Towards teaching metacognition: Supporting spontaneous self-assessment

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

Volumn 4053 LNCS, Issue , 2006, Pages 738-740

  Roll, Ido ^a   Ryu, Eunjeong ^a   Sewall, Jonathan ^a   Leber, Brett ^a   McLaren, Bruce M ^a   Aleven, Vincent ^a   Koedinger, Kenneth R ^a  

^a Human Computer Interaction Institute Carnegie Mellon University ^*  (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EDUCATION; EVALUATION; FEEDBACK; LEARNING SYSTEMS; PROBLEM SOLVING; STUDENTS;

SELF-ASSESSMENT TUTOR (SAT); SPONTANEOUS SELF-ASSESSMENT; TEACHING METACOGNITION;

TEACHING;

EID: 33746370095     PISSN: 03029743     EISSN: 16113349     Source Type: Book Series    
DOI: 10.1007/11774303_85     Document Type: Conference Paper

References (8)

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. Bunt, A., Conati, C., & Muldner, K. (2004) Scaffolding self-explanation to improve learning in exploratory learning environments, in proceedings of the 7th International Conference on Intelligent Tutoring Systems, 656-67. Berlin: Springer-Verlag.
3. Gama, C. (2004) Metacognition in Interactive Learning Environments: The Reflection Assistant Model, in proceedings of the 7th International Conference on Intelligent Tutoring Systems, 668-77. Berlin: Springer-Verlag.
4. Glenberg, A.M., Wilkinson, A.C., & Epstein, W. (1982). The Illusion of Knowing: Failure in the Self-Assessment of Comprehension. Memory and Cognition 10, 597-602.
5. Koedinger, K.R., Aleven, V., Haffernan, N., McLaren, B.M., & Hockenberry, M. (2004). Opening the Door to Non-Programmers: Authoring Intelligent Tutor Behavior by Demonstration, in proceedings of the 7 th International Conference on Intelligent Tutoring Systems.
6. Roll, I., Aleven, V., McLaren, B.M., Ryu, E., Baker, R.S.J.d., & Koedinger, K.R. (to appear) The Help Tutor: Does Metacognitive Feedback Improves Students' Help-Seeking Actions, Skills and Learning? to appear in proceedings of The 8th International Conference on Intelligent Tutoring Systems. Berlin: Springer-Verlag.
7. 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.
8. Zapata-Rivera, J.D., & Greer, J.E. (2004). Interacting with Inspectable Bayesian Student Models. Int J of Artificial Intelligence in Education 14(2), 127-63.