Learning by Teaching a Synthetic Peer: Investigating the Effect of Tutor Scaffolding for Tutor Learning

Principal Investigator: 
Project Overview
Background & Purpose: 

This research extends research on an on-going project on developing an on-line, game-like learning environment called APLUS (Artificial Peer Learning environment Using SimStudent) in which students learn by teaching a synthetic peer called SimStudent. The primary research goal for the current project is to investigate the effectiveness of adaptive scaffolding (on what and how to teach) provided by a teacher agent embedded in APLUS.

Setting: 

Human-Computer Interaction Institute at Carnegie Mellon University.

Research Design: 

The project will generate evidence that is descriptive [design research] and causal [experimental]. The study will be conducted in actual (“in vivo”) school settings. Original data are being collected on 7th and 8th grade Algebra I students using assessments of learning, observation [personal observation, videography, Web logs], and survey research [self-completion questionnaire]. The intervention being tested is an online, game-like learning environment called APLUS (Artificial Peer Learning environment. More information about APLUS and SimStudent, including results from a previous REESE study, can be found at Learning by Teaching a Synthetic Student: Using SimStudent to Study the Effect of Tutor Learning.

Findings: 

Findings will be posted as they become available.

Publications & Presentations: 

Journal papers:

Matsuda, N., Yarzebinski, E., Keiser, V., Raizada, R., William, W. C., Stylianides, G. J., & Koedinger, K. R. (2013). Cognitive anatomy of tutor learning: Lessons learned with SimStudent. Journal of Educational Psychology, 105(4), 1152-1163. doi: 10.1037/a0031955.

Matsuda, N., Yarzebinski, E., Keiser, V., Raizada, R., Stylianides, G. J., & Koedinger, K. R. (2013). Studying the Effect of Competitive Game Show in a Learning by Teaching Environment. International Journal of Artificial Intelligence in Education, 23(1-4), 1-21. Invited paper for the special issue on the Best of ITS 2012.

Peer-reviewed conference papers:

Matsuda, N., Barbalios, N., Zhao, J., Ramamurthy, A., Stylianides, G., & Koedinger, K. R. (2016). Tell me how to teach, I’ll learn how to solve problems. In A. Micarelli, J. Stamper & K. Panourgia (Eds.), Proceedings of the International Conference on Intelligent Tutoring Systems (pp. 111-121). Switzerland: Springer.

Yarzebinski, E., Ogan, A., Rodrigo, M. M. T., & Matsuda, N. (2015). Understanding Students’ Use of Code-switching in a Learning by Teaching Technology. In C. Conati & N. Heffernan (Eds.), Proceedings of the international conference on artificial intelligence in education (pp. 504-516). [28% acceptance rate out of 170 submissions]

Matsuda, N., Stylianides, G. J., & Koedinger, K. R. (2015). Studying the Effect of Guided Learning by Teaching in Learning Algebra Equations Paper presented at the Annual Meeting of the American Educational Research Association Chicago, IL.

Matsuda, N., Griger, C. L., Barbalios, N., Stylianides, G., Cohen, W. W., & Koedinger, K. R. (2014). Investigating the Effect of Meta-Cognitive Scaffolding for Learning by Teaching. In S. Trausen-Matu & K. Boyer (Eds.), Proceedings of the International Conference on Intelligent Tutoring Systems (pp.104-113). Switzerland: Springer [17.5% acceptance rate out of 177 submissions]

Related Publications:

Li, N., Matsuda, N., Cohen, W. W., & Koedinger, K. R. (2015). Integrating Representation Learning and Skill Learning in a Human-Like Intelligent Agent. Artificial Intelligence, 219, 67-91. doi: http://dx.doi.org/10.1016/j.artint.2014.11.002

Matsuda, N., Cohen, W. W., & Koedinger, K. R. (2015). Teaching the Teacher: Tutoring SimStudent leads to more Effective Cognitive Tutor Authoring. International Journal of Artificial Intelligence in Education,  25, 1-34.

MacLellan, C., Koedinger, R. K., & Matsuda, N. (2014). Authoring Tutors with SimStudent: An Evaluation of Efficiency and Model Quality. In S. Trausen-Matu & K. Boyer (Eds.), Proceedings of the International Conference on Intelligent Tutoring Systems (pp. 551-560). Switzerland: Springer. [17.5% acceptance rate out of 177 submissions]