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  1.  40
    When Are Tutorial Dialogues More Effective Than Reading?Kurt VanLehn, Arthur C. Graesser, G. Tanner Jackson, Pamela Jordan, Andrew Olney & Carolyn P. Rosé - 2007 - Cognitive Science 31 (1):3-62.
    It is often assumed that engaging in a one‐on‐one dialogue with a tutor is more effective than listening to a lecture or reading a text. Although earlier experiments have not always supported this hypothesis, this may be due in part to allowing the tutors to cover different content than the noninteractive instruction. In 7 experiments, we tested the interaction hypothesis under the constraint that (a) all students covered the same content during instruction, (b) the task domain was qualitative physics, (c) (...)
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  2.  30
    When Are Tutorial Dialogues More Effective Than Reading?Danielle E. Matthews, Kurt VanLehn, Arthur C. Graesser, G. Tanner Jackson, Pamela Jordan, Andrew Olney & Andrew Carolyn P. RosAc - 2007 - Cognitive Science 31 (1):3-62.
    It is often assumed that engaging in a one‐on‐one dialogue with a tutor is more effective than listening to a lecture or reading a text. Although earlier experiments have not always supported this hypothesis, this may be due in part to allowing the tutors to cover different content than the noninteractive instruction. In 7 experiments, we tested the interaction hypothesis under the constraint that (a) all students covered the same content during instruction, (b) the task domain was qualitative physics, (c) (...)
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    When Are Tutorial Dialogues More Effective Than Reading?Kurt VanLehn, Arthur C. Graesser, G. Tanner Jackson, Pamela Jordan, Andrew Olney & Carolyn P. Rosé - 2007 - Cognitive Science 31 (1):3-62.
    It is often assumed that engaging in a one‐on‐one dialogue with a tutor is more effective than listening to a lecture or reading a text. Although earlier experiments have not always supported this hypothesis, this may be due in part to allowing the tutors to cover different content than the noninteractive instruction. In 7 experiments, we tested the interaction hypothesis under the constraint that (a) all students covered the same content during instruction, (b) the task domain was qualitative physics, (c) (...)
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  4. Body and symbol in AutoTutor: Conversations that are responsive to the learners' cognitive and emotional states.Arthur C. Graesser & G. Tanner Jackson - 2008 - In Manuel de Vega, Arthur M. Glenberg & Arthur C. Graesser (eds.), Symbols and Embodiment: Debates on Meaning and Cognition. Oxford University Press. pp. 33.
  5.  18
    When Are Tutorial Dialogues More Effective Than Reading?Danielle E. Matthews, Kurt VanLehn, Arthur C. Graesser, G. Tanner Jackson, Pamela Jordan, Andrew Olney & Andrew Carolyn P. RosAc - 2007 - Cognitive Science: A Multidisciplinary Journal 30 (1):3-62.
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