Two Heads May Be Better than One: Learning from Computer Agents in Conversational Trialogues.
暂无分享,去创建一个
[1] Arthur C. Graesser,et al. AutoTutor and Family: A Review of 17 Years of Natural Language Tutoring , 2014, International Journal of Artificial Intelligence in Education.
[2] Arthur C. Graesser,et al. Operation ARIES!: Methods, Mystery, and Mixed Models: Discourse Features Predict Affect in a Serious Game , 2013, EDM 2013.
[3] Danielle S. McNamara,et al. Improving Adolescent Students' Reading Comprehension with Istart , 2006 .
[4] Arthur C. Graesser,et al. Inducing and Tracking Confusion with Contradictions during Complex Learning , 2013, Int. J. Artif. Intell. Educ..
[5] Ivan K. Ash,et al. Source Evaluation, Comprehension, and Learning in Internet Science Inquiry Tasks , 2009 .
[6] Arthur C. Graesser,et al. Meta-Knowledge in Tutoring , 2009 .
[7] Arthur C. Graesser,et al. AutoTutor and affective autotutor: Learning by talking with cognitively and emotionally intelligent computers that talk back , 2012, TIIS.
[8] Arthur C. Graesser,et al. Improving the Efficiency of Dialogue in Tutoring. , 2012 .
[9] Hercules Dalianis,et al. Applied Natural Language Processing: Identification, Investigation and Resolution , 2011 .
[10] A. Graesser,et al. Confusion can be beneficial for learning. , 2014 .
[11] Joseph P. Magliano,et al. Collaborative dialogue patterns in naturalistic one-to-one tutoring , 1995 .
[12] Takashi Yamauchi,et al. Learning from human tutoring , 2001, Cogn. Sci..
[13] H. Chad Lane,et al. Intelligent Tutoring Goes to the Museum in the Big City: A Pedagogical Agent for Informal Science Education , 2011, AIED.
[14] G. T. Jackson,et al. Motivation and performance in a game-based intelligent tutoring system , 2013 .
[15] Arthur C. Graesser,et al. Better to be frustrated than bored: The incidence, persistence, and impact of learners' cognitive-affective states during interactions with three different computer-based learning environments , 2010, Int. J. Hum. Comput. Stud..
[16] Arthur C. Graesser,et al. Instruction Based on Tutoring , 2010 .
[17] Arthur C. Graesser,et al. Question asking and eye tracking during cognitive disequilibrium: Comprehending illustrated texts on devices when the devices break down , 2005, Memory & cognition.
[18] W. Lewis Johnson,et al. Tactical Language and Culture Training Systems: Using Artificial Intelligence to Teach Foreign Languages and Cultures , 2008, AAAI.
[19] Scotty D. Craig,et al. Affect and learning: An exploratory look into the role of affect in learning with AutoTutor , 2004 .
[20] D. Rapp. How do readers handle incorrect information during reading? , 2008, Memory & cognition.
[21] Arthur C. Graesser,et al. Confusion and complex learning during interactions with computer learning environments , 2012, Internet High. Educ..
[22] D. Norman,et al. To Ask a Question, One Must Know Enough to Know What Is Not Known. Report No. 7802. , 1978 .
[23] Arthur C. Graesser,et al. Agent Technologies Designed to Facilitate Interactive Knowledge Construction , 2008 .
[24] L. Festinger,et al. A Theory of Cognitive Dissonance , 2017 .
[25] Gautam Biswas,et al. Measuring Self-Regulated Learning Skills through Social Interactions in a teachable Agent Environment , 2010, Res. Pract. Technol. Enhanc. Learn..
[26] Arthur C. Graesser,et al. Learning Gains for Core Concepts in a Serious Game on Scientific Reasoning , 2012, EDM.
[27] Brent Morgan,et al. Exploring the deep-level reasoning questions effect during vicarious learning among eighth to eleventh graders in the domains of computer literacy and Newtonian physics , 2009 .
[28] K. VanLehn. The Relative Effectiveness of Human Tutoring, Intelligent Tutoring Systems, and Other Tutoring Systems , 2011 .
[29] Arthur C. Graesser,et al. When Are Tutorial Dialogues More Effective Than Reading? , 2007, Cogn. Sci..
[30] Arthur C. Graesser,et al. Emotions During the Learning of Difficult Material , 2012 .
[31] Jonathan P. Rowe,et al. Integrating Learning, Problem Solving, and Engagement in Narrative-Centered Learning Environments , 2011, Int. J. Artif. Intell. Educ..
[32] Wayne H. Ward,et al. My Science Tutor: A Conversational Multimedia Virtual Tutor. , 2013 .
[33] Chen-Lin C. Kulik,et al. Educational Outcomes of Tutoring: A Meta-analysis of Findings , 1982 .
[34] Arthur C. Graesser,et al. Guru: A Computer Tutor That Models Expert Human Tutors , 2012, ITS.
[35] L. Baker,et al. Differences in the Standards Used by College Students to Evaluate Their Comprehension of Expository Prose. , 1985 .
[36] A. Graesser,et al. PREG: Elements of a Model of Question Asking , 2001 .
[37] Sidney K. D'Mello,et al. Dialogue Modes in Expert Tutoring , 2008, Intelligent Tutoring Systems.
[38] Jean-François Rouet,et al. The Skills of Document Use: From Text Comprehension to Web-Based Learning , 2006 .
[39] Arthur C. Graesser,et al. Learning by Communicating in Natural Language With Conversational Agents , 2014 .
[40] Heather H. Mitchell,et al. AutoTutor: A tutor with dialogue in natural language , 2004, Behavior research methods, instruments, & computers : a journal of the Psychonomic Society, Inc.
[41] S. Parker,et al. Origins of Intelligence , 1983, Springer US.
[42] Arthur C. Graesser,et al. Operation ARIES!: A Serious Game for Teaching Scientific Inquiry , 2011, Serious Games and Edutainment Applications.
[43] Sravanti L. Sanivarapu. Emotion , 2020, Indian journal of psychiatry.
[44] Keith K. Millis,et al. Operation ARA: A computerized learning game that teaches critical thinking and scientific reasoning , 2012 .