tailieunhanh - Báo cáo khoa học: "Impact of Initiative on Collaborative Problem Solving ∗"

Even though collaboration in peer learning has been shown to have a positive impact for students, there has been little research into collaborative peer learning dialogues. We analyze such dialogues in order to derive a model of knowledge co-construction that incorporates initiative and the balance of initiative. This model will be embedded in an artificial agent that will collaborate with students. | Impact of Initiative on Collaborative Problem Solving Cynthia Kersey Department of Computer Science University of Illinois at Chicago Chicago Illinois 60613 ckerse2@ Abstract Even though collaboration in peer learning has been shown to have a positive impact for students there has been little research into collaborative peer learning dialogues. We analyze such dialogues in order to derive a model of knowledge co-construction that incorporates initiative and the balance of initiative. This model will be embedded in an artificial agent that will collaborate with students. 1 Introduction While collaboration in dialogue has long been researched in computational linguistics Chu-Carroll and Carberry 1998 Constantino-Gonzalez and Suthers 2000 Jordan and Di Eugenio 1997 Lochbaum and Sidner 1990 Soller 2004 Vizcaino 2005 there has been little research on collaboration in peer learning. However this is an important area of study because collaboration has been shown to promote learning potentially for all of the participants Tin 2003 . Additionally while there has been a focus on using natural language for intelligent tutoring systems Evens et al. 1997 Graesser et al. 2004 VanLehn et al. 2002 peer to peer interactions are notably different from those of expertnovice pairings especially with respect to the richness of the problem-solving deliberations and negotiations. Using natural language in collaborative learning could have a profound impact on the way in which educational applications engage students in learning. This work is funded by NSF grants 0536968 and 0536959. There are various theories as to why collaboration in peer learning is effective but one of that is commonly referenced is co-construction Hausmann et al. 2004 . This theory is a derivative of constructivism which proposes that students construct an understanding of a topic by interpreting new material in the context of prior knowledge Chi et al. 2001 . Essentially students who are active in the .