conducted a one-way (condition: individual, fixed, adaptive) ANOVA on the number of problems completed per hour in the collaboration phase of the study (see Table 2). For this analysis, we grouped the students in the collaborative conditions by dyad, as the number of problems that one pair member completes (and the time that they take) is dependent on the number of problems the other pair member completes. Condition was indeed significantly related to problems solved (F(2,34) = 8.764, p = .001).
			* There were some interesting lacks of difference in tutee and tutor behaviors within problems. For example, across all conditions, tutees tended to make the same number of mistakes per problem, request the same amount of help per problem, and receive the same amount of help from their tutors per problem
			* There was an apparent relationship between tutee impasses and tutor learning. For example, the collaborative conditions differed on how easy it was for students to move to the next problem. In the adaptive condition, students could not continue unless they had successfully completed the problem, making it possible for students to get “stuck”, where they repeatedly tried incorrectly to move to the next problem. The number of these incorrect done tries was negatively correlated with tutee gain scores on the delayed test (r = -.591, p = .056), but positively correlated with tutor gain scores on the delayed test (r = .463, p = .115). In the fixed condition, students were not notified when their attempts to continue were incorrect, and thus could “skip” to the next problem even if the previous problem was not done. Problems skipped were negatively correlated with tutee learning (r = -.614, p = .059) and tutor learning (r = -.369, p = .329). If problems were skipped tutors did not benefit from tutee impasses.

	=== Explanation ===		=== Explanation ===
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	=== Connections ===		=== Connections ===
	As this study, [[Rummel Scripted Collaborative Problem Solving]] adds scripted collaborative problem solving to the Cognitive Tutor Algebra. The studies differ in the way collaboration is integrated in the Tutor. First, in the Rummel et al. study, both students first prepare one subtasks of a problem to mutually solve the complex story problem later on. Thus, although the students are experts for different parts of the problem, they have a comparable knowledge level during collaboration. In contrast, in this study, one student prepares to teach his partner. Then, they change roles. Thus, during collaboration, their knowledge level differs. Second, in the Rummel et al. study, collaboration was face to face, whereas this study used a chat tool for interaction.		Like this study, [[Rummel Scripted Collaborative Problem Solving]] adds scripted collaborative problem solving to the Cognitive Tutor Algebra. The studies differ in the way collaboration is integrated in the Tutor. First, in the Rummel et al. study, both students first prepare one subtasks of a problem to mutually solve the complex story problem later on. Thus, although the students are experts for different parts of the problem, they have a comparable knowledge level during collaboration. In contrast, in this study, one student prepares to teach his partner. Then, they change roles. Thus, during collaboration, their knowledge level differs. Second, in the Rummel et al. study, collaboration was face to face, whereas this study used a chat tool for interaction.

	Similar to the adaptive script component of the Collaborative Problem-Solving Script, the [[The Help Tutor Roll Aleven McLaren\|Help Tutor project]] aims at improving students' [[help-seeking behavior]] and at reducing students' tendency to [[game the system]]. <br> Furthermore, both studies contain instructions to teach [[metacognition]]. The metacognitive component in our study instructs students to monitor their interaction in order to improve it in subsequent collaborations; the Help Tutor project asks students to evaluate their need for help in order to improve their help-seeking behavior when learning on the Tutor.		Similar to the adaptive script component of the Collaborative Problem-Solving Script, the [[The Help Tutor Roll Aleven McLaren\|Help Tutor project]] aims at improving students' [[help-seeking behavior]] and at reducing students' tendency to [[game the system]]. <br> Furthermore, both studies contain instructions to teach [[metacognition]]. The metacognitive component in our study instructs students to monitor their interaction in order to improve it in subsequent collaborations; the Help Tutor project asks students to evaluate their need for help in order to improve their help-seeking behavior when learning on the Tutor.

Bmclaren: /* Summary Tables */

2007-05-09T08:40:42Z

Summary Tables

← Older revision		Revision as of 08:40, 9 May 2007
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	=== Summary Tables ===		=== Summary Tables ===
	{\| border="1" cellspacing="0" cellpadding="5" style="text-align: left;"		{\| border="1" cellspacing="0" cellpadding="5" style="text-align: left;"
	\| '''PIs''' \|\| Bruce McLaren, Nikol Rummel, Ken Koedinger		\| '''PIs''' \|\| Bruce M. McLaren, Nikol Rummel, Ken Koedinger
	\|-		\|-
	\| '''Other Contributers''' \|\|		\| '''Other Contributers''' \|\|

Koedinger: /* Dependent variables */

2007-04-18T09:41:18Z

Dependent variables

← Older revision		Revision as of 09:41, 18 April 2007
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	=== Dependent variables ===		=== Dependent variables ===
	* ''[[Normal post-test]]'': Students are given a post-test immediately after the study on isomorphic problems		* ''[[Normal post-test]]'': Students are given a post-test immediately after the study on isomorphic problems
	* ''Far [[transfer]]'': This paper and pencil test assessed students' understanding of the main mathematical concepts from the learning phase. The ~~[[conceptual tasks]]~~ students had to solve tapped the same knowledge components as the problems in instruction; however, the problems where non-isomorphic to those in the instruction, thus demanded students to flexibly apply their knowledge to problems with a new format.		* ''Far [[transfer]]'': This paper and pencil test assessed students' understanding of the main mathematical concepts from the learning phase. The transfer items students had to solve tapped the same knowledge components as the problems in instruction, however, the problems where non-isomorphic to those in the instruction, thus demanded students to flexibly apply their knowledge to problems with a new format.
	* ''[[Accelerated future learning]] test'': Student learning on future equation solving units will be measured.		* ''[[Accelerated future learning]] test'': Student learning on future equation solving units will be measured.

