NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ846688
Record Type: Journal
Publication Date: 2005
Pages: 10
Abstractor: As Provided
Reference Count: 25
ISBN: N/A
ISSN: ISSN-1436-4522
Contextualizing Reflective Dialogue in a Spoken Conversational Tutor
Pon-Barry, Heather; Clark, Brady; Schultz, Karl; Bratt, Elizabeth Owen; Peters, Stanley; Haley, David
Educational Technology & Society, v8 n4 p42-51 2005
In this paper we describe the ways that SCoT, a Spoken Conversational Tutor, uses flexible and adaptive planning as well as multimodal task modeling to support the contextualization of learning in reflective dialogues. Past research on human tutoring has shown reflective discussions (discussions occurring after problem-solving) to be effective in helping students reason about their own actions (Katz, Allbritton & Connelly, 2003). However, presenting information in an understandable manner while leading a reflective discussion is difficult and without contextualization it is easy to confuse and frustrate students. This raises the question: how should intelligent tutoring systems effectively contextualize learning in a reflective discussion? We believe that multimodal task modeling, carried out by a flexible and adaptive planning agent, can facilitate this process of contextualization and lead to a more successful dialogue. (Contains 7 figures.)
International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A