Deeper modeling via affective meta-tutoring

通过情感元辅导进行更深入的建模

• 批准号: 0910221
• 负责人: Kurt VanLehn
• 金额: $ 94.79万
• 依托单位: Arizona State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-09-01 至 2013-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0910221&HistoricalAwards=false
• 关键词: Deeper; modeling; via; affective; meta

The studies address through investigation of students in Arizona High School summer programs how students learn, understand and manipulate scientific models of the carbon cycle and the water cycle. The investigators of this project have identified problems that on-line tutors have with creating conditions for students to regulate their own behavior. Instead of taking advantage of the available learning opportunities, some students ask for hints until the tutor gives them the correct answer. The investigators hypothesize that lasting benefits require changing students beliefs about shallow compared with deep modeling practices and breaking their modeling habits and instilling new ones. They intend to add affective learning companions to the on-line tutors. The modules use the teachable agent metaphor called Betty's Brain. The study analysis will be conducted in high school summer schools in Arizona for students that are mostly Native Americans. The students are self-selected for attending the summer school. Data collection will include student logs, verbal protocols and affect sensor data from the summer school participants (approximately 30 students). Three studies will be conducted: 1. to develop a meta tutoring tool, 2. to develop an affective learning agent with verbal and physical gestures, and 3. a measure of whether the new tool results in increases in learning. The analysis will involve causal inference and data mining of student records of their activities. The third phase of the learning will compare students who use one agent with the teachable agent; a second group will compare two agents, the teachable agent and the meta-tutor; and a third group will compare three agents. The outcome of the study is a developed and tested tool to increase student learning and statistical analysis of records maintained by the investigators of student activities with the teachable agent. The study should help indicate whether computer tutors are more effective if they have integrated features that mimic human performance.

研究通过对亚利桑那高中夏季计划中的学生的调查来解决学生如何学习，理解和操纵碳循环和水循环的科学模型。该项目的调查人员已经确定了在线导师为学生规范自己的行为创造条件的问题。一些学生没有利用可用的学习机会，而是要提示，直到导师给他们正确的答案。调查人员假设持久的好处需要改变学生对浅层的信念，而与深层建模实践相比，破坏了他们的建模习惯并灌输了新的习惯。 他们打算为在线导师中增加情感学习伴侣。 这些模块使用了称为贝蒂的大脑的可教剂隐喻。研究分析将在亚利桑那州的高中暑期学校为主要是美洲原住民的学生进行。 学生们参加了暑期学校的自选。 数据收集将包括学生日志，口头协议，并影响暑期学校参与者的传感器数据（约30名学生）。 将进行三项研究：1。开发一种元辅助工具，2。开发具有口头和身体手势的情感学习代理，以及3。衡量新工具是否导致学习的量度。 该分析将涉及因果推断和学生记录其活动记录的数据挖掘。 学习的第三阶段将比较使用一个代理商的学生与教师的学生；第二组将比较两个代理商，即教师和元教师；第三组将比较三个代理商。 这项研究的结果是一种开发和测试的工具，可提高学生学习的学生学习和统计分析，该记录由研究人员与教师进行的学生活动所维护的记录。 该研究应有助于指出，如果计算机导师具有模仿人类表现的综合特征，是否更有效。