arXiv cs.CL· Dorottya Demszky, Yann Hicke, Joy Yun, Mariah Olson, Max Karpawich, Anees Iqbal, Matt Wu, Jimmy Huang, Akshay Ravikumar, Drew Bent·· 12 小时前AI 评分31
自动反馈让同伴辅导者更多引导性发言、提升学习者推理，但未改变发言占比
Automated Feedback to Peer Tutors Increases Their Talk Moves and Learner Reasoning but Not the Balance of Talk
AI 导读
一项覆盖两期四周 SAT 数学训练营的随机对照试验（1,030 名志愿辅导者、7,443 名学习者、6,508 段录课）发现，向辅导者提供课堂话语自动反馈后，其引导学习者表达想法、采纳学习者贡献及学习者推理均提升 8-15%，两期训练营结果一致。
正文 · 原文
Abstract:Automated feedback on classroom discourse improves instruction in professional and online teaching contexts, and recent work suggests that delivering similar feedback to learners may strengthen these effects by sharing responsibility for participation. Whether this holds in small-group volunteer tutoring has not been tested. We present results from a randomized controlled trial across two four-week SAT mathematics bootcamps on the this http URL platform, involving 1,030 volunteer tutors, 7,443 learners and 6,508 recorded sessions. Tutors were randomly assigned to receive no feedback, automated feedback on their own discourse, or that feedback together with participation feedback delivered to their learners under one of two motivational framings. Feedback to tutors increased eliciting of learner ideas, uptake of learner contributions, and learner reasoning by 8-15%, and the pattern replicated across both bootcamps. However, tutor talk time, which averaged 91.5% in the control group, did not change in any condition, and learner-facing feedback did not further change discourse. Interviews with 17 tutors indicate that they adopted the moves the feedback recommended but were limited by learners who did not respond. Interviews with 13 learners suggest why the learner-facing feedback had little effect: it reported a group-level rather than a learner-level statistic, some learners preferred to listen, and learner-to-learner interaction was rare in these sessions. Automated feedback can change how tutors invite learner thinking, but shifting how much learners talk likely requires changes beyond feedback.
| Subjects: | Computation and Language (cs.CL); Emerging Technologies (cs.ET); Human-Computer Interaction (cs.HC) |
| Cite as: | arXiv:2611.07072 [cs.CL] |
| (or arXiv:2611.07072v1 [cs.CL] for this version) | |
| https://doi.org/10.48550/arXiv.2611.07072 arXiv-issued DOI via DataCite (pending registration) |
Submission history
From: Dorottya Demszky [view email]
[v1]
Wed, 4 Nov 2026 19:29:43 UTC (1,133 KB)
来源：arXiv cs.CL · arxiv.org