Abstract
PedaBot is a new discussion scaffolding application designed to aid student knowledge acquisition, promote reflection about course topics and encourage student participation in discussions. It dynamically processes student discussions and presents related discussions from a knowledge base of past discussions. This paper describes the system and presents a comparative analysis of the information retrieval techniques used to respond to free-form student discussions, a combination of topic profiling, term frequency-inverse document frequency, and latent semantic analysis. Responses are presented as annotated links that students can follow and rate. We report a pilot study of PedaBot based on student viewings, student ratings, and a small survey. Initial results indicate that there is a high level of student interest in the feature and that its responses are moderately relevant to student discussions.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Scardamalia, M., Bereiter, C.: Computer support for knowledge building communities. In: Koschmann, T. (ed.) CSCL: Theory and practice of an emerging paradigm. Erlbaum, Mahwah (1996)
Koschmann, T. (ed.): CSCL: Theory and practice of an emerging paradigm. Lawrence Erlbaum, Hillsdale (1996)
Pallof, R.M., Pratt, K.: Building Learning Communities in Cyberspace: Effective Strategies for the Online Classroom (1999)
Kim, J., Beal, C.: Turning quantity into quality: Supporting automatic assessment of on-line discussion contributions. In: AERA 2006 (2006)
Painter, C., Coffin, C., Hewings, A.: Impacts of Directed Tutorial Activities in Computer Conferencing: A Case Study. Distance Education 24(2) (2003)
Feng, D., Kim, J., Shaw, E., Hovy, E.: Towards Modeling Threaded Discussions through Ontology-based Analysis. In: Proceedings of National Conference on Artificial Intelligence (AAAI 2006) (2006)
Ravi, S., Kim, J.: Profiling Student Interactions in Threaded Discussions with Speech Act Classifiers. In: Proceedings of AI in Education (2007)
Landauer, T., Dumais, S.: A Solution to Plato’s Problem: The Latent Semantic Analysis Theory of Acquisition, Induction, and Representation of Knowledge. Psychological Review 104(2) (1997)
Salton, G.: Automatic Text Processing, The Transformation, Analysis, and Retrieval of Information by Computer. Addison-Wesley, Reading (1989)
Hearst, M.A.: Multi-paragraph segmentation of expository text. In: Proc. of the 32th Annual Meeting of the Association for Computational Linguistics, Las Cruces, pp. 9–16 (1994)
Shaw, E.: Assessing and Scaffolding Collaborative Learning in Online Discussions. In: Proceedings of AI in Education (2005)
Soller, A., Lesgold, A.: Computational Approach to Analyzing Online Knowledge Sharing Interaction. In: Proceedings of AI in Education (2003)
Graesser, A.C., Person, N., Harter, D.: TRG: Teaching tactics and dialog in AutoTutor. International Journal of AI in Education 12 (2001)
Kumar, R., Rosé, C.P., Wang, Y.C., Joshi, M., Robinson, A.: Tutorial Dialogue as Adaptive Collaborative Learning Support. In: Proceedings of AI in Education (2007)
Shum, B.S.: Workshop report: Computer Supported Collaborative Argumentation for Learning Communities. In: SIGWEB Newsletter, pp. 27–30 (2000)
Pasca, M., Harabagiu, S.: High Performance Question/Answering. In: Proceedings of SIGIR 2001, pp. 366–374 (2001)
Author information
Authors and Affiliations
Editor information
Rights and permissions
Copyright information
© 2008 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Kim, J., Shaw, E., Ravi, S., Tavano, E., Arromratana, A., Sarda, P. (2008). Scaffolding On-Line Discussions with Past Discussions: An Analysis and Pilot Study of PedaBot. In: Woolf, B.P., Aïmeur, E., Nkambou, R., Lajoie, S. (eds) Intelligent Tutoring Systems. ITS 2008. Lecture Notes in Computer Science, vol 5091. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-540-69132-7_38
Download citation
DOI: https://doi.org/10.1007/978-3-540-69132-7_38
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-540-69130-3
Online ISBN: 978-3-540-69132-7
eBook Packages: Computer ScienceComputer Science (R0)