Stephanie Siler

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Human one-to-one tutoring has been shown to be a very effective form of instruction. Three contrasting hypotheses, a tutor-centered one, a student-centered one, and an interactive one could all potentially explain the effectiveness of tutoring. To test these hypotheses, analyses focused not only on the effectiveness of the tutors’ moves, but also on the(More)
The Why2-Atlas system teaches qualitative physics by having students write paragraph-long explanations of simple mechanical phenomena. The tutor uses deep syntactic analysis and abductive theorem proving to convert the student’s essay to a proof. The proof formalizes not only what was said, but the likely beliefs behind what was said. This allows the tutor(More)
Atlas-Andes is a dialogue enhanced model tracing tutor (MTT) integrating the Andes Physics tutoring system (Gertner ~ VanLelm 2000) with the Atlas tutorial dialogue system (Freedman et al. 2000). Andes is a MTT that presents quantitative physics problems to students. Each problem solving action entered by students is highlighted either red or green to(More)
Developers of intelligent tutoring systems would like to know what human tutors do and which activities are responsible for their success in tutoring. We address these questions by comparing episodes where tutoring does and does not cause learning. Approximately 125 hr of tutorial dialog between expert human tutors and physics students are analyzed to see(More)
Although conventional tests are often used for determining a student’s overall competence, they are seldom used for determining a finegrained model. However, this problem does arise occasionally, such as when a conventional test is used to initialize the student model of an ITS. Existing psychometric techniques for solving this problem are intractable.(More)
Students learn more and gain greater understanding from one-to-one tutoring. The preferred explanation has been that the tutors’ pedagogical skills are responsible for the learning gains. Pedagogical skills involve skillful execution of tactics, such as giving explanations and feedback, or selecting the appropriate problems or questions to ask the students.(More)
Face-to-face (FTF) human-human tutoring has ranked among the most effective forms of instruction. However, because computer-mediated (CM) tutoring is becoming increasingly common, it is instructive to evaluate its effectiveness relative to face-to-face tutoring. Does the lack of spoken, face-to-face interaction affect learning gains and motivation? In this(More)
A vital goal of instruction is to enable learners to transfer acquired knowledge to appropriate future situations. For elementary school children in middle-high-SES schools, “explicit” instruction on the Control of Variables Strategy (CVS) has proven to be very effective at promoting transfer, even after time delays, when administered by human instructors(More)
Many studies have shown benefits associated with engaging students in problem-solving activities prior to administering lessons. These problem-solving activities are assumed to activate relevant knowledge and allow students to develop some initial knowledge structures, which support understanding of the lesson. In this paper we report the results of two(More)