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The Relative Effectiveness of Human Tutoring,Intelligent Tutoring Systems,and Other Tutoring Systems
KURT VanLEHN 《教育心理学家》2013,48(4):197-221
This article is a review of experiments comparing the effectiveness of human tutoring, computer tutoring, and no tutoring. “No tutoring” refers to instruction that teaches the same content without tutoring. The computer tutoring systems were divided by their granularity of the user interface interaction into answer-based, step-based, and substep-based tutoring systems. Most intelligent tutoring systems have step-based or substep-based granularities of interaction, whereas most other tutoring systems (often called CAI, CBT, or CAL systems) have answer-based user interfaces. It is widely believed as the granularity of tutoring decreases, the effectiveness increases. In particular, when compared to No tutoring, the effect sizes of answer-based tutoring systems, intelligent tutoring systems, and adult human tutors are believed to be d = 0.3, 1.0, and 2.0 respectively. This review did not confirm these beliefs. Instead, it found that the effect size of human tutoring was much lower: d = 0.79. Moreover, the effect size of intelligent tutoring systems was 0.76, so they are nearly as effective as human tutoring. 相似文献
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KURT C. M. MERTEL 《Journal of Philosophy of Education》2020,54(2):467-486
In this paper, I defend the viability and relevance of Heidegger's philosophy of technology and consider its emancipatory potential in the field of education. First, I situate Heidegger's philosophy of technology within the broader emancipatory project of his early work—the fundamental ontology of Being and Time—and emphasise the role of language and (self-)appropriation in human subjectivity. Second, in light of the importance Heidegger placed on education for resisting the reifying and alienating effects of technology, I conclude with some critical reflections on recent attempts to develop a positive Heideggerian programme of education. In particular, I reveal some crucial limitations of the pragmatist or ‘bodily coping’ approach—defended by Hubert Dreyfus and Mark Wrathall and argue that an ‘appropriative’ alternative yields a more compelling philosophy of education, which emphasises the cultivation of moral articulacy. 相似文献
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Attributions toward HIV+ adolescents made by teacher education students who graduated from rural or urban high schools were examined. Participants read vignettes in which level of promiscuity and sexual orientation were varied, then completed a rating scale that reflected various attitudes toward HIV+ students. The vignette student labeled promiscuous was blamed and judged more personally responsible for contracting the disease than the non‐promiscuous student. Participants who reported graduating from urban high schools indicated more positive affect and positive attitude toward integration, but also higher levels of fearfulness, than did those from rural high schools. Sexual orientation and the participant's high school location interacted on the need for reporting/precautions variable. Those from urban high schools indicated a higher need for reporting and safety precautions than did those from rural high schools when the HIV+ student was labeled heterosexual. School Psychologists should be aware of the varied factors that are involved in teacher judgments concerning HIV+ students. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 173–182, 2003. 相似文献
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