SEEK Web tutor: fostering a critical stance while exploring the causes of volcanic eruption

Graesser, Arthur C.; Wiley, Jennifer; Goldman, Susan R.; O’Reilly, Tenaha; Jeon, Moongee; McDaniel, Bethany

doi:10.1007/s11409-007-9013-x

Cited by 75 publications

(40 citation statements)

References 31 publications

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“…By using a broader assessment design space, we can provide scores that are potentially more reflective of the situations we want and encourage students to read within them. Students should be problem solvers and decision makers (NGACBP & CCSSO, 2010), critical evaluators of sources and evidence (Graesser et al, 2007;Lawless et al, 2012;Metzger, 2007), and collaborators in the co-construction of knowledge (Partnership for 1. To provide a purpose for reading: establishing a standard of coherence.…”

Section: Six Features Defining Scenario-based Assessmentmentioning

confidence: 99%

Reading for Understanding: How Performance Moderators and Scenarios Impact Assessment Design

O’Reilly

Sabatini

2013

ETS Research Report Series

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Since its 1947 founding, ETS has conducted and disseminated scientific research to support its products and services, and to advance the measurement and education fields. In keeping with these goals, ETS is committed to making its research freely available to the professional community and to the general public. Published accounts of ETS research, including papers in the ETS Research Report series, undergo a formal peer-review process by ETS staff to ensure that they meet established scientific and professional standards. All such ETS-conducted peer reviews are in addition to any reviews that outside organizations may provide as part of their own publication processes. Performance moderators are characteristics of students that impact reading performance but are not considered a part of the reading construct. These include (a) background and prior knowledge, (b) metacognitive and self-regulatory strategies and behavior, (c) reading strategies, and (d) student motivation and engagement. In this paper, we argue there is added value in incorporating performance moderators into a reading test design. We characterize added value with respect to the validity of the claims derived from test scores, the interpretation of the test scores, and the relevance to instruction. As a second aim, we present a case for using scenariobased assessments and how they can be used to integrate into the test design both the performance moderators as well as other features that make the assessment more instructionally relevant.

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Section: Six Features Defining Scenario-based Assessmentmentioning

confidence: 99%

Reading for Understanding: How Performance Moderators and Scenarios Impact Assessment Design

O’Reilly

Sabatini

2013

ETS Research Report Series

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“…Focusing on the first activity, prior research showed that facing disparity serves as a trigger for further information search about a topic (e.g., Graesser et al, 2007;Johnson & Johnson, 2009). According to Gress, Fior, Hadwin, and Winne (2010), this further information search can stimulate students to recognize their own trouble spots.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

How Design Science Research Helps Improve Learning Efficiency in Online Conversations

Eryilmaz¹,

Thoms²,

Canelón³

2018

CAIS

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Abstract:In this design science research paper, we report on our constructing and evaluating an attention-guidance system that we integrated into a computer-supported collaborative learning system. Drawing on social constructivist literature, our proposed design focuses on attracting, retaining, and, if necessary, reacquiring users' attention on task-relevant information in online collaborative literature processing. The investigation involved an experiment across two sections of students in a human-computer interaction course. Results show that the new design allowed users to consistently reflect and evaluate the content of a text as they capitalized on one another's reasoning to resolve misconceptions. Moreover, we found that the new system increased users' perceptions of learning. However, the difference in knowledge gain scores was marginally significant and represented a medium effect size. Interestingly, we found that the attention-guidance system supported more efficient learning. Finally, we discovered that task-oriented reading of text, revisions of incomplete or incorrect ideas, and perceptions of learning mediated the relationship between software system and learning efficiency. We discuss the theoretical and practical implications.

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“…The SEEK (Source, Evidence, Explanation, and Knowledge) web tutor was designed to help college students improve their critical thinking by evaluating the credibility and relevance of information as part of the scientific inquiry process (Graesser et al 2007c). SEEK did not use a full dialog system, but instead embedded spoken hints and structured note-taking to evaluate the information hit during a constrained web search (seven cached sites).…”

Section: Learning About Thinking: Metacognitionmentioning

confidence: 99%

AutoTutor and Family: A Review of 17 Years of Natural Language Tutoring

Nye

Graesser

2014

Int J Artif Intell Educ

Self Cite

189

107

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AutoTutor is a natural language tutoring system that has produced learning gains across multiple domains (e.g., computer literacy, physics, critical thinking). In this paper, we review the development, key research findings, and systems that have evolved from AutoTutor. First, the rationale for developing AutoTutor is outlined and the advantages of natural language tutoring are presented. Next, we review three central themes in AutoTutor's development: human-inspired tutoring strategies, pedagogical agents, and technologies that support natural-language tutoring. Research on early versions of AutoTutor documented the impact on deep learning by co-constructed explanations, feedback, conversational scaffolding, and subject matter content. Systems that evolved from AutoTutor added additional components that have been evaluated with respect to learning and motivation. The latter findings include the effectiveness of deep reasoning questions for tutoring multiple domains, of adapting to the affect of low-knowledge learners, of content over surface features such as voices and persona of animated agents, and of alternative tutoring strategies such as collaborative lecturing and vicarious tutoring demonstrations. The paper also considers advances in pedagogical agent roles (such as trialogs) and in tutoring technologies, such semantic processing and tutoring delivery platforms. This paper summarizes and integrates significant findings produced by studies using AutoTutor and related systems.

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SEEK Web tutor: fostering a critical stance while exploring the causes of volcanic eruption

Cited by 75 publications

References 31 publications

Reading for Understanding: How Performance Moderators and Scenarios Impact Assessment Design

Reading for Understanding: How Performance Moderators and Scenarios Impact Assessment Design

How Design Science Research Helps Improve Learning Efficiency in Online Conversations

AutoTutor and Family: A Review of 17 Years of Natural Language Tutoring

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