The help tutor: Does metacognitive feedback improve students' help-seeking actions, skills and learning?

Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)

Volumn 4053 LNCS, Issue , 2006, Pages 360-369

  Roll, Ido ^a   Aleven, Vincent ^a   McLaren, Bruce M ^a   Ryu, Eunjeong ^a   Baker, Ryan S J D ^a   Koedinger, Kenneth R ^a  

^a Carnegie Mellon University   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ERROR ANALYSIS; FEEDBACK CONTROL; KNOWLEDGE ENGINEERING; MATHEMATICAL MODELS; STUDENTS;

CLASSROOM EVALUATION; COGNITIVE TUTORS; HELP TUTORS; HELP-SEEKING ERRORS;

LEARNING SYSTEMS;

EID: 33746343015     PISSN: 03029743     EISSN: 16113349     Source Type: Book Series    
DOI: 10.1007/11774303_36     Document Type: Conference Paper

References (17)

1. Aleven, V., & Koedinger, K.R. (2002). An effective metacognitive strategy: learning by doing and explaining with a computer-based Cognitive Tutor. Cognitive Science 26(2), 147-79
2. Aleven, V., McLaren, B.M., Roll, I., & Koedinger, K.R. (to appear). Toward metacognitive tutoring: A model of help seeking with a Cognitive Tutor. International Journal of Artificial Intelligence in Education
3. Aleven, V., Roll, I., McLaren, B.M., Ryu, E.J., & Koedinger, K.R. (2005) An architecture to combine meta-cognitive and cognitive tutoring: Pilot testing the Help Tutor. in proceedings of 12th International Conference on Artificial Intelligence in Education (AIED 2005), Amsterdam, The Netherlands: IOS press.
4. Aleven, V., Stahl, E., Schworm, S., Fischer, F., & Wallace, R. (2003). Help seeking and help design in interactive learning environments. Review of Educational Research 73(2), 277-320
5. Arbreton, A. (1998). Student goal orientation and help-seeking strategy use, in S.A. Karabenick (Eds.), Implications for learning and teaching (pp. 95-116). Mahwah: Erlbaum.
6. Baker, R.S., Corbett, A.T., Koedinger, K.R., & Roll, I. (2005) Detecting When Students Game The System, Across Tutor Subjects and Classroom Cohorts, in proceedings of User Modeling 2005, Berlin: Springer-Verlag.
7. Bull, S., Dimitrova, V., & Brna, P. (2002). Enhancing Reflective Modelling through Communicative Interaction in Learning Environments, in P. Brna, M. Baker, K. Stenning & A. Tiberghien (Eds.), The Role of Communication in Learning to Model (pp. 183-211). Mahwah NJ: Lawrence Erlbaum Associates.
8. Conati, C., & VanLehn, K. (1999) Teaching meta-cognitive skills: implementation and evaluation of a tutoring system to guide self-explanation while learning from examples. in proceedings of International Conference on Artificial Intelligence in Education,
9. Corbett, A., & Anderson, J.R. (1995). Knowledge tracing: Modeling the acquisition of procedural knowledge. User Modeling and User-Adapted Interaction 4(4), 253-78
10. Gama, C. (2004) Metacognition in Interactive Learning Environments: The Reflection Assistant Model. in proceedings of 7th Conference on Intelligent Tutoring Systems, 668-77. Berlin: Springer-Verlag.
11. Koedinger, K.R., & Anderson, J.R. (1997). Intelligent Tutoring Goes to School in the Big City. International Journal of Artificial Intelligence in Education 8, 30-43
12. Renkl, A. (2002). Learning from worked-out examples: Instructional explanations supplement self-explanations. Learning and Instruction 12, 529-56
13. Roll, I., Baker, R.S., Aleven, V., McLaren, B.M., & Koedinger, K.R. (2005) Modeling Students' Metacognitive Errors in Two Intelligent Tutoring Systems, in proceedings of User Modeling 2005, 379-88. Berlin: Springer-Verlag.
14. Roll, I., Ryu, E., Sewall, J., Leber, B., McLaren, B.M., Aleven, V., & Koedinger, K.R. (submitted). Towards Teaching Metacognition: Supporting Spontaneous Self-Assessment. in proceedings of the International Conference on Intelligent Tutoring Systems 2006
15. Vygotsky (1978). Mind in society Cambridge, MA: Harvard University Press.
16. Wood, H.A., & Wood, D.J. (1999). Help seeking, learning, and contingent tutoring. Computers and Education 33, 153-69
17. Zapata-Rivera, D., & Greer, J.E. (2002). Exploring Various Guidance Mechanisms to Support Interaction with Inspectable Learner Models. 6th International Conference on Intelligent Tutoring Systems, 442-52