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Although problem solving supported by Cognitive Tutors has been shown to be successful in fostering initial acquisition of cognitive skills, this approach does not seem to be optimal with respect to focusing the learner on the domain principles to be learned. In order to foster a deep understanding of domain principles, we developed a Cognitive Tutor that(More)
To give effective and efficient advice to laypersons, experts should adapt their explanations to the layperson's knowledge. However, experts often fail to consider the limited domain knowledge of laypersons. To support adaptation in asynchronous helpdesk communication, researchers provided computer experts with information about a layperson's knowledge. A(More)
E-consulting services such as asynchronous helpdesks for hardware and software are a common and comfortable way to get expert advice. However, the constraints of asynchronous communication and the experts' inclination to forget about the exclusiveness of their specialist knowledge may impair the advisory success. Against this background, an assessment tool(More)
Despite a plethora of recommendations for personalization techniques, such approaches often lack empirical justification and their benefits to users remain obscure. The study described in this paper takes a step towards filling this gap by introducing an evidence-based approach for deriving adaptive interaction techniques. In a dialogue experiment with 36(More)
Text categorization technology can be used to streamline the process of content analysis of corpus data. However, while recent results for automatic corpus analysis show great promise, tools that are currently being used for HCI research and practice do not make use of it. Here, we empirically evaluate trade-offs between semi automatic and hand labeling of(More)
Research has established that tutors often have difficulty with accurately assessing a tutee's understanding. However, it is a completely open question which characteristics of tutors might affect their assessment. In an empirical study with N = 22 tutor-tutee dyads, we used a methodology developed by Chi, Siler, and Jeong (2004) to examine the influence of(More)
Tutoring gives tutors the opportunity to engage in interactive strategies that help them to assess a tutee's understanding. However, tutors without teaching experience often do not engage in interactive strategies and, thus, have difficulty with accurately assessing a tutee's understanding. We conducted an experiment with 39 tutor-tutee dyads to test(More)