Download Dialogue-Based Tutors - Computer Science Education / Computer

Educational Data Mining
Dialogue-Based Tutors (DBT)
Referent: Paul Aurin
Prof. Dr. Niels Pinkwart, Zhilin Zheng | SS 2014
Dialogue-Based Tutoring Systems
STUDIEN
AUTO
TUTOR
DEMO
DISKUSSION
IT
SPOKE
ANDES
Kurzer Einblick (optional)
HU Berlin | Educational Data Mining: Dialogue-Based Tutors | Referenten: Paul Aurin, Maximilian Koch
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AUTOTUTOR
HU Berlin | Educational Data Mining: Dialogue-Based Tutors | Referenten: Paul Aurin, Maximilian Koch
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AUTOTUTOR
Intelligentes Tutoring-System
Einsatzgebiete:
- Klassische Mechanik
- informationstechnische Kompetenz
- kritisches Denken
Dialog mit Lernsoftware (Tutor) in Muttersprache des Lerners
HU Berlin | Educational Data Mining: Dialogue-Based Tutors | Referenten: Paul Aurin, Maximilian Koch
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AUTOTUTOR
AUTOTUTOR stellt eine Reihe
von Fragen oder Problemen
Antworten erfordern eine
verbale Erklärung.
ANIMATION DES TUTORS
VISUALISIERUNGEN
Abbildungen, Animationen,
Videos werden eingesetzt
Sprechanimation, Gesten und
Mimik werden unterstützend
verwendet.
HU Berlin | Educational Data Mining: Dialogue-Based Tutors | Referenten: Paul Aurin, Maximilian Koch
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EMT
Expectation
Dialogeand misconception tailored dialogue
expectation and misconception tailored dialogue
AUTOTUTOR
LEHRER
Erwartete gute Antworten:
Liste von erwarteten
Fehlkonzeptionen:
Expectations
Misconceptions
Feedback
HU Berlin | Educational Data Mining: Dialogue-Based Tutors | Referenten: Paul Aurin, Maximilian Koch
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AUTOTUTOR
gibt
Zusammenfassung der
Antworten
beantwortet
Fragen
identifiziert
und korrigiert
falsche
Antworten
gibt positives,
neutrales,
negatives
Feedback
AUTOTUTOR
erstellt für
fehlende Informationen Behauptungen
HU Berlin | Educational Data Mining: Dialogue-Based Tutors | Referenten: Paul Aurin, Maximilian Koch
schubst /
aktiviert den
Lerner („What
else?“)
gibt Hinweise
verlangt
Lücken zu
füllen
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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?
HU Berlin | Educational Data Mining: Dialogue-Based Tutors | Referenten: Paul Aurin, Maximilian Koch
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3D
HU Berlin | Educational Data Mining: Dialogue-Based Tutors | Referenten: Paul Aurin, Maximilian Koch
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AUTO TUTOR
HU Berlin | Educational Data Mining: Dialogue-Based Tutors | Referenten: Paul Aurin, Maximilian Koch
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AUTOTUTOR
DEMO
HU Berlin | Educational Data Mining: Dialogue-Based Tutors | Referenten: Paul Aurin, Maximilian Koch
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Demo
AUTOTUTOR
When a car without head rests on the seats is struck from behind, the
passengers often suffer neck injuries. Explain why!
STUDENT
I don’t know.
AUTOTUTOR
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?
HU Berlin | Educational Data Mining: Dialogue-Based Tutors | Referenten: Paul Aurin, Maximilian Koch
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Demo
AUTOTUTOR
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?
STUDENT
What is a force?
AUTOTUTOR
I’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?
HU Berlin | Educational Data Mining: Dialogue-Based Tutors | Referenten: Paul Aurin, Maximilian Koch
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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 ___________ ?
STUDENT
distance
AUTOTUTOR
Moving at the same rate.
HU Berlin | Educational Data Mining: Dialogue-Based Tutors | Referenten: Paul Aurin, Maximilian Koch
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Demo
…
AUTOTUTOR
Okay, now, let’s recap.
[…]
Now, let’s go onto another physics problem.
