Beyond explicit feedback: new directions in adaptive collaborative learning support
Abstract
Adaptive collaborative learning support (ACLS) may be better than fixed forms of support at increasing learning from collaboration. While much existing adaptive assistance has focused on providing explicit feedback directly to the relevant student, we propose a two-dimensional design space which explores alternative methods of adaptive assistance that are implicit, indirect, or both. We investigated the viability of these ideas using data collected in a classroom evaluation of an ACLS system for peer tutoring which incorporated the design ideas in a manner that provided cognitive support to peer tutors. In this paper, we discuss how students interacted with the different forms of feedback, and propose a second iteration of the assistance that involves collaborative support in addition to domain support.
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Previous research has emphasized that the design dimension was a worthwhile alternative in the application of adaptive systems.
“Previous research has emphasized that the design dimension was a worth exploring alternative in the application of adaptive system [46].”
From A Review of Artificial Intelligence (AI) in Education from 2010 to 2020 (2021) · cites this paper as [46]
Cites
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Walker, E., Rummel, N., & Koedinger, K. R. (2008) · Lecture notes in computer science · doi:10.1007/978-3-540-69132-7_65 · Cited by 21 · see citing works
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A Review of Artificial Intelligence (AI) in Education from 2010 to 2020
Zhai, X., Chu, X., Chai, C. S., Jong, M. S. Y., Istenic, A., Spector, M., Liu, J.-B., Yuan, J., & Li, Y. (2021) · Complexity · doi:10.1155/2021/8812542 · Cited by 1,364 · see citing works
“Previous research has emphasized that the design di-mension was a worth exploring alternative in the application of adaptive system [46].”
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Different Futures of Adaptive Collaborative Learning Support
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Self-citationOne framework to rule them all? Carrying forward the conversation started by Wise and Schwarz
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Automated adaptive support for peer tutoring
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Self-citationExtending IMS-LD Capabilities: A Review, a Proposed Framework and Implementation Cases
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Towards Supporting 'Learning To Learn Together' in the Metafora platform
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- Authors
- Walker, E., Rummel, N., & Koedinger, K. R.
- Affiliations
- Carnegie Mellon University (US)
- University of Freiburg (DE)
- Venue
- Proceedings of the 9th international conference on Computer supported collaborative learning - CSCL'09
- Published
- 2009
- Volume
- 1
- Pages
- 552-556
- ISSN
- 1573-4552 (ISSN-L)
- OpenAlex
- W2163937430
- Cited by
- 16
- References
- 8
- Citations by year
- 2024: 1 · 2022: 1 · 2021: 1 · 2020: 1 · 2018: 1 · 2016: 1 · 2015: 1 · 2014: 1 · 2013: 2 · 2012: 2
- FWCI
- 1.41
- Type
- conference paper
- Language
- en
- Open access
- closed
- Locations
- Computer-supported collaborative learning/The Computer-Supported Collaborative Learning Conference (publishedVersion)
- Topics
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Physical Sciences › Computer Science › Computer Science Applications › Online Learning and Analytics
- Keywords
- implicit feedback, indirect feedback, peer tutoring, cognitive support, collaborative support, design space, adaptive assistance
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