Search results for author:"Barry Gholson"
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Promoting vicarious learning of physics using deep questions with explanations
Scotty D. Craig; Barry Gholson; Joshua K. Brittingham; Joah L. Williams; Keith T. Shubeck
Computers & Education Vol. 58, No. 4 (May 2012) pp. 1042–1048
Two experiments explored the role of vicarious “self” explanations in facilitating student learning gains during computer-presented instruction. In Exp. 1, college students with low or high knowledge on Newton's laws were tested in four conditions: (...
Language: English
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Exploring the Deep-Level Reasoning Questions Effect during Vicarious Learning among Eighth to Eleventh Graders in the Domains of Computer Literacy and Newtonian Physics
Barry Gholson; Amy Witherspoon; Brent Morgan; Joshua K. Brittingham; Robert Coles; Arthur C. Graesser; Jeremiah Sullins; Scotty D. Craig
Instructional Science: An International Journal of the Learning Sciences Vol. 37, No. 5 (September 2009) pp. 487–493
This paper tested the deep-level reasoning questions effect in the domains of computer literacy between eighth and tenth graders and Newtonian physics for ninth and eleventh graders. This effect claims that learning is facilitated when the materials ...
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The Relationship Between Affective States and Dialog Patterns During Interactions With AutoTutor
Arthur C. Graesser; Sidney K. D’Mello; Scotty D. Craig; Amy Witherspoon; Jeremiah Sullins; Bethany McDaniel; Barry Gholson
Journal of Interactive Learning Research Vol. 19, No. 2 (April 2008) pp. 293–312
Relations between emotions (affect states) and learning have recently been explored in the context of AutoTutor. AutoTutor is a tutoring system on the Internet that helps learners construct answers to difficult questions by interacting with them in...
Topics: Interaction, Educational Technology, Artificial Intelligence, Communication, Attitudes, Tutoring
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An implementation of vicarious learning environments in middle school classrooms
Scotty Craig; Arthur Graesser; Joshua Brittingham; Joah Williams; Trey Martindale; Gloria Williams; Renita Gray; Arlisha Darby; Barry Gholson
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 1060–1064
Deep-level reasoning questions have been shown to be an effective way of improving learning in environments that are purely observational using randomized laboratory experiments. These types of environments have been referred to as vicarious...
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Learning physics vicariously: A test of the deep-level reasoning questions effect in a vicarious learning environment on physics
Jeremiah Sullins; Amy Witherspoon; Scotty Craig; Barry Gholson
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (October 2006) pp. 2410–2413
Research on the role of deep-level reasoning questions in a vicarious learning environment was examined in physics. The study consisted of an interactive condition in which the learners interacted with an intelligent tutoring system called AutoTutor....
Topics: Physical Environments, Interaction
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Promoting Constructive Activities that Support Vicarious Learning during Computer-Based Instruction
Barry Gholson; Scotty D. Craig
Educational Psychology Review Vol. 18, No. 2 (June 2006) pp. 119–139
This article explores several ways computer-based instruction can be designed to support constructive activities and promote deep-level comprehension during vicarious learning. Vicarious learning, discussed in the first section, refers to knowledge...
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The Relationship between Affective States and Dialog Patterns during Interactions with AutoTutor
Sidney D'Mello; Scotty Craig; Amy Witherspoon; Jeremiah Sullins; Bethany McDaniel; Barry Gholson; Art Graesser
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2005 (October 2005) pp. 2004–2011
In an attempt to discover links between learning and emotions, this study adopted an emote-aloud procedure in which participants were recorded as they verbalized their affective states while interacting with an intelligent tutoring system, AutoTutor....
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Affect and Learning: An Exploratory Look into the Role of Affect in Learning with AutoTutor
Scotty D. Craig; Arthur C. Graesser; Jeremiah Sullins; Barry Gholson
Journal of Educational Media Vol. 29, No. 3 (October 2004) pp. 241–250
The role that affective states play in learning was investigated from the perspective of a constructivist learning framework. We observed six different affect states (frustration, boredom, flow, confusion, eureka and neutral) that potentially occur...
