Adapting to Student Uncertainty Improves Tutoring Dialogues

13 years 11 months ago

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This study shows that affect-adaptive computer tutoring can signiﬁcantly improve performance on learning efﬁciency and user satisfaction. We compare two different student uncertainty adaptations which were designed, implemented and evaluated in a controlled experiment using four versions of a wizarded spoken dialogue tutoring system: two adaptive systems used in two experimental conditions (basic and empirical), and two non-adaptive systems used in two control conditions (normal and random). In prior work we compared learning gains across the four systems; here we compare two other important performance metrics: learning efﬁciency and user satisfaction. We show that the basic adaptive system outperforms the normal (non-adaptive) and empirical (adaptive) systems in terms of learning efﬁciency. We also show that the empirical (adaptive) and random (non-adaptive) systems outperform the basic adaptive system in terms of user perception of tutor response quality. However, only the b...

Katherine Forbes-Riley, Diane J. Litman

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