Tutoring by computer and by humans: A reading list

September 19, 2006

Essential readings are marked with an asterisk.

Intelligent tutoring systems. This section covers some of the most widely cited intelligent tutoring systems (ITS), plus a few that are interesting but less well-known. Other widely-cited ITS are covered in papers in other sections of the reading list.

• Equipment operation and troubleshooting (Hollan, Hutchins, & Weitzman, 1984) (Woolf, Blegan, Jansen, & Verloop, 1986) *(Johnson, Rickel, Stiles, & Munro, 1998) (Katz et al., 1998) (Roberts, Pioch, & Ferguson, 2000) (Roberts, 2001)

• Computer science (J. R. Anderson, Corbett, Koedinger, & Pelletier, 1995) *(Mitrovic & Ohlsson, 1999) (Lane & VanLehn, 2005)

• Mathematics and physics *(J. R. Anderson et al., 1995) (K. R. Koedinger, Anderson, Hadley, & Mark, 1997) *(VanLehn et al., 2005)

• Medical (Crowley & Medvedeva, 2006)

• Natural language tutoring (Aist et al., 2001) *(Graesser, VanLehn, Rose, Jordan, & Harter, 2001) (VanLehn et al., 2002) (Clark, Bratt, Peters, Schultz, & Evens, 2003) (Michael, Rovick, Glass, Zhou, & Evens, 2003)

• Games *(Burton & Brown, 1982)

The technology of intelligent tutoring systems. These readings address the major technologies, often comparing new techniques with older ones.

• Overviews of ITS technology and function *(VanLehn, in press-a)

• Student modeling and step analysis: Both competence & bugs (VanLehn, 1988) (Falmagne, Koppen, Villano, Doignon, & Johannesen, 1990) (Corbett & Anderson, 1995) *(Jameson, 1995) (Baffes & Mooney, 1996) (Conati, Gertner, & VanLehn, 2002) (Chang, Beck, Mostow, & Corbett, 2006) *(VanLehn, in press-b)

• Problem solving, knowledge engineering and authoring systems (Murray, 1999) (Tecuci & Keeling, 1999) (Ainsworth & Grimshaw, 2004) (Mitrovic, Suraweera, & Martin, 2006) (V. Aleven, McLaren, Sewall, & Koedinger, 2006)

• Step generation and plan recognition(Rickel & Johnson, 1999) (Martin & Mitrovic, 2000)

• Dialogue management (Rich & Sidner, 1998)

Human tutoring. This section covers studies that attempted to answer the question “what do human tutors do?” with an eye toward getting computer tutors to do the same thing.

• Descriptive studies (Wood, Bruner, & Ross, 1976) (McArthur, Stasz, & Zmuidzinas, 1990) (D.C. Merrill, Reiser, Ranney, & Trafton, 1992) (Lepper, Woolverton, Mumme, & Gurtner, 1993) *(Graesser, Person, & Magliano, 1995) (D. C. Merrill, Reiser, Merrill, & Landes, 1995) (Hume, Michael, Rovick, & Evens, 1996) (VanLehn, 1999) (M.T.H. Chi, Siler, Jeong, Yamauchi, & Hausmann, 2001) (Katz, Connelly, & Allbritton, 2003) (M. T. H. Chi, Siler, & Jeong, 2004)

Interaction and communication. This section covers studies comparing the effects of different amounts and types of interaction between a student and another agent, either a tutor or a peer. These are core topics of the PSLC’s Interactive Communication cluster.

• Feedback and hint effects (J. A. Kulik & Kulik, 1988) (McKendree, 1990) (Hume et al., 1996) (Kluger & DeNisi, 1996) *(Corbett & Anderson, 2001) (Mathan & Koedinger, 2005) (V. J. Shute, 1992)

• Learning from examples, self-explanation and fading *(Collins, Brown, & Newman, 1989) (Nguyen-Xuan, Bastide, & Nicaud, 1999) (Kalyuga, Chandler, Tuovinen, & Sweller, 2001) (Renkl, Atkinson, Maier, & Staley, 2002) (Kalyuga, Ayres, Chandler, & Sweller, 2003) (Atkinson, Renkl, & Merrill, in press) *(M. T. H. Chi, 2000) (M.T.H. Chi et al., 2001) (V. Aleven & Koedinger, 2002) (Siegler, 2002) (Corbett, Wagner, lesgold, Ulrich, & Stevens, 2006)

• Tutorial dialogues vs. monologues *(VanLehn et al., in press) (Vincent Aleven, Ogan, Popescu, Torrey, & Koedinger, 2004)

• Learning with a peer, including collaborative learning, peer tutoring, learning by teaching (Reif & Scott, 1999) (Okita & Schwartz, 2006)

Coordinating multiple sources. This section covers studies of how learning changes when multiple representations, strategies or media are used. These are core topics of the PSLC’s Coordinative Learning cluster.

• Animation and agent effects (Lester, Converse, Stone, Kahler, & Barlow, 1997) (Graesser et al., 2003) (Moreno, Mayer, Spires, & Lester, 2001)

• Learning from analogies (Novick & Holyoak, 1991) (J.R. Anderson, Fincham, & Douglass, 1997) (VanLehn, 1998)

• Learning from multiple representations & multiple solutions (Ainsworth, 1999)

Fluency and refinement. This section covers effects of varying amounts and types of practice on learning. These are core topics for the PSLC’s Fluency and Refinement cluster.