Designing Adaptive Instruction for Teams: a Meta-Analysis

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dc.citation.firstpage225en_US
dc.citation.issueNumber2en_US
dc.citation.journalTitleInternational Journal of Artificial Intelligence in Educationen_US
dc.citation.lastpage264en_US
dc.citation.volumeNumber28en_US
dc.contributor.authorSottilare, Robert A.en_US
dc.contributor.authorBurke, C. Shawnen_US
dc.contributor.authorSalas, Eduardoen_US
dc.contributor.authorSinatra, Anne M.en_US
dc.contributor.authorJohnston, Joan H.en_US
dc.contributor.authorGilbert, Stephen B.en_US
dc.date.accessioned2017-07-31T18:12:32Zen_US
dc.date.available2017-07-31T18:12:32Zen_US
dc.date.issued2018en_US
dc.description.abstractThe goal of this research was the development of a practical architecture for the computer-based tutoring of teams. This article examines the relationship of team behaviors as antecedents to successful team performance and learning during adaptive instruction guided by Intelligent Tutoring Systems (ITSs). Adaptive instruction is a training or educational experience tailored by artificially-intelligent, computer-based tutors with the goal of optimizing learner outcomes (e.g., knowledge and skill acquisition, performance, enhanced retention, accelerated learning, or transfer of skills from instructional environments to work environments). The core contribution of this research was the identification of behavioral markers associated with the antecedents of team performance and learning thus enabling the development and refinement of teamwork models in ITS architectures. Teamwork focuses on the coordination, cooperation, and communication among individuals to achieve a shared goal. For ITSs to optimally tailor team instruction, tutors must have key insights about both the team and the learners on that team. To aid the modeling of teams, we examined the literature to evaluate the relationship of teamwork behaviors (e.g., communication, cooperation, coordination, cognition, leadership/coaching, and conflict) with team outcomes (learning, performance, satisfaction, and viability) as part of a large-scale meta-analysis of the ITS, team training, and team performance literature. While ITSs have been used infrequently to instruct teams, the goal of this meta-analysis make team tutoring more ubiquitous by: identifying significant relationships between team behaviors and effective performance and learning outcomes; developing instructional guidelines for team tutoring based on these relationships; and applying these team tutoring guidelines to the Generalized Intelligent Framework for Tutoring (GIFT), an open source architecture for authoring, delivering, managing, and evaluating adaptive instructional tools and methods. In doing this, we have designed a domain-independent framework for the adaptive instruction of teams.en_US
dc.identifier.citationSottilare, Robert A., Burke, C. Shawn, Salas, Eduardo, et al.. "Designing Adaptive Instruction for Teams: a Meta-Analysis." <i>International Journal of Artificial Intelligence in Education,</i> 28, no. 2 (2018) Springer: 225-264. https://doi.org/10.1007/s40593-017-0146-z.en_US
dc.identifier.digitalDesigning_Adaptive_Instruction_for_Teamsen_US
dc.identifier.doihttps://doi.org/10.1007/s40593-017-0146-zen_US
dc.identifier.urihttps://hdl.handle.net/1911/95626en_US
dc.language.isoengen_US
dc.publisherSpringeren_US
dc.rightsThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.en_US
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en_US
dc.subject.keywordTeam tutoringen_US
dc.subject.keywordTeamworken_US
dc.subject.keywordTaskworken_US
dc.subject.keywordAdaptive instructionen_US
dc.subject.keywordTeam-based instructionen_US
dc.subject.keywordTeam learningen_US
dc.subject.keywordTeam performanceen_US
dc.subject.keywordTeam satisfactionen_US
dc.subject.keywordTeam viabilityen_US
dc.subject.keywordCollectiveen_US
dc.subject.keywordCollective trainingen_US
dc.subject.keywordCollaborative learningen_US
dc.titleDesigning Adaptive Instruction for Teams: a Meta-Analysisen_US
dc.typeJournal articleen_US
dc.type.dcmiTexten_US
dc.type.publicationpublisher versionen_US
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