Supporting the tutor in a tutor-tutee adaptive educational system
Citation:
Orla Lahart, 'Supporting the tutor in a tutor-tutee adaptive educational system', [thesis], Trinity College (Dublin, Ireland). School of Computer Science & Statistics, 2009, pp 159Download Item:
Abstract:
Adaptive educational systems have been successful in providing personalised support
in a myriad of domains (Melias & Siekmann, 2004). To provide such support, the
adaptive educational system builds an internal representation of the user by analysing the
user’s behaviour including their knowledge and traits (Brusilovsky & Peylo, 2003). The
resulting model is used to adapt the learning environment to that which best suits the
individual learner. Furthermore, within a tutoring environment where there are two users,
tutor and tutee, working collaboratively to reach a common goal, there may be a need to
provide personalised domain support for both users.
One particular environment where there may be a need for such a system is home
tutoring. Despite the large body of research, which suggests a high correlation between
home tutoring and a child’s academic success (Greenwood & Hickman, 1991; Dornbusch
& Ritter, 1988), parental involvement in learning activities in the home may not occur
spontaneously due to self-believed lack of ability, knowledge and skills (HooverDempsey
& Sandler, 1995). However, research indicates the benefit of supporting the
tutor in the development of tutoring strategies (Cotton & Savard, 1982). Hence, the need
for the development of an adaptive educational system, which supports both, tutor
(parent) and tutee (child) during the home tutoring process. Such a system could in
particular be of most benefit in supporting the tutor in the development of tutoring
strategies.
There are many unresolved issues in developing such an adaptive educational systems.
Research questions still outstanding include: (1) how can an adaptive engine
simultaneously support dual users (tutor and tutee) (2) what is the appropriate educational
theory from which to elicit a set of rules, which define tutoring best practice and (3) what
is an appropriate basis for adapting to the needs of the tutor and tutee? This thesis
describes how the Parent and Child Tutor (P.A.C.T.) adaptive educational system
addresses these challenges.
Firstly, the thesis describes how P.A.C.T.’s architecture differs from that of a
traditional adaptive educational system in an endeavour to provide dual user adaptivity.
Secondly, the thesis describes how Talent Education philosophy (Suzuki, 1986) informs a
set of tutoring rules, which define tutoring best practice. Thirdly, the thesis describes how
self-efficacy (person’s belief in their ability to accomplish a particular task) can be used
to determine the appropriate level of support required by the tutor and how affect (the
emotional state) can be used to determine the type of support required by the tutee.
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Empirical studies were conducted to explore the effect of using an adaptive
educational system to support the home tutoring process in the domains of Suzuki violin
and mathematics. In particular, these studies explored the effect of P.A.C.T. on parents’
(1) self-efficacy (2) knowledge and (3) perception of their role as home tutor. In addition,
studies investigated the effect of providing affective support for the child throughout the
home tutoring process. Results suggest that P.A.C.T. may be of benefit in increasing
parental self-efficacy and parents’ knowledge of home tutoring skills. They also indicate
that P.A.C.T. may have a positive effect on parents’ perception of their role as home
tutor. Results also suggest that adapting the tutoring process based on the affective needs
of the child may have a positive effect on the home tutoring process.
In summary the main contributions of this thesis are:
• The design and development of an architecture, which supports dual user adaptivity
in the domain of home tutoring.
• The articulation and development of a set of novel tutoring rules based on Talent
Education philosophy, which defines tutoring best practice.
• Empirical evidence, which indicates the effectiveness of adaptive strategies based
on self-efficacy in supporting the parent as tutor and strategies based on affect in
supporting the child as tutee.
Author: Lahart, Orla
Advisor:
Tangney, BrendanQualification name:
Doctor of Philosophy (Ph.D.)Publisher:
Trinity College (Dublin, Ireland). School of Computer Science & StatisticsNote:
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