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Adaptive writing and reading instruction in iSTART and W-Pal

Adaptive writing and reading instruction in iSTART and W-Pal

Amy Johnson, Kathryn S. McCarthy, Kristopher J. Kopp, Cecile A. Perret, Danielle McNamara

Research production : Chapter in Book/Report/Conference proceeding › Conference contribution

Smart tutoring systems for ill-defined domain names, such as for instance reading and writing, are critically required, yet uncommon. Two such systems, the Interactive Strategy Training for Active Reading and Thinking (iSTART) and Writing Pal (W-Pal) utilize normal language processing (NLP) to evaluate learners’ written (i.e., typed) responses and offer instant, accurate feedback. The paper that is current on efforts to implement adaptive instruction and task selection into both systems. In iSTART, we create a practice that is new, by which learners’ previous performance data governs two adaptive functionalities: 1) the usage of self-explanation scaffolding and 2) the rise or loss of trouble of training texts. In W-Pal, adaptivity is implemented by triggering targeted instructional help on the cornerstone of deficits identified in learners’ essays. In this paper, we describe the necessity for adaptive reading and writing instruction, combined with design and growth of adaptivity within the two systems.

Original language English (US)
Title of host book FLAIRS 2017 – procedures for the 30th Overseas Florida synthetic Intelligence analysis community Conference
Publisher AAAI Press
Pages 561-566
quantity of pages 6
ISBN (Electronic) 9781577357872
State Published – 2017
Event 30th Overseas Florida synthetic Intelligence analysis community Conference, FLAIRS 2017 – Marco Island, United States
Duration: might 22 2017 ? May 24 2017
Other 30th Overseas Florida synthetic Intelligence analysis community Conference, FLAIRS 2017
Country United States
City Marco Island
Period 5/22/17 ? 5/24/17

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ASJC Scopus areas that are subject

  • Artificial Cleverness
  • Computer Computer Software

FLAIRS 2017 – procedures regarding the 30th Overseas Flor > Research production : Chapter in Book/Report/Conference proceeding › Conference contribution

T1 – Adaptive reading and writing instruction in iSTART and W-Pal

AU – Johnson, Amy

AU – McCarthy, Kathryn S.

AU – Kopp, Kristopher J.

AU – Perret, Cecile The.

AU – McNamara, Danielle

N2 – Intelligent systems that are tutoring ill-defined domain names, such as for example reading and writing, are critically required, yet unusual. Two such systems, the Interactive Strategy Training for Active Reading and Thinking (iSTART) and Writing Pal (W-Pal) utilize normal language processing (NLP) to evaluate learners’ written (in other http://eliteessaywriters.com terms., typed) responses and supply instant, accurate feedback. The present paper reports on efforts to make usage of adaptive instruction and task selection into both systems. In iSTART, we create a practice that is new, for which learners’ previous performance data governs two adaptive functionalities: 1) the employment of self-explanation scaffolding and 2) the rise or decrease of trouble of training texts. In W-Pal, adaptivity is implemented by triggering targeted instructional help on the cornerstone of deficits identified in learners’ essays. In this paper, we describe the necessity for adaptive writing and reading instruction, combined with the design and growth of adaptivity within the two systems.

AB – smart tutoring systems for ill-defined domain names, such as for instance reading and writing, are critically required, yet unusual. Two such systems, the Interactive Strategy Training for Active Reading and Thinking (iSTART) and Writing Pal (W-Pal) utilize normal language processing (NLP) to evaluate learners’ written (i.e., typed) responses and supply immediate, accurate feedback. The paper that is current on efforts to implement adaptive instruction and task selection into both systems. In iSTART, we developed a brand new training module, for which learners’ previous performance data governs two adaptive functionalities: 1) the employment of self-explanation scaffolding and 2) the rise or loss of trouble of training texts. In W-Pal, adaptivity is implemented by triggering targeted support that is instructional the cornerstone of deficits identified in learners’ essays. In this paper, we describe the necessity for adaptive writing and reading instruction, combined with design and growth of adaptivity into the two systems.

M3 – Seminar contribution

BT – FLAIRS 2017 – procedures associated with International that is 30th Florida Intelligence analysis Society Conference


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