GURU, a tutor embodying expert-teacher behaviour, produced learning gains similar to small-group human teaching and better than classroom teaching alone¶

Claim · All claims
Evidence · 1 study · review r2 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In an evaluation comparing standard classroom teaching, classroom teaching augmented by a non-expert human teacher, and classroom teaching augmented by GURU, the two augmented modes produced similar learning gains, both better than classroom teaching alone. → Benedict du Boulay & Rosemary Luckin 2015

Evidence¶

Benedict du Boulay & Rosemary Luckin 2015¶

Benedict du Boulay & Rosemary Luckin. (2015). Modelling Human Teaching Tactics and Strategies for Tutoring Systems: 14 Years On. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-015-0053-0

q3 · i? · review · r2

The review reports the Olney et al. (2012) evaluation of GURU, a conversational Biology tutor built on the expert-teacher coding plus the INSPIRE framework, comparing three teaching conditions; the two augmented conditions produced similar gains, both better than classroom teaching alone.

"An evaluation of GURU compared standard classroom teaching vs classroom teaching augmented by small group sessions with a human (non-expert) teacher vs classroom teaching augmented by sessions with GURU. They researchers found that the two augmented modes of teaching produced similar learning gains, with both being better than classroom teaching alone (Olney et al. 2012)."

Discussion¶

Related Claims¶

• ITS significantly outperform large-group human instruction, individual computer-based instruction, and textbooks or workbooks, but not small-group or individual human tutoring — a broader claim this one bears on
• Intelligent tutoring systems improve achievement over non-individualised instruction — a broader claim this one bears on
• Ma et al. (2014) meta-analysis: step-based ITSs outperformed no tutoring and large-group teacher-led instruction, but showed no differences against small-group or one-to-one human tutoring — a broader claim this one bears on
• Meta-analytic evidence indicates intelligent tutoring systems yield positive learning outcomes compared with non-ITS conditions — a broader claim this one bears on
• A meta-analysis found that Intelligent Tutoring Systems outperformed, in aggregate, the other modes of instruction they were compared against, though publication bias may partly explain this — a broader claim this one bears on
• Non-expert human tutors follow a limited 5-step collaborative reasoning repertoire, with far more student question-asking than classroom instruction — related
• The Guru tutor's collaborative lecturing strategy produced approximately 0.72 σ biology learning gains over classroom instruction only — possibly the same claim (merge candidate)