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IMMERSE: Interactive Mentoring for Multimodal Experiences in Realistic Social Encounters
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In: DTIC (2015)
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Adding Statistical Machine Translation Adaptation to Computer-Assisted Translation
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In: DTIC (2013)
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The Impact of Interpretation Problems on Tutorial Dialogue
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In: DTIC (2010)
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Metacognitive Awareness versus Linguistic Politeness: Expressions of Confusion in Tutorial Dialogues
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In: DTIC (2009)
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Abstract:
Research suggests that students who are aware of their own confusions and take steps to resolve those confusions are most likely to benefit from a learning experience. At the same time, there are conversational maxims, such as Leech's politeness maxims, that may inhibit a student from expressing and pursuing confusions within a tutorial dialogue. We investigated students' expressions of confusion while working through a series of learning activities with a tutor. We found that, during the times when students were working independently on an activity, their expressions of confusion were reliable indicators of their (lack of) understanding however, when they were conversing with their tutors, these same students did not express confusion and, in fact, the more often the expressed comprehension, the worse they performed on the post-test. This suggests that student metacognitive statements should not be interpreted without taking into consideration the context in which they were expressed. We briefly consider implications for human tutors and the development of computer tutoring systems. ; Presented at COGSI Annual Meeting of the Cognitive Science Society held at the VU University Amsterdam, 29 Jul-1 Aug 2009. The original document contains color images.
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Keyword:
*COMPREHENSION; *COMPUTER AIDED INSTRUCTION; *LEARNING; COGNITION; Computer Programming and Software; COMPUTER TUTORING SYSTEMS; CONFUSION; Humanities and History; MAN COMPUTER INTERFACE; METACOGNITION; Psychology; STUDENTS; SYMPOSIA; TUTORIAL DIALOGUES; TUTORS
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URL: http://www.dtic.mil/docs/citations/ADA530033
http://oai.dtic.mil/oai/oai?&verb=getRecord&metadataPrefix=html&identifier=ADA530033
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| 5 |
Automatically Generating Reading Comprehension Look-Back Strategy: Questions from Expository Texts
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In: DTIC (2008)
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ALASKA: Applet and Library Augmented Shared Knowledge Areas (Shared Workspace Project or Shared Spaces with Agents and Actors)
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In: DTIC (2008)
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Criteria for Appraising Computer-Based Simulations for Teaching Arabic as a Foreign Language
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In: DTIC AND NTIS (2005)
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Consolidating the Results of the CIRCSIM-Tutor Project and Further Consolidation of the Results of the CIRCSIM-Tutor Project
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In: DTIC AND NTIS (2003)
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| 9 |
Enhancing Traditional Classroom Instruction Through Computer Mediated Communications
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In: DTIC AND NTIS (2001)
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Mentor: Dialog Agent System for Mentoring and Conversational Role-Playing
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In: DTIC AND NTIS (2001)
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A Multimedia-Based System for Foreign Language Listening and Reading Comprehension.
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In: DTIC AND NTIS (1999)
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| 12 |
Continuous Speech Recognition in a Language Tutor - Using Learning Principles to Alleviate Underlying Problems
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In: DTIC AND NTIS (1998)
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| 13 |
The Military Language Tutor (MILT)
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In: DTIC AND NTIS (1998)
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| 14 |
Computer Programs Supporting Instruction in Acoustics
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In: DTIC AND NTIS (1998)
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| 15 |
A Methodology for Analyzing Automated Electronic Classroom (AEC) Options and Conversion Decisions
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In: DTIC AND NTIS (1997)
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Visual Feedback for a Student Learning Language Pronunciation
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In: DTIC AND NTIS (1997)
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| 17 |
Using Speech and Natural Language Technology in Language Intervention
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In: DTIC AND NTIS (1997)
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| 18 |
Technology Review of the Use of Continuous Speech Recognition for Language Training.
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In: DTIC AND NTIS (1997)
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Beyond Word Processing: Using an Interactive Learning Environment to Teach Writing.
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In: DTIC AND NTIS (1996)
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Operational Assessment for Screener Proficiency Evaluation and Reporting System (SPEARS) Threat Image Projection.
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In: DTIC AND NTIS (1996)
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