Improving the Help Selection Policy in a Reading Tutor that Listens
Conference Paper, Proceedings of InSTIL/ICALL Symposium on NLP and Speech Technologies in Advanced Language Learning Systems, pp. 195 - 198, June, 2004
Abstract
What type of oral reading assistance is most effective for a given student on a given word? We analyze 189,039 randomized trials of a within-subject experiment to compare the effects of several types of help in the 2002-2003 version of Project LISTEN's Reading Tutor. The independent variable is the type of help given on a word. The outcome variable is the student?s performance at the next encounter of that word, as measured by automatic speech recognition. Training a help selection policy sensitive to student or word level improves this outcome by a projected 4% - a substantial effect for picking a single better intervention.
BibTeX
@conference{Heiner-2004-8965,author = {Cecily Heiner and Joseph E. Beck and Jack Mostow},
title = {Improving the Help Selection Policy in a Reading Tutor that Listens},
booktitle = {Proceedings of InSTIL/ICALL Symposium on NLP and Speech Technologies in Advanced Language Learning Systems},
year = {2004},
month = {June},
pages = {195 - 198},
}
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