Does It Really Matter Whether Students' Contributions Are Spoken Versus Typed in an Intelligent Tutoring System With Natural Language?

There is the question of whether learning differs when students speak versus type their responses when interacting with intelligent tutoring systems with natural language dialogues. Theoretical bases exist for three contrasting hypotheses. The speech facilitation hypothesis predicts that spoken inpu...

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Detalles Bibliográficos

Publicado en:	Journal of Experimental Psychology. Applied Vol. 17; no. 1; pp. 1 - 18
Autores principales:	D'Mello, Sidney K., Dowell, Nia, Graesser, Arthur
Formato:	Artículo
Publicado:	American Psychological Association March 2011
Materias:	Intelligent tutoring systems Natural language processing Human-computer interaction Psychology of learning
Acceso en línea:	Ver este registro en EBSCOhost