Educational Data Mining Dialogue-Based Tutors (DBT) Referent: Paul Aurin Prof. Dr. Niels Pinkwart, Zhilin Zheng | SS 2014

Educational Data MiningDialogue-Based Tutors (DBT)Referent: Paul AurinProf. Dr. Niels Pinkwart, Zhilin Zheng | SS 2014

HU Berlin | Educational Data Mining: Dialogue-Based Tutors | Referenten: Paul Aurin, Maximilian Koch 2

Dialogue-Based Tutoring Systems

AUTOTUTOR

STUDIEN

DISKUSSIONIT SPOKE

DEMO

ANDES

Kurzer Einblick (optional)


AUTOTUTOR


AUTOTUTOR

Intelligentes Tutoring-System

Einsatzgebiete: - Klassische Mechanik - informationstechnische Kompetenz- kritisches Denken

Dialog mit Lernsoftware (Tutor) in Muttersprache des Lerners


AUTOTUTOR

AUTOTUTOR stellt eine Reihe von Fragen oder Problemen

Antworten erfordern eine verbale Erklärung.

VISUALISIERUNGEN

Abbildungen, Animationen, Videos werden eingesetzt

ANIMATION DES TUTORS

Sprechanimation, Gesten und Mimik werden unterstützend verwendet.


EMT Dialoge

expectation and misconception tailored dialogue

AUTOTUTOR LEHRER

Expectation and misconception tailored dialogue

Erwartete gute Antworten: Liste von erwarteten Fehlkonzeptionen:

Expectations Misconceptions

Feedback


AUTOTUTOR

gibt Zusammen-fassung der Antworten

beantwortet Fragen

identifiziert und

korrigiert falsche

Antwortenerstellt für fehlende

Infor-mationen Be-hauptungen

verlangt Lücken zu

füllen

gibt Hinweise

schubst / aktiviert den Lerner

(„What else?“)

gibt positives, neutrales, negatives Feedback

AUTOTUTOR


Beispielfrage in der klassischen Mechanik

When a car without head rests on the seats is struck from behind, the passengers often suffer neck injuries.

Why do passengers get neck injuries in this situation?


3D


AUTO TUTOR


DEMO

AUTOTUTOR


Demo

AUTOTUTORCould you at least try to give me an answer? That why, we’ll have something as a starting place to work from. Let’s try this together.

When the neck provides a large force to accelerate the head, what could happen to the neck?

STUDENTI don’t know.

AUTOTUTOR

When a car without head rests on the seats is struck from behind, the passengers often suffer neck injuries. Explain why!


DemoAUTOTUTOR

Could you at least try to give me an answer? That why, we’ll have something as a starting place to work from. Let’s try this together.

When the neck provides a large force to accelerate the head, what could happen to the neck?

STUDENTWhat is a force?

AUTOTUTORI’ll take a crack at answering the question.Force is any influence that tends to accelerate an object; a push or pull; measured in newtons. Force is a vector quantity.

Was that what you were looking for?


Demo…

AUTOTUTOR

See if you know the answer to this.

When the head and body are moving at the same acceleration, they moving at the same ___________ ?

STUDENTdistance

AUTOTUTOR

Moving at the same rate.


Demo…

AUTOTUTOR

Okay, now, let’s recap. […]

Now, let’s go onto another physics problem.


AUTO TUTOR


AUTOTUTOR | Studienergebnisse

„AutoTutor achieves learning gains of approximately 0.8 sigma (nearly one letter grade) depending on the learning measure and

comparison condition“- Arthur C. Graesser, Fellow, IEEE, Patrick Chipman, Brian C. Haynes, and Andrew Olney



Sprachqualität (TURING-Test)

STUDIE 1N. Person and A. C. Graesser, “Human or computer? AutoTutor in a bystander Turing test,”

in Proc. 6th Int. Conf. Intelligent Tutoring Systems, 2002, pp. 821–830.

