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CTRL: A research framework for providing adaptive collaborative learning support

机译：CTRL：提供自适应协作学习支持的研究框架

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摘要

There is evidence suggesting that providing adaptive assistance to collaborative interactions might be a good way of improving the effectiveness of collaborative activities. In this paper, we introduce the Collaborative Tutoring Research Lab (CTRL), a research-oriented framework for adaptive collaborative learning support that enables researchers to combine different types of adaptive support, particularly by using domain-specific models as input to domain-general components in order to create more complex tutoring functionality. Additionally, the framework allows researchers to implement comparison conditions by making it easier to vary single factors of the adaptive intervention. We evaluated CTRL by designing adaptive and fixed support for a peer tutoring setting, and instantiating the framework using those two collaborative scenarios and an individual tutoring scenario. As part of the implementation, we integrated pre-existing components from the Cognitive Tutor Algebra (CTA) with custom-built components. The three conditions were then compared in a controlled classroom study, and the results helped us to contribute to learning sciences research in peer tutoring. CTRL can be generalized to other collaborative scenarios, but the ease of implementation relates to the complexity of the existing components used. CTRL as a framework has yielded a full implementation of an adaptive support system and a controlled evaluation in the classroom.
机译：有证据表明，为协作交互提供适应性帮助可能是提高协作活动有效性的好方法。在本文中，我们介绍了协作辅导研究实验室（CTRL），这是一种面向研究的自适应协作学习支持框架，使研究人员能够结合不同类型的自适应支持，特别是通过使用特定于领域的模型作为领域通用组件的输入为了创建更复杂的补习功能。此外，该框架允许研究人员通过更轻松地改变自适应干预的单个因素来实施比较条件。我们通过设计对同级辅导设置的自适应和固定支持，并使用这两个协作方案和一个单独的辅导方案实例化框架来评估CTRL。作为实施的一部分，我们将认知家教代数（CTA）的现有组件与定制组件集成在一起。然后在受控的课堂研究中比较了这三个条件，结果帮助我们为同伴辅导中的学习科学研究做出了贡献。 CTRL可以推广到其他协作方案，但是易于实现与所使用的现有组件的复杂性有关。 CTRL作为框架已在教室中全面实施了自适应支持系统和受控评估。

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