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Investigating the Impact of a Meaningful Gamification-Based Intervention on Novice Programmers’ Achievement Read chapter Read first chapter

2018 | OriginalPaper | Chapter

An Instructional Factors Analysis of an Online Logical Fallacy Tutoring System

Authors : Nicholas Diana, John Stamper, Ken Koedinger

Published in: Artificial Intelligence in Education

Publisher: Springer International Publishing

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Abstract

The proliferation of fake news has underscored the importance of critical thinking in the civic education curriculum. Despite this recognized importance, systems designed to foster these kinds of critical thinking skills are largely absent from the educational technology space. In this work, we utilize an instructional factors analysis in conjunction with an online tutoring system to determine if logical fallacies are best learned through deduction, induction, or some combination of both. We found that while participants were able to learn the informal fallacies using inductive practice alone, deductive explanations were more beneficial for learning.

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previous chapter Balancing Human Efforts and Performance of Student Response Analyzer in Dialog-Based Tutors
next chapter Using Physiological Synchrony as an Indicator of Collaboration Quality, Task Performance and Learning
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Metadata
Title
An Instructional Factors Analysis of an Online Logical Fallacy Tutoring System
Authors
Nicholas Diana
John Stamper
Ken Koedinger
Copyright Year
2018
Book
Artificial Intelligence in Education

Print ISBN: 978-3-319-93842-4

Electronic ISBN: 978-3-319-93843-1

Copyright Year: 2018

DOI
https://doi.org/10.1007/978-3-319-93843-1_7

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