Assessing the Impact of Positive Feedback in Constraint-Based Tutors

Devon Barrow, A. Mitrovic, S. Ohlsson, M. Grimley

Research output: Chapter in Book/Report/Conference proceedingChapter

11 Citations (Scopus)

Abstract

Most existing Intelligent Tutoring Systems (ITSs) are built around cognitive learning theories, such as Ohlsson’s theory of learning from performance errors and Anderson’s ACT theories of skill acquisition, which focus primarily on providing negative feedback, facilitating learning by correcting errors. Research into the behavior of expert tutors suggest that experienced tutors use positive feedback quite extensively and successfully. This paper investigates positive feedback; learning by capturing and responding to correct behavior, supported by cognitive learning theories. Our aim is to develop and implement a systematic approach to delivering positive feedback in ITSs. We report on an evaluation study done in the context of SQL-Tutor, in which the control group used the original version of the system giving only negative feedback, while the experimental group received both negative and positive feedback. Results show that the experimental group students needed significantly less time to solve the same number of problems, in fewer attempts compared to those in the control group. Students in the experimental group also learn approximately the same number of concepts as students in the control group, but in much less time. This indicates that positive feedback facilitates learning and improves the effectiveness of learning in ITSs.
Original languageEnglish
Title of host publicationIntelligent Tutoring Systems: 9th International Conference, ITS 2008, Montreal, Canada, June 23-27, 2008 Proceedings
EditorsBeverley P. Woolf, Esma Aïmeur, Roger Nkambou, Susanne Lajoie
Place of PublicationBerlin
PublisherSpringer Verlag
Pages250-259
ISBN (Print)Print: 978-3-540-69130-3, Online: 978-3-540-69132-7
DOIs
Publication statusPublished - 2008

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tutor
cognitive learning theory
Group
learning
student
expert
evaluation
performance

Bibliographical note

The full text is not available on the repository.

Cite this

Barrow, D., Mitrovic, A., Ohlsson, S., & Grimley, M. (2008). Assessing the Impact of Positive Feedback in Constraint-Based Tutors. In B. P. Woolf, E. Aïmeur, R. Nkambou, & S. Lajoie (Eds.), Intelligent Tutoring Systems: 9th International Conference, ITS 2008, Montreal, Canada, June 23-27, 2008 Proceedings (pp. 250-259). Berlin: Springer Verlag. https://doi.org/10.1007/978-3-540-69132-7_29

Assessing the Impact of Positive Feedback in Constraint-Based Tutors. / Barrow, Devon; Mitrovic, A.; Ohlsson, S.; Grimley, M.

Intelligent Tutoring Systems: 9th International Conference, ITS 2008, Montreal, Canada, June 23-27, 2008 Proceedings. ed. / Beverley P. Woolf; Esma Aïmeur; Roger Nkambou; Susanne Lajoie. Berlin : Springer Verlag, 2008. p. 250-259.

Research output: Chapter in Book/Report/Conference proceedingChapter

Barrow, D, Mitrovic, A, Ohlsson, S & Grimley, M 2008, Assessing the Impact of Positive Feedback in Constraint-Based Tutors. in BP Woolf, E Aïmeur, R Nkambou & S Lajoie (eds), Intelligent Tutoring Systems: 9th International Conference, ITS 2008, Montreal, Canada, June 23-27, 2008 Proceedings. Springer Verlag, Berlin, pp. 250-259. https://doi.org/10.1007/978-3-540-69132-7_29
Barrow D, Mitrovic A, Ohlsson S, Grimley M. Assessing the Impact of Positive Feedback in Constraint-Based Tutors. In Woolf BP, Aïmeur E, Nkambou R, Lajoie S, editors, Intelligent Tutoring Systems: 9th International Conference, ITS 2008, Montreal, Canada, June 23-27, 2008 Proceedings. Berlin: Springer Verlag. 2008. p. 250-259 https://doi.org/10.1007/978-3-540-69132-7_29
Barrow, Devon ; Mitrovic, A. ; Ohlsson, S. ; Grimley, M. / Assessing the Impact of Positive Feedback in Constraint-Based Tutors. Intelligent Tutoring Systems: 9th International Conference, ITS 2008, Montreal, Canada, June 23-27, 2008 Proceedings. editor / Beverley P. Woolf ; Esma Aïmeur ; Roger Nkambou ; Susanne Lajoie. Berlin : Springer Verlag, 2008. pp. 250-259
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