HU Berlin | Educational Data Mining: Dialogue-Based Tutors | Referenten: Paul Aurin, Maximilian Koch
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AUTO TUTOR
HU Berlin | Educational Data Mining: Dialogue-Based Tutors | Referenten: Paul Aurin, Maximilian Koch
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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
HU Berlin | Educational Data Mining: Dialogue-Based Tutors | Referenten: Paul Aurin, Maximilian Koch
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AUTOTUTOR | Studienergebnisse
N. 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.
STUDIE 1
Sprachqualität (TURING-Test)
0,6
.50
.51
0,5
0,4
0,3
0,2
0,1
0
Raten
Turing-Test
HU Berlin | Educational Data Mining: Dialogue-Based Tutors | Referenten: Paul Aurin, Maximilian Koch
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AUTOTUTOR | Studienergebnisse
STUDIE 2
A. 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.
Evaluation der pädagogischen Qualität
Über 1000 Studenten (in 10 Studien) absolvierten in der Physik einen VorTest 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
HU Berlin | Educational Data Mining: Dialogue-Based Tutors | Referenten: Paul Aurin, Maximilian Koch
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AUTO TUTOR
HU Berlin | Educational Data Mining: Dialogue-Based Tutors | Referenten: Paul Aurin, Maximilian Koch
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ITSPOKE
Intelligent Tutoring
SPOKEn dialogue system
HU Berlin | Educational Data Mining: Dialogue-Based Tutors | Referenten: Paul Aurin, Maximilian Koch
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ITSPOKE
HU Berlin | Educational Data Mining: Dialogue-Based Tutors | Referenten: Paul Aurin, Maximilian Koch
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ITSPOKE - BEISPIEL
ITSPOKE: I didn't understand. What force acts on all objects within close
proximity to earth?
STUDENT: uh the force of gravity
ITSPOKE: Fine. Besides the Earth's gravitational force, are there any other
forces acting on the person, keys, and elevator after the release?
STUDENT: no
ITSPOKE: 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 moving
ITSPOKE: 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: freefall
ITSPOKE: 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
HU Berlin | Educational Data Mining: Dialogue-Based Tutors | Referenten: Paul Aurin, Maximilian Koch
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ITSPOKE
HU Berlin | Educational Data Mining: Dialogue-Based Tutors | Referenten: Paul Aurin, Maximilian Koch
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ANDES - TUTORINGSYSTEM
HU Berlin | Educational Data Mining: Dialogue-Based Tutors | Referenten: Paul Aurin, Maximilian Koch
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ANDES - TUTORINGSYSTEM
HU Berlin | Educational Data Mining: Dialogue-Based Tutors | Referenten: Paul Aurin, Maximilian Koch
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ANDES - TUTORINGSYSTEM
HU Berlin | Educational Data Mining: Dialogue-Based Tutors | Referenten: Paul Aurin, Maximilian Koch
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ANDES
HU Berlin | Educational Data Mining: Dialogue-Based Tutors | Referenten: Paul Aurin, Maximilian Koch
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Diskussion
FRAGE 1
In welchen Bereichen können Dialogue-Based Tutors Lehrer ersetzen?
Welche Bereiche sind ungeeignet für Dialoged-Based Tutors?
FRAGE 2
Welches Dialogue-Based Tutor-System
würden Sie nutzen bzw. einsetzen wollen?
FRAGE 3
Welche Nachteile haben Dialogue-Based Tutors-System in Bereichen, in
welche diese unterstützend bzw. alleinig eingesetzt werden können?
HU Berlin | Educational Data Mining: Dialogue-Based Tutors | Referenten: Paul Aurin, Maximilian Koch
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Quellen
1
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.
2
A. C. Graesser, K. Vanlehn, C. P. Ros e, P. W. Jordan, and D. Harter. Intelligent tutoring systems
with conversational dialogue. AI Magazine, 22:39-51, 2001.
3
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.
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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.
HU Berlin | Educational Data Mining: Dialogue-Based Tutors | Referenten: Paul Aurin, Maximilian Koch
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Viel Erfolg damit und danke für die Aufmerksamkeit!