Real-Time Narrative-Centered Tutorial Planning for Story-Based Learning
Real-Time Narrative-Centered Tutorial Planning for Story-Based Learning
复制标题
以实时叙事为中心的教程规划，用于基于故事的学习
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
James C. Lester
中科院分区：
文献类型：
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作者：
Seung Y. Lee;Bradford W. Mott;James C. Lester
以故事为基础的互动式学习环境为编写叙述性教程指导提供了巨大的潜力，以创造针对个别学生量身定做的教学有效的学习体验。本文报告了基于故事的学习环境中以叙事为中心的辅导计划的机器学习模型的实证评估。我们调查了在丰富的虚拟故事世界中，学生互动过程中学习收益和游戏中表现的差异。183名中学生参加了这项研究，该研究有三个条件：最低指导、中等指导和完全指导。结果显示，接受最少指导的学生和接受全面指导的学生在学习和游戏中解决问题的效率方面存在显著差异。处于全程指导状态的学生表现出更高的学习成绩和问题解决效率。研究结果表明，以叙事为中心的辅导计划的机器学习模式可以改善学习结果和游戏效率。
Interactive story-based learning environments offer significant potential for crafting narrative tutorial guidance to create pedagogically effective learning experiences that are tailored to individual students. This paper reports on an empirical evaluation of machine-learned models of narrative-centered tutorial planning for story-based learning environments. We investigate differences in learning gains and in-game performance during student interactions in a rich virtual storyworld. One hundred and eighty-three middle school students participated in the study, which had three conditions: Minimal Guidance, Intermediate Guidance, and Full Guidance. Results reveal statistically significant differences in learning and in-game problem-solving effectiveness between students who received minimal guidance and students who received full guidance. Students in the full guidance condition tended to demonstrate higher learning outcomes and problem-solving efficiency. The findings suggest that machine-learned models of narrative-centered tutorial planning can improve learning outcomes and in-game efficiency.