NotesFAQContact Us
Collection
Advanced
Search Tips
Publication Date
In 20260
Since 20250
Since 2022 (last 5 years)0
Since 2017 (last 10 years)0
Since 2007 (last 20 years)1
Descriptor
Computer Assisted Instruction1
Experimental Psychology1
Experiments1
Feedback (Response)1
Intelligent Tutoring Systems1
Interaction1
Learning1
Natural Language Processing1
Office Occupations1
Prediction1
Prior Learning1
Tutoring1
More ▼
Source
Journal of Experimental…1
Author
D'Mello, Sidney K.1
Dowell, Nia1
Graesser, Arthur1
Publication Type
Journal Articles1
Reports - Research1
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Showing one result Save | Export
Does It Really Matter whether Students' Contributions Are Spoken versus Typed in an Intelligent Tutoring System with Natural Language?
Peer reviewed Peer reviewed
Direct linkDirect link
D'Mello, Sidney K.; Dowell, Nia; Graesser, Arthur – Journal of Experimental Psychology: Applied, 2011
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 input will "increase" learning,…
Descriptors: Intelligent Tutoring Systems, Prior Learning, Natural Language Processing, Tutoring