Vasile Rus, Dan Stefanescu, William Baggett, Nobal Niraula, Don Franceschetti, Arthur C. Graesser
We present in this paper the findings of a study on the role of macro-adaptation in conversational intelligent tutoring. Macro-adaptivity refers to a system’s capability to select appropriate instructional tasks for the learner to work on. Micro-adaptivity refers to a system’s capability to adapt its scaffolding while the learner is working on a particular task. We compared an intelligent tutoring system that offers both macro- and micro-adaptivity (fully-adaptive) with an intelligent tutoring system that offers only micro-adaptivity. Experimental data analysis revealed that learning gains were significantly higher for students randomly assigned to the fully-adaptive intelligent tutor condition compared to the micro-adaptive-only condition.
The final publication is available at Springer via https://doi.org/10.1007/978-3-319-07221-0_29.