.50 .51

0

0,1

0,2

0,3

0,4

0,5

0,6

Raten Turing-Test



Evaluation der pädagogischen Qualität

STUDIE 2A. C. Graesser et al., “Why/AutoTutor: A test of learning gains from a physics tutor with

natural language dialogue,” in Proc. 25th Annu. Conf. Cognitive Science Soc., 2003, pp. 1–6.

Über 1000 Studenten (in 10 Studien) absolvierten in der Physik einen Vor-Test zu einem Thema und arbeiteten im Anschluss mit AUTOTUTOR und wiederholten den Test im Anschluss.

Je nach Studie haben sich die Leistungen um 0.20 – 1.50 Sigma verbessert (arithmetische Mittel 0.85 Sigma), α = .05

Im Vergleich dazu nutzten einige Studenten ein Lehrbuch (o.a. Quellen) und erarbeiteten sich das Thema selbstständig.

Wiederholung des Tests: Verbesserung um 1.02 Sigma


AUTO TUTOR


ITSPOKE

Intelligent TutoringSPOKEn dialogue system


ITSPOKE


ITSPOKE - BEISPIELITSPOKE: I didn't understand. What force acts on all objects within close proximity to earth?STUDENT: uh the force of gravityITSPOKE: Fine. Besides the Earth's gravitational force, are there any other forces acting on the person, keys, and elevator after the release?STUDENT: noITSPOKE: Yep. Thus, keep in mind that after the release, the only force on the person, keys, and elevator is the force of gravity. If gravity is the only force acting on an object, will it be moving or staying still?STUDENT: it will be movingITSPOKE: Fine. Not only are the person, keys, and elevator moving, they have only gravitational forces on them. When an object is falling and has only gravitational force on it, it is said to be in what?STUDENT: freefallITSPOKE: Good. Thus, after the release the only force on the keys and man is the downward force of earth's gravity, so they are in freefall. Before the release, what is the relationship between the man's velocity and the keys' velocity?STUDENT: they're equal


ITSPOKE


ANDES - TUTORINGSYSTEM






ANDES


Diskussion

In welchen Bereichen können Dialogue-Based Tutors Lehrer ersetzen?Welche Bereiche sind ungeeignet für Dialoged-Based Tutors?

FRAGE 1

Welches Dialogue-Based Tutor-System würden Sie nutzen bzw. einsetzen wollen?

FRAGE 2

Welche Nachteile haben Dialogue-Based Tutors-System in Bereichen, in welche diese unterstützend bzw. alleinig eingesetzt werden können?

FRAGE 3


Quellen

A. Graesser, P. Chipman, B. Haynes, and A. Olney. Autotutor: an intelligent tutoring system with mixed-initiative dialogue. Education, IEEE Transactions on, 48(4):612-618, Nov 2005.

1

A. C. Graesser, K. Vanlehn, C. P. Rose, P. W. Jordan, and D. Harter. Intelligent tutoring systems with conversational dialogue. AI Magazine, 22:39-51, 2001.

2

D. J. Litman and S. Silliman. Itspoke: An intelligent tutoring spoken dialogue system. In Demonstration Papers at HLT-NAACL 2004, HLT-NAACL-Demonstrations '04, pages 5-8,

Stroudsburg, PA, USA, 2004. Association for Computational Linguistics.

3

K. E. Boyer, E. Y. Ha, M. D.Wallis, R. Phillips, M. A. Vouk, and J. C. Lester. Discovering tutorial dialogue strategies with hidden markov models. In Proceedings of the 2009 Con- ference on Artificial Intelligence in Education: Building Learning Systems That Care: From Knowledge Representation to Affective Modelling, pages 141-148, Amsterdam, The Netherlands, The

Netherlands, 2009. IOS Press.

4

Jetzt wissen Sie mehr!Viel Erfolg damit und danke für die Aufmerksamkeit!

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Educational Data Mining Dialogue-Based Tutors (DBT) Referent: Paul Aurin Prof. Dr. Niels Pinkwart, Zhilin Zheng | SS 2014