The current studies investigated the efficient use of dialogue in intelligent tutoring systems that use natural language interaction. Such dialogues can be relatively time-consuming. This work addresses the question of how much dialogue is needed to produce significant learning gains. In Experiment 1, a full dialogue condition and a read-only…

In a voluntary tutor-based training program, socially disadvantaged adolescents acquired basic computer skills. Two training groups were compared: one group was instructed by adolescents, the other by adults. Both groups achieved comparable results in a final test. The tutees' learning results did not differ with respect to their initial…

Most studies on feedback compare elaborated feedback types presenting knowledge on the correct response (KCR) immediately together with further information to simple feedback types providing knowledge of result (KR) or KCR. This study uses bug-related tutoring feedback (BRT-feedback) offering strategic information for error correction, but no…

Results from an experiment with 28 experimental and 28 matched control college students taking a 13-week computer science course support the potential of modeling and coaching students in metacognitive strategies to enhance learning. The instructional method had significant long-term and short-term effects on cognitive and affective learning…