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Constructing Knowledge from Dialog in an Intelligent Tutoring System: Interactive Learning, Vicarious Learning, and Pedagogical Agents
Scotty D. Craig; David M. Driscoll; Barry Gholson
Journal of Educational Multimedia and Hypermedia Vol. 13, No. 2 (April 2004) pp. 163–183
College students either interacted directly with an intelligent tutoring system, called AutoTutor, by contributing to mixed initiative dialog, or they simply observed, as vicarious learners, previously recorded interactive sessions. The mean pretest ...
Topics: English Language Arts, Learning Disabilities, Middle School Education, Artificial Intelligence, Educational Technology
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Should we question them?: An investigation into the role of deep questions in Vicarious Learning Environments
Scotty Craig; Barry Gholson; Jeremiah Sullins
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (2004) pp. 1835–1839
Abstract. The role that question asking and dialog play in vicarious learning environments (VLEs) was investigated using a pretest-posttest design. Data was collected from 66 participants among four different learning conditions (interactive,...
Topics: Standards
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Emotions during learning: The first steps toward an affect sensitive intelligent tutoring system
Scotty Craig; Sidney D’Mello; Barry Gholson; Amy Witherspoon; Jeremiah Sullins; Arthur Graesser
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (2004) pp. 264–268
In an attempt to discover links between learning and emotions, this study adopted an emote-aloud procedure in which participants were recorded as they verbalized their affective states while interacting with an intelligent tutoring system, AutoTutor....
Topics: Tutoring
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Vicarious Learning: Effects of Overhearing Dialog and Monologue-Like Discourse in a Virtual Tutoring Session
David M. Driscoll; Scotty D. Craig; Barry Gholson; Matthew Ventura; Xiangen Hu; Arthur C. Graesser
Journal of Educational Computing Research Vol. 29, No. 4 (2003) pp. 431–450
In two experiments, students overheard two computer-controlled virtual agents discussing four computer literacy topics in dialog discourse and four in monologue discourse. In Experiment 1, the virtual tutee asked a series of deep questions in the...
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Does an agent matter?: The Effects of Animated Pedagogical Agents on Multimedia Environments
Barry Gholson; Scotty Craig
World Conference on Educational Media and Technology 2002 (2002) pp. 357–362
Data are presented on the effects of Animated Agents on multimedia learning environments with specific concerns of split attention and modality effects. The study was a 3 (agent properties: agent only, agent with gestures, no agent) x 3 (picture...
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Animated Pedagogical Agents in Multimedia Educational Environments: Effects of Agent Properties, Picture Features, and Redundancy
Scotty D. Craig; Barry Gholson; David M. Driscoll
Journal of Educational Psychology Vol. 94, No. 2 (2002) pp. 428–34
Two experiments explored the integration of animated agents into multimedia environments in the context of R. E. Mayer's (2001) cognitive theory of multimedia learning. The spoken-narration-only condition outperformed other conditions, with no...
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HURAA: An Interactive Web-Based Agent That Optimizes Information Retrieval in a Multi-media Environment
Natalie Person; Barry Gholson; Scotty Craig; Xiangen Hu; Craig Stewart; Jozsef Toth
EdMedia: World Conference on Educational Media and Technology 2001 (2001) pp. 1476–1481
The Computational Discourse Technologies Group is developing the Human Use Regulatory Affairs Advisor (HURAA). HURAA is a web-based information delivery and retrieval system that includes an animated agent that guides the user through six distinct ...
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Constructing Knowledge from Dialog in an Intelligent Tutoring System: Interactive learning, Vicarious Learning, and Pedagogical Agents
Scotty Craig; Barry Gholson
Journal of Educational Multimedia and Hypermedia
College students either interacted directly with an intelligent tutoring system, called AutoTutor, by contributing to mixed initiative dialog, or they simply observed, as vicarious learners, previously recorded interactive sessions. The mean pretest ...
Topics: Animated Pedagogical Agents