Toward a Computational Model of Expert Tutoring: A First Report

We are exploring the differences between expert and less expert tutors with two goals: cognitive (what does tutoring tell us about learning) and applied (which features of tutoring dialogues should be included in interfaces to ITSs). We report results from human tutoring dialogues where an expert tutor was compared to less expert tutors. We also report results from a comparison among four versions of an ITS, that vary in the degree and kind of feedback they provide. Our results establish upper and lower bounds for the effectiveness of tutoring interactions in our domain.

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