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It is often assumed that engaging in a one-on-one dialogue with a tutor is more effective than listening to a lecture or reading a text. Although earlier experiments have not always supported this hypothesis, this may be due in part to allowing the tutors to cover different content than the noninteractive instruction. In 7 experiments, we tested the(More)
The purpose of this study was to investigate students' patterns of interactions within a game-based intelligent tutoring system (ITS), and how those interactions varied as a function of individual differences. The analysis presented in this paper comprises a subset (n=40) of a larger study that included 124 high school students. Participants in the current(More)
This study expands upon an existing model of students' reading comprehension ability within an intelligent tutoring system. The current system evaluates students' natural language input using a local student model. We examine the potential to expand this model by assessing the linguistic features of self-explanations aggregated across entire passages. We(More)