Abstract
Previous studies have shown that self-explanation is an effective metacognitive strategy and can be supported effectively by intelligent tutoring systems. It is plausible however that students may learn even more effectively when stating explanations in their own words and when receiving tutoring focused on their explanations. We are developing the Geometry Explanation Tutor in order to test this hypothesis. This system helps students, through a restricted form of dialogue, to construct general explanations of problem-solving steps in their own words. We conducted a pilot study in which the tutor was used for two class periods in a junior high school. The data from this study suggest that the techniques that we chose to implement the dialogue system, namely a knowledge-based approach to natural language understanding and classification of student explanations, are up to the task. There are a number of ways in which the system could be improved within the current architecture.
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Aleven, V., Popescu, O., Koedinger, K. (2002). Pilot-Testing a Tutorial Dialogue System That Supports Self-Explanation. In: Cerri, S.A., Gouardères, G., Paraguaçu, F. (eds) Intelligent Tutoring Systems. ITS 2002. Lecture Notes in Computer Science, vol 2363. Springer, Berlin, Heidelberg. https://doi.org/10.1007/3-540-47987-2_38
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DOI: https://doi.org/10.1007/3-540-47987-2_38
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