Human Computer Interaction, Artificial Intelligence and Intelligent Augmentation
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Paper Type
Complete
Paper Number
1272
Description
Recent advances in Natural Language Processing not only bear the opportunity to design new dialog-based forms of human-computer interaction but also to analyze the argumentation quality of texts. Both can be leveraged to provide students with individual and adaptive tutoring in their personal learning journey to develop argumentation skills. Therefore, we present the results of our design science research project on how to design an adaptive dialog-based tutoring system to help students to learn how to argue. Our results indicate the usefulness of an adaptive dialog-based tutoring system to support students individually, independent of a human instructor, time and place. In addition to providing our embedded software artifact, we document our evaluated design knowledge as a design theory. Thus, we provide the first step toward a nascent design theory for adaptive conversational tutoring systems to individual support metacognition skill education of students in traditional learning scenarios.
Recommended Citation
Wambsganss, Thiemo; Soellner, Matthias; and Leimeister, Jan Marco, "Design and Evaluation of an Adaptive Dialog-Based Tutoring System for Argumentation Skills" (2020). ICIS 2020 Proceedings. 2.
https://aisel.aisnet.org/icis2020/hci_artintel/hci_artintel/2
Design and Evaluation of an Adaptive Dialog-Based Tutoring System for Argumentation Skills
Recent advances in Natural Language Processing not only bear the opportunity to design new dialog-based forms of human-computer interaction but also to analyze the argumentation quality of texts. Both can be leveraged to provide students with individual and adaptive tutoring in their personal learning journey to develop argumentation skills. Therefore, we present the results of our design science research project on how to design an adaptive dialog-based tutoring system to help students to learn how to argue. Our results indicate the usefulness of an adaptive dialog-based tutoring system to support students individually, independent of a human instructor, time and place. In addition to providing our embedded software artifact, we document our evaluated design knowledge as a design theory. Thus, we provide the first step toward a nascent design theory for adaptive conversational tutoring systems to individual support metacognition skill education of students in traditional learning scenarios.
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