Do Summaries Support Learning from Post-Problem Reflective Dialogues? [Konferenzbericht] Paper presented at the International Conference on Intelligent Tutoring Systems (ITS 2016) (13th, Zagreb Croatia, Croatia, Jun 2016).

Autor/inn/en	Katz, Sandra; Albacete, Patricia; Jordan, Pamela
Titel	Do Summaries Support Learning from Post-Problem Reflective Dialogues? [Konferenzbericht] Paper presented at the International Conference on Intelligent Tutoring Systems (ITS 2016) (13th, Zagreb Croatia, Croatia, Jun 2016).
Quelle	(2016), (3 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Natural Language Processing; Intelligent Tutoring Systems; Reflection; Dialogs (Language); High School Students; Gender Differences; Control Groups; Achievement Gains; Predictor Variables; Prior Learning; Documentation; Pennsylvania + Suchen Sie Ihr Suchwort? Natürliche Sprache; Intelligentes Tutorsystem; Dialog; Dialogs; Dialogue; Dialogues; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Geschlechterkonflikt; Achievement gain; Leistungssteigerung; Prädiktor; Vorkenntnisse; Dokumentation
Abstract	This poster reports on a study that compared three types of summaries at the end of natural-language tutorial dialogues and a no-dialogue control, to determine which type of summary, if any, best predicted learning gains. Although we found no significant differences between conditions, analyses of gender differences indicate that female students benefit most from the most concise summary (restatement of a reflection question and its answer). (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01