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Tutoring Process in Emotionally Intelligent Tutoring Systems
International Journal of Technology and Educational Marketing, 2014Research has shown that emotions can influence learning in situations when students have to analyze, reason, make conclusions, apply acquired knowledge, answer questions, solve tasks, and provide explanations. A number of research groups inspired by the close relationship between emotions and learning have been working to develop emotionally ...
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Modeling of Tutoring Processes in Intelligent Tutoring Systems
2004In this paper, a formal tutoring process model for case-based Intelligent Tutoring Systems is described. Case-based training necessitates flexibility and adaptability in an Intelligent Tutoring System. Training cases can be developed in different levels of guidance, reflecting the intensity of support given to the learner. The tutoring process model is
Alke Martens, Adelinde M. Uhrmacher
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Educational Studies, 1996
Summary Path analysis was used to examine the effects of tutor‐tutee intimacy, tutoring conditions and background variables on overall tutor satisfaction, as well on specific satisfaction from achievements, rewards, and relationships. University student tutors (n = 472), who worked with younger children under the auspices of the PERACH Project in ...
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Summary Path analysis was used to examine the effects of tutor‐tutee intimacy, tutoring conditions and background variables on overall tutor satisfaction, as well on specific satisfaction from achievements, rewards, and relationships. University student tutors (n = 472), who worked with younger children under the auspices of the PERACH Project in ...
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Higher Education, 1982
Small group learning monitored by tutors is an essential ingredient of medical education at Limburg State University (The Netherlands). Tutor functioning was assessed by students by means of a questionnaire. Tutor functioning was found to be related to tutor expertise on subject matter discussed by the group, but not to tutor age or tutor experience.
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Small group learning monitored by tutors is an essential ingredient of medical education at Limburg State University (The Netherlands). Tutor functioning was assessed by students by means of a questionnaire. Tutor functioning was found to be related to tutor expertise on subject matter discussed by the group, but not to tutor age or tutor experience.
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The Impact of Undergraduate Tutor System in Chinese 8-Year Medical Students in Scientific Research
Frontiers in Medicine, 2022Mingyi Zhao, Rong Pengfei
exaly
The Effect of Assistance on Learning and Affect in an Algebra Tutor
Journal of Educational Computing Research, 2020Jay Jennings, Kasia Muldner
exaly