Koedinger: /* Abstract */

2007-04-16T14:51:37Z

Abstract

← Older revision		Revision as of 14:51, 16 April 2007
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	=== Abstract ===		=== Abstract ===
	In this project, the Algebra I Cognitive Tutor is extended to a [[collaborative learning environment]]: Instead of the computer tutoring a student, students tutor each other, and the [[cognitive tutor]] provides collaborative support. As research has shown, collaborative problem solving and learning has the potential to increase elaboration on the learning content. However, students are not always able to effectively meet the challenges of a collaborative setting. To ensure that students capitalize on collaborative problem solving with the Tutor, a peer tutoring [[collaboration scripts\|collaboration script]] was developed that guides their interaction and prompts fruitful [[collaboration]].		In this project, the Algebra I Cognitive Tutor is extended to a [[collaborative learning environment]]: Instead of the computer tutoring a student, students tutor each other, and the [[cognitive tutor]] provides collaborative support. As research has shown, collaborative problem solving and learning has the potential to increase elaboration on the learning content. However, students are not always able to effectively meet the challenges of a collaborative setting. To ensure that students capitalize on collaborative problem solving with the Tutor, a [[peer tutoring]] [[collaboration scripts\|collaboration script]] was developed that guides their interaction and prompts fruitful [[collaboration]].

	In the baseline version of the script (without cognitive tutor support), students in the same class are seated at different computers and take turs tutoring each other. First, they prepare to tutor by solving problems using the regular cognitive tutor. Then, they tutor each other by marking each other right and wrong, monitoring their partner's skills, and give each other hints and feedback. After preparing and tutoring, they reflect on the problems and their interaction, engaging in [[metacognition\|metacognitive activities]]. We have expanded the script to include intelligent cognitive support of the peer tutoring, and hope to ultimately expand it to include intelligent collaborative support.		In the baseline version of the script (without cognitive tutor support), students in the same class are seated at different computers and take turs tutoring each other. First, they prepare to tutor by solving problems using the regular cognitive tutor. Then, they tutor each other by marking each other right and wrong, monitoring their partner's skills, and give each other hints and feedback. After preparing and tutoring, they reflect on the problems and their interaction, engaging in [[metacognition\|metacognitive activities]]. We have expanded the script to include intelligent cognitive support of the peer tutoring, and hope to ultimately expand it to include intelligent collaborative support.

Koedinger: /* Dependent variables */

2007-04-02T04:44:51Z

Dependent variables

← Older revision		Revision as of 04:44, 2 April 2007
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	=== Dependent variables ===		=== Dependent variables ===
	* ''~~Near~~ [[~~transfer]], immediate'': During training, student progress on training problems are be analyzed.~~		* ''[[Normal post-test]]'': Students are given a post-test immediately after the study on isomorphic problems
	* ''Near [[transfer]], [[long-~~term retention\|retention~~]]'': Students a are given a ~~posttest~~ immediately after the study on isomorphic problems
	* ''Far [[transfer]]'': This paper and pencil test assessed students' understanding of the main mathematical concepts from the learning phase. The [[conceptual tasks]] students had to solve tapped the same knowledge components as the problems in instruction; however, the problems where non-isomorphic to those in the instruction, thus demanded students to flexibly apply their knowledge to problems with a new format.		* ''Far [[transfer]]'': This paper and pencil test assessed students' understanding of the main mathematical concepts from the learning phase. The [[conceptual tasks]] students had to solve tapped the same knowledge components as the problems in instruction; however, the problems where non-isomorphic to those in the instruction, thus demanded students to flexibly apply their knowledge to problems with a new format.
	* ''~~Acceleration of~~ future learning'': Student learning on future equation solving units will be measured.		* ''[[Accelerated future learning]] test'': Student learning on future equation solving units will be measured.

	To compare [[collaboration skill]]s of students, we will be conducting an analysis of student ~~dialogues durng~~ the learning phase.		To compare [[collaboration skill]]s of students, we will be conducting an analysis of student dialogs during the learning phase.

			To assess immediate effects of the instructional variations, we will analyze student progress on training problems as they work through the instruction.

	=== Explanation ===		=== Explanation ===

Koedinger: /* Summary Tables */

2007-04-02T04:37:47Z

Summary Tables

← Older revision		Revision as of 04:37, 2 April 2007
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	=== Summary Tables ===		=== Summary Tables ===
	{\| border="1" cellspacing="0" cellpadding="5" style="text-align: left;"		{\| border="1" cellspacing="0" cellpadding="5" style="text-align: left;"
	\| '''PIs''' \|\| Bruce McLaren, Nikol Rummel		\| '''PIs''' \|\| Bruce McLaren, Nikol Rummel, Ken Koedinger
	\|-		\|-
	\| '''Other Contributers''' \|\|		\| '''Other Contributers''' \|\|

Erin-Walker: /* Connections */

2007-03-30T22:29:08Z

Connections

← Older revision		Revision as of 22:29, 30 March 2007
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	Furthermore, both our study and the [[Help Lite (Aleven, Roll)]] aim at improving conceptual knowledge.		Furthermore, both our study and the [[Help Lite (Aleven, Roll)]] aim at improving conceptual knowledge.

	==== Future plans ====
			=== Future plans ===
	Our future plans for June 2007 - December 2007:		Our future plans for June 2007 - December 2007:
	* Run full study		* Run full study