When are tutorial dialogues more effective than reading?
When are tutorial dialogues more effective than reading?
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DOI：
10.1080/03640210709336984
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发表时间：
2007-01-01
影响因子：
2.5
通讯作者：
Rose, Carolyn P.
中科院分区：
文献类型：
--
作者：
VanLehn, Kurt;Graesser, Arthur C.;Rose, Carolyn P.
人们通常认为，与导师进行一对一的对话比听讲座或阅读课文更有效。虽然早期的实验并不总是支持这一假设，但部分原因可能是允许导师讲授与非互动教学不同的内容。在7个实验中，我们在以下约束下测试了交互假设：(a)所有学生在教学过程中涵盖相同的内容，(b)任务域是定性物理，(c)教学使用自然语言而不是数学或其他形式语言，以及(d)教学符合在人类教学中广泛观察到的模式：Graesser， Person和Magliano的五步框架。在实验中，我们比较了两种人类辅导（口语和计算机中介）和两种基于自然语言的计算机辅导（Why2-Atlas和Why2-AutoTutor）以及涉及文本学习的3个控制条件。结果取决于学生的准备是否与教学内容相匹配。当新手（没有学过大学物理的学生）学习为中级学生（学过大学物理的学生）编写的内容时，辅导对话比缺乏互动性的教学更有益，效果也更大。当初学者学习为初学者编写的材料或中级学习者学习为中级学习者编写的材料时，教程对话并不一定比基于文本的控制条件更有效。
It is often assumed that engaging in a one-on-one dialogue with a tutor is more effective than listening to a lecture or reading a text. Although earlier experiments have not always supported this hypothesis, this may be due in part to allowing the tutors to cover different content than the noninteractive instruction. In 7 experiments, we tested the interaction hypothesis under the constraint that (a) all students covered the same content during instruction, (b) the task domain was qualitative physics, (c) the instruction was in natural language as opposed to mathematical or other formal languages, and (d) the instruction conformed with a widely observed pattern in human tutoring: Graesser, Person, and Magliano's 5-step frame. In the experiments, we compared 2 kinds of human tutoring (spoken and computer mediated) with 2 kinds of natural-language-based computer tutoring (Why2-Atlas and Why2-AutoTutor) and 3 control conditions that involved studying texts. The results depended on whether the students' preparation matched the content of the instruction. When novices (students who had not taken college physics) studied content that was written for intermediates (students who had taken college physics), then tutorial dialogue was reliably more beneficial than less interactive instruction, with large effect sizes. When novices studied material written for novices or intermediates studied material written for intermediates, then tutorial dialogue was not reliably more effective than the text-based control conditions.