• Sorted by Date • Classified by Publication Type • Classified by Research Category •
E. Arnott, P. Hastings, and D. Allbritton. Research Methods Tutor: Evaluation of a dialogue-based tutoring system in the classroom. Behavior Research Methods, 40(3):694–672, Psychonomics Society Publications, 2008.
Research Methods Tutor (RMT) is a dialogue-based intelligent tutoring system for use in conjunction with undergraduate psychology research methods courses. RMT includes five topics that correspond to the curriculum of introductory research methods courses: ethics, variables, reliability, validity, and experimental design. We evaluated the effectiveness of the RMT system in the classroom using a non-equivalent control group design. Students in three classes (n = 73) used RMT, and students in two classes (n = 52) did not use RMT. Results indicated that the use of RMT yielded strong learning gains of .71 SD above classroom instruction alone. Further, the dialogue-based tutoring condition of the system resulted in higher gains than the textbook-style condition (CAI version) of the system. Future directions for RMT include the addition of new topics and tutoring elements.
@ARTICLE{Arnott:brm2008,
author = {E. Arnott and P. Hastings and D. Allbritton},
title = {Research Methods Tutor: Evaluation of a dialogue-based tutoring system in the classroom},
journal = {Behavior Research Methods},
year = {2008},
publisher = {Psychonomics Society Publications},
volume = {40},
number = {3},
pages = {694--672},
bib2html_rescat = {Artificial Intelligence in Education},
bib2html_pubtype = {Journal},
abstract = {Research Methods Tutor (RMT) is a dialogue-based intelligent tutoring system for use in conjunction with undergraduate psychology research methods courses. RMT includes five topics that correspond to the curriculum of introductory research methods courses: ethics, variables, reliability, validity, and experimental design. We evaluated the effectiveness of the RMT system in the classroom using a non-equivalent control group design. Students in three classes (n = 73) used RMT, and students in two classes (n = 52) did not use RMT. Results indicated that the use of RMT yielded strong learning gains of .71 SD above classroom instruction alone. Further, the dialogue-based tutoring condition of the system resulted in higher gains than the textbook-style condition (CAI version) of the system. Future directions for RMT include the addition of new topics and tutoring elements.}
}
Generated by bib2html.pl (written by Patrick Riley ) on Tue Jul 29, 2008 22:49:30