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Carnegie Mellon Robotics Institute

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Abstract

We present an automated method to ask children questions during assisted reading, and experimentally evaluate its effects on their comprehension. In 2002, after a randomly inserted generic multiple-choice What/Where/When question, children were likelier to correctly answer an automatically generated comprehension question on a later sentence. The positive effects of such questions vanished during the second half of the study in 2003. We hypothesize why.

Notes

Associated Lab(s) / Group(s): Project LISTEN

Associated Project(s): Project LISTEN's Reading Tutor

Number of pages: 3

Text Reference

Joseph E. Beck, Jack Mostow, Andrew Cuneo, and Juliet Bey, "Can automated questioning help children's reading comprehension?," Proceedings of the Tenth International Conference on Artificial Intelligence in Education (AIED2003), July, 2003, pp. 380 - 382.

BibTeX Reference

@inproceedings{Beck_2003_4656,
   author = "Joseph E Beck and Jack Mostow and Andrew Cuneo and Juliet Bey",
   title = "Can automated questioning help children's reading comprehension?",
   booktitle = "Proceedings of the Tenth International Conference on Artificial Intelligence in Education (AIED2003)",
   pages = "380 - 382",
   month = "July",
   year = "2003",
}

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