Wylie - Intelligent Writing Tutor - Revision history

Ruth-Wylie: /* Publications */

2011-02-14T15:26:50Z

Publications

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	===Publications===		===Publications===

			Wylie, R., Koedinger, K., and Mitamura T. (submitted) Testing the Generality and Efficiency of Self-Explanation in Second Language Learning.

			Wylie, R., Sheng, M., Mitamura, T., and Koedinger, K. (submitted) Effects of Adapted Self-Explanation on Robust Learning of Second Language Grammar.

	Wylie, R., Koedinger, K., and Mitamura, T. (2010) Extending the Self-Explanation Effect to Second Language Grammar Learning. International Conference of the Learning Sciences. Chicago, Illinois. June 29-July 2, 2010.		Wylie, R., Koedinger, K., and Mitamura, T. (2010) Extending the Self-Explanation Effect to Second Language Grammar Learning. International Conference of the Learning Sciences. Chicago, Illinois. June 29-July 2, 2010.

Ruth-Wylie: /* Studies */

2011-02-14T15:26:18Z

Studies

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	* Date: Fall 2010		* Date: Fall 2010
	* LearnLab Site and Courses: English LearnLab, Grammar		* LearnLab Site and Courses: English LearnLab, Grammar
	* Number of Students: 142 students		* Number of Students: 142 students total (tutor data for 131 students)
	* Total Participant Hours for the study: ~100 hours		* Total Participant Hours for the study: ~100 hours
	* Data in the Data Shop: Yes		* Data in the Data Shop: Yes

Ruth-Wylie: /* '''Project Title: Generalizing Self-Explanation''' */

2011-02-14T15:19:57Z

'''Project Title: Generalizing Self-Explanation'''

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 * '''Blank Tests:''' uploaded soon
 * '''Answer Keys: ''' uploaded soon
 |}

Ruth-Wylie: /* II. Studies */

2011-02-14T15:14:19Z

II. Studies

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	These studies address a key PSLC goal of identifying under what conditions instructional strategies lead to robust learning. Our results to date suggest that self-explanation may not be the best form of instruction for all domains. In addition to planning our final study, our current work investigates the effects of self-explanation prompts on robust learning measures like transfer and long-term retention.		These studies address a key PSLC goal of identifying under what conditions instructional strategies lead to robust learning. Our results to date suggest that self-explanation may not be the best form of instruction for all domains. In addition to planning our final study, our current work investigates the effects of self-explanation prompts on robust learning measures like transfer and long-term retention.

	===~~II.~~ Studies===		===Studies===

	Pilot Study: Free-form versus menu-based self-explanations		Pilot Study: Free-form versus menu-based self-explanations

Ruth-Wylie: /* I. Findings */

2011-02-14T15:13:56Z

I. Findings

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	== Achievements ==		== Achievements ==
	===I. Findings===		===Findings===
	We have conducted four in-vivo studies with plans to do a fifth study during Fall 2010. The first study compared two different forms of self-explanation to a ecologically valid control condition of practice-only. We looked at both menu-based self-explanations (students chose the rule from a provided menu) and free-form responses (students typed their explanation into an empty text box). The second study compared self-explanation only to practice only in order to understand the effects that self-explanation alone had on student learning. Studies 3 and 4 introduced new instructional manipulations with goals to both increase learning and efficiency. Study 3 used analogical comparisons in an attempt to reduce the metalinguistic demands placed on the students, and Study 4 used example study in an attempt to reduce the amount of time students spent working with the tutor. The main finding from this series of studies is that while prompting students to self-explain does lead to significant learning gains, students who self-explain perform no better than students in a traditional practice condition. Furthermore, self-explanation requires significantly more time meaning it is inefficient compared to practice. These results differ from those found in previous self-explanation studies conducted largely in math and science domains.		We have conducted four in-vivo studies with plans to do a fifth study during Fall 2010. The first study compared two different forms of self-explanation to a ecologically valid control condition of practice-only. We looked at both menu-based self-explanations (students chose the rule from a provided menu) and free-form responses (students typed their explanation into an empty text box). The second study compared self-explanation only to practice only in order to understand the effects that self-explanation alone had on student learning. Studies 3 and 4 introduced new instructional manipulations with goals to both increase learning and efficiency. Study 3 used analogical comparisons in an attempt to reduce the metalinguistic demands placed on the students, and Study 4 used example study in an attempt to reduce the amount of time students spent working with the tutor. The main finding from this series of studies is that while prompting students to self-explain does lead to significant learning gains, students who self-explain perform no better than students in a traditional practice condition. Furthermore, self-explanation requires significantly more time meaning it is inefficient compared to practice. These results differ from those found in previous self-explanation studies conducted largely in math and science domains.

