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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. – Journal of Educational Psychology, 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: Intelligent Tutoring Systems, Natural Language Processing, Interaction, Rhetorical Theory