Name
Abstract | ||
|---|---|---|
In this paper, we raise a methodological issue concerning the empirical analysis of tutoring dialogues: The frequencies of tutoring moves do not necessarily reveal their causal efficacy. We propose to develop coding schemes that are better informed by theories of learning; stop equating higher frequencies of tutoring moves with effectiveness; and replace ANOVAs and chi-squares with multiple regression. As motivation for our proposal, we will present an initial analysis of tutoring dialogues, in the domain of introductory Computer Science. |
Year | Venue | Keywords |
|---|---|---|
2007 | AIED | coding scheme,code-and-count analysis,empirical analysis,initial analysis,causal efficacy,multiple regression,methodological issue,introductory computer science,higher frequency,tutoring move,tutoring dialogue,theories of learning |
Field | DocType | Volume |
Equating,Annotation,Learning theory,Computer science,Coding (social sciences),Natural language processing,Artificial intelligence | Conference | 158 |
ISSN | Citations | PageRank |
0922-6389 | 16 | 1.10 |
References | Authors | |
5 | 6 | |
Name | Order | Citations | PageRank |
|---|---|---|---|
| Stellan Ohlsson | 1 | 296 | 49.70 |
| Barbara Di Eugenio | 2 | 801 | 109.27 |
| Bettina Chow | 3 | 16 | 1.10 |
| Davide Fossati | 4 | 170 | 19.62 |
| Xin Lu | 5 | 37 | 4.41 |
| Trina C. Kershaw | 6 | 37 | 5.48 |