Difference between revisions of "Splicing"
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Latest revision as of 19:11, 3 March 2022
Splicing is considered as a scaffolding strategy. When a student’s contribution is error-ridden, the tutors tend to jump in quickly and splice in a good answer. Thus, immediate corrective feedback is given by the tutor. The metaphor of ‘splicing’ is used because normally the tutor and student are jointly constructing a connected structure of ideas when the errors occur.
"The tutor jumps in and splices correct information as soon as the student produces a contribution that is obviously error-ridden. The tutor needs to be able to recognize errors, bugs, and slips in order to do this. Deep misconceptions in the student are more difficult to detect and are not handled by splicing." [1][2]
Notes
- ↑ Graesser, A. C., Wiemer-Hastings, K., Wiemer-Hastings, P., Kreuz, R., & Tutoring Research Group. (1999). AutoTutor: A simulation of a human tutor. Cognitive Systems Research, 1(1), 35-51.
- ↑ Person, N. K., Graesser, A. C., Kreuz, R. J., & Pomeroy, V. (2003). Simulating human tutor dialog moves in AutoTutor. International Journal of Artificial Intelligence in Education (IJAIED), 12, 23-39.