Ruth-Wylie: /* II. Studies */

2011-01-24T00:19:57Z

II. Studies

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	===II. Studies===		===II. Studies===

	Study 1: ~~Pilot Study with free~~-form versus menu-based self-explanations		Pilot Study: Free-form versus menu-based self-explanations
	* Date: Fall 2008		* Date: Fall 2008
	* LearnLab Site and Courses: English LearnLab, Grammar		* LearnLab Site and Courses: English LearnLab, Grammar
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	* Total Participant Hours for the study: ~50-65 hours		* Total Participant Hours for the study: ~50-65 hours
	* Data in the Data Shop: Yes		* Data in the Data Shop: Yes
	** [https://pslcdatashop.web.cmu.edu/DatasetInfo?datasetId=241 Dataset: IWT Self-Explanation Study 0 (pilot) (Fall 2008) (raw data)]
	** [https://pslcdatashop.web.cmu.edu/DatasetInfo?datasetId=307 Dataset: IWT Self-Explanation Study 0 (pilot) (Fall 2008) (tutors only)]		** [https://pslcdatashop.web.cmu.edu/DatasetInfo?datasetId=307 Dataset: IWT Self-Explanation Study 0 (pilot) (Fall 2008) (tutors only)]
	** '''Pre/Post Test Score Data:''' No		** '''Pre/Post Test Score Data:''' Yes
	** '''Paper or Online Tests:''' No		** '''Paper or Online Tests:''' Online
	** '''Scanned Paper Tests:''' No		** '''Scanned Paper Tests:''' N/A
	** '''Blank Tests:''' No		** '''Blank Tests:''' No
	** '''Answer Keys: ''' No		** '''Answer Keys: ''' No

	Study 2: Self-Explanation Only versus Practice Only		Study 1: Self-Explanation Only versus Practice Only
	* Date: Spring 2009		* Date: Spring 2009
	* LearnLab Site and Courses: English LearnLab, Grammar		* LearnLab Site and Courses: English LearnLab, Grammar
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	* Total Participant Hours for the study: ~100-120 hours		* Total Participant Hours for the study: ~100-120 hours
	* Data in the Data Shop: Yes		* Data in the Data Shop: Yes
			** [https://pslcdatashop.web.cmu.edu/DatasetInfo?datasetId=312 Dataset: IWT Self-Explanation Study 1 (Spring 2009) (tests only)]
			**[https://pslcdatashop.web.cmu.edu/DatasetInfo?datasetId=313 Dataset: IWT Self-Explanation Study 1 (Spring 2009) (tutors only)]
			** '''Pre/Post Test Score Data:''' Yes
			** '''Paper or Online Tests:''' Online
			** '''Scanned Paper Tests:''' N/A
			** '''Blank Tests:''' No
			** '''Answer Keys: ''' No

	Study 3: Analogy, Self-Explanation, and Practice		Study 2: Analogy, Self-Explanation, and Practice
	* Date: Fall 2009		* Date: Fall 2009
	* LearnLab Site and Courses: English LearnLab, Grammar		* LearnLab Site and Courses: English LearnLab, Grammar
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	* Total Participant Hours for the study: ~75-100 hours		* Total Participant Hours for the study: ~75-100 hours
	* Data in the Data Shop: Yes		* Data in the Data Shop: Yes
			**[https://pslcdatashop.web.cmu.edu/DatasetInfo?datasetId=328 Dataset: IWT Self-Explanation Study 2 (Fall 2009) (tests only)]
			**[https://pslcdatashop.web.cmu.edu/DatasetInfo?datasetId=372 Dataset: IWT Self-Explanation Study 2 (Fall 2009) (tutors only)]
			** '''Pre/Post Test Score Data:''' Yes
			** '''Paper or Online Tests:''' Online
			** '''Scanned Paper Tests:''' N/A
			** '''Blank Tests:''' No
			** '''Answer Keys: ''' No

