A First Evaluation of the Instructional Value of Negotiable Problem Solving Goals on the Exploratory Learning Continuum

We evaluate the effectiveness of a tutorial-dialogue based approach to guided exploratory learning involving problem solving goals that are negotiated between tutor and student rather than dictated by the tutor or freely chosen by the student. This approach, referred to as Negotiable Problem Solving Goals (NPSG), is located on a previously untested space on what we call The Exploratory Learning Continuum. The results of our empirical classroom investigation provide design recommendations for a new type of tutorial dialogue system and strong evidence in favor of tutorial dialogue support in exploratory learning environments.