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A Tutoring System That Simulates the Highly Interactive Nature of Human Tutoring
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Katz, Sandra; Albacete, Patricia L. – Grantee Submission, 2013
For some time, it has been clear that students who are tutored generally learn more than students who experience classroom instruction (e.g., Bloom, 1984). Much research has been devoted to identifying features of tutorial dialogue that can explain its effectiveness, so that these features can be simulated in natural-language tutoring systems. One…
Descriptors: Rhetorical Theory, Tutoring, Intelligent Tutoring Systems, Secondary School Science