	Study 4: Example Study, Self-Explanation, and Practice		Study 3: Example Study, Self-Explanation, and Practice
	* Date: Spring 2010		* Date: Spring 2010
	* LearnLab Site and Courses: English LearnLab, Grammar		* LearnLab Site and Courses: English LearnLab, Grammar
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	* Total Participant Hours for the study: ~80-95 hours		* Total Participant Hours for the study: ~80-95 hours
	* Data in the Data Shop: Yes		* Data in the Data Shop: Yes
			**[https://pslcdatashop.web.cmu.edu/DatasetInfo?datasetId=393 Dataset: IWT Self-Explanation Study 3 (Spring 2010) (tests only)]
			**[https://pslcdatashop.web.cmu.edu/DatasetInfo?datasetId=394 Dataset: IWT Self-Explanation Study 3 (Spring 2010) (tutors only)]
			** '''Pre/Post Test Score Data:''' Yes
			** '''Paper or Online Tests:''' Online
			** '''Scanned Paper Tests:''' N/A
			** '''Blank Tests:''' No
			** '''Answer Keys: ''' No


	Study 5: Adaptive Self-Explanation vs. Practice-Only		Study 4: Adaptive Self-Explanation vs. Practice-Only
	* Date: Fall 2010		* Date: Fall 2010
	* LearnLab Site and Courses: English LearnLab, Grammar		* LearnLab Site and Courses: English LearnLab, Grammar

Ruth-Wylie: /* '''Project Title: Generalizing Self-Explanation''' */

2011-01-24T00:13:02Z

'''Project Title: Generalizing Self-Explanation'''

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	{\| border="1" cellspacing="0" cellpadding="5" style="text-align: left;"		{\| border="1" cellspacing="0" cellpadding="5" style="text-align: left;"
	\| '''Study Name/Number''' \|\| Study 1: Modalities of Self-Explanation \|\| Study 2: Practice vs. Self-Explanation Only \|\| Study 3: Analogy, Explanation, and Practice \|\| Study 4: Worked Examples, Explanation, and Practice		\| '''Study Name/Number''' \|\| Pilot Study: Modalities of Self-Explanation \|\| Study 1: Practice vs. Self-Explanation Only \|\| Study 2: Analogy, Explanation, and Practice \|\| Study 3: Worked Examples, Explanation, and Practice
	\|-		\|-
	\| '''Study Date''' \|\| Fall 2008 \|\| Spring 2009 \|\| Fall 2009 \|\| Spring 2010		\| '''Study Date''' \|\| Fall 2008 \|\| Spring 2009 \|\| Fall 2009 \|\| Spring 2010

Ruth-Wylie: /* II. Studies */

2011-01-16T04:44:18Z

II. Studies

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	* Data in the Data Shop: Yes		* Data in the Data Shop: Yes

	Study 4: ~~Pilot~~ Study ~~with free~~-~~form versus menu-based self-explanations~~		Study 4: Example Study, Self-Explanation, and Practice
	* Date: Spring 2010		* Date: Spring 2010
	* LearnLab Site and Courses: English LearnLab, Grammar		* LearnLab Site and Courses: English LearnLab, Grammar
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	* Data in the Data Shop: Yes		* Data in the Data Shop: Yes

	Study 5: ~~Pilot Study with free~~-~~form versus menu~~-~~based self-explanations~~		Study 5: Adaptive Self-Explanation vs. Practice-Only
	* Date: ~~Planned~~ Fall 2010		* Date: Fall 2010
	* LearnLab Site and Courses: English LearnLab, Grammar		* LearnLab Site and Courses: English LearnLab, Grammar
	* Number of Students: ~~~100~~ students		* Number of Students: 142 students
	* Total Participant Hours for the study: ~100 hours		* Total Participant Hours for the study: ~100 hours
	* Data in the Data Shop: ~~Will be automatically logged by CTAT tutors~~		* Data in the Data Shop: Yes

	===Publications===		===Publications===

Alida: /* Future Plans */

2010-12-15T20:21:09Z

Future Plans

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	** Transfer Measure (student writing samples)		** Transfer Measure (student writing samples)
	* Paper on Efficiency Scores		* Paper on Efficiency Scores

			[[Category:Data available in DataShop]]

Ruth-Wylie: /* Plans for January 2011 - June 2010 */

2010-11-09T14:48:28Z

Plans for January 2011 - June 2010

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	Wylie, R., Koedinger, K., and Mitamura, T. (2009) Is Self-Explanation Always Better? The Effects of Adding Self-Explanation Prompts to an English Grammar Tutor. Cognitive Science. Amsterdam, The Netherlands. July 29 – August 1, 2009.		Wylie, R., Koedinger, K., and Mitamura, T. (2009) Is Self-Explanation Always Better? The Effects of Adding Self-Explanation Prompts to an English Grammar Tutor. Cognitive Science. Amsterdam, The Netherlands. July 29 – August 1, 2009.

	===Plans ~~for January 2011 - June 2010~~===		===Future Plans===

	* Data Analysis for Study 5		* Data Analysis for Study 5