The Robotics Institute

Carnegie Mellon Robotics Institute

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Abstract

What type of oral reading assistance is most effective for a given student on a given word? We analyze 189,039 randomized trials of a within-subject experiment to compare the effects of several types of help in the 2002-2003 version of Project LISTEN's Reading Tutor. The independent variable is the type of help given on a word. The outcome variable is the student?s performance at the next encounter of that word, as measured by automatic speech recognition. Training a help selection policy sensitive to student or word level improves this outcome by a projected 4% - a substantial effect for picking a single better intervention.

Notes

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

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

Number of pages: 4

Text Reference

Cecily Heiner, Joseph E. Beck, and Jack Mostow, "Improving the Help Selection Policy in a Reading Tutor that Listens," Proceedings of the InSTIL/ICALL Symposium on NLP and Speech Technologies in Advanced Language Learning Systems, June, 2004, pp. 195 - 198.

BibTeX Reference

@inproceedings{Heiner_2004_4998,
   author = "Cecily Heiner and Joseph E Beck and Jack Mostow",
   title = "Improving the Help Selection Policy in a Reading Tutor that Listens",
   booktitle = "Proceedings of the InSTIL/ICALL Symposium on NLP and Speech Technologies in Advanced Language Learning Systems",
   pages = "195 - 198",
   month = "June",
   year = "2004",
}

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