Please use this identifier to cite or link to this item:
|Title:||Adaptive support for CSCL: Is it feedback relevance or increased student accountability that matters?|
Koedinger, Kenneth R.
|Publisher:||International Society of the Learning Sciences|
|Citation:||Walker, E., Rummel, N., & Koedinger, K. R. (2011). Adaptive support for CSCL: Is it feedback relevance or increased student accountability that matters?. In Spada, H., Stahl, G., Miyake, N., & Law, N. (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings. Volume I — Long Papers (pp. 334-341). Hong Kong, China: International Society of the Learning Sciences.|
|Abstract:||While fixed CSCL support approaches such as collaboration scripts have been shown to improve domain learning, adaptive support that varies based on student actions may be more effective. In this paper, we discuss the Adaptive Peer Tutoring Assistant (APTA), an adaptive support system for computer-mediated peer tutoring in high-school Algebra. We conducted an after-school study with 122 participants where we compared APTA to two fixed support conditions: one where we told students support was adaptive when it was not, and one where we told students support was fixed. These manipulations explored two hypotheses: Adaptive support is effective because it is relevant to student behaviors, and support that is perceived to be adaptive is effective because it makes students feel accountable for their actions. APTA showed better effects on tutor and tutee learning compared to the other conditions, suggesting that the more relevant the support, the more beneficial it will be.|
|Appears in Collections:||CSCL 2011|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.