Am I Wrong or Am I Right? Gains in Monitoring Accuracy in an Intelligent Tutoring System for Writing

被引：1

作者：

Allen, Laura K. ^{[1
]}

Crossley, Scott A. ^{[2
]}

Snow, Erica L. ^{[1
]}

Jacovina, Matthew E. ^{[1
]}

Puret, Cecile ^{[1
]}

McNamara, Danielle S. ^{[1
]}

机构：

[1] Arizona State Univ, Inst Learning Sci, Tempe, AZ 85287 USA

[2] Georgia State Univ, Dept Appl Linguist ESL, Atlanta, GA 30303 USA

来源：

ARTIFICIAL INTELLIGENCE IN EDUCATION, AIED 2015 | 2015年 / 9112卷

关键词：

Tutoring; Intelligent tutoring systems; Self-assessment; Metacognition; Writing; Automated writing evaluation;

D O I：

10.1007/978-3-319-19773-9_55

中图分类号：

TP18 [人工智能理论];

学科分类号：

081104 ; 0812 ; 0835 ; 1405 ;

摘要：

We investigated whether students increased their self-assessment accuracy and essay scores over the course of an intervention with a writing strategy intelligent tutoring system, W-Pal. Results indicate that students were able to learn from W-Pal, and that the combination of strategy instruction, game-based practice, and holistic essay-based practice led to equivalent gains in self-assessment accuracy compared to heavier doses of deliberate writing practice (offering twice the amount of system feedback).

引用

页码：533 / 536

页数：4

共 8 条

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[4]

Dunlosky J., 2005, Cognitive Technology, V10, P4

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JOURNAL OF WRITING RESEARCH, 2013, 5 (01) :35-60

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