Toward computer-based tutoring of help-seeking skills

Help Seeking in Academic Settings: Goals, Groups, and Contexts

Volumn , Issue , 2013, Pages 259-296

  Aleven, Vincent ^a   McLaren, Bruce M ^a   Koedinger, Kenneth R ^a  

^a CARNEGIE MELLON UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33846080922     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203726563     Document Type: Chapter

References (62)

1. Aleven, V., & Koedinger, K. R. (2000). Limitations of student control: Do students know when they need help? In G. Gauthier, C. Frasson, & K. VanLehn (Eds.), Proceedings of the 5th International Conference on Intelligent Tutoring Systems, ITS 2000 (pp. 292-303). Berlin: Springer Verlag.
2. 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), 147-179.
3. Aleven, V., McLaren, B., Roll, I., & Koedinger, K. (2004). Toward tutoring help seeking: Applying cognitive modeling to meta-cognitive skills. In J. C. Lester, R. M. Vicario, & F. Paraguaçu (Eds.), Proceedings of the 7 th International Conference on Intelligent Tutoring Systems, ITS 2004 (pp. 227-239). Berlin: Springer Verlag.
4. Aleven, V., Stahl, E., Schworm, S., Fischer, F., & Wallace, R. M. (2003). Help seeking and help design in interactive learning environments. Review of Educational Research, 73(2), 277-320.
5. Anderson, J. R., Conrad, F. G., & Corbett, A. T. (1989). Skill acquisition and the LISP tutor. Cognitive Science, 13, 467-505.
6. Anderson, J. R., Corbett, A. T., Koedinger, K. R., & Pelletier, R. (1995). Cognitive tutors: Lessons learned. Journal of the Learning Sciences, 4, 167-207.
7. Anderson, J. R., & Lebière, C. (1998). The atomic components of thought. Mahwah, NJ: Lawrence Erlbaum Associates.
8. Arbreton, A. (1998). Student goal orientation and help-seeking strategy use. In S. A. Karabenick (Ed.), Strategic help seeking: Implications for learning and teaching (pp. 95-116). Mahwah, NJ: Lawrence Erlbaum Associates.
9. Arroyo, I., Beck, J. E., Beal, C. R., Wing, R., & Woolf, B. P. (2001). Analyzing students’ response to help provision in an elementary mathematics intelligent tutoring system. In R. Luckin (Ed.), Papers of the AIED-2001 Workshop on Help Provision and Help Seeking in Interactive Learning Environments (pp. 34-46). Berlin: Springer.
10. Arroyo, I., Beck, J. E., Woolf, B. P., Beal, C. R., & Schultz, K. (2000). Macro-adapting Animalwatch to gender and cognitive differences with respect to hint interactivity and symbolism. In G. Gauthier, C. Frasson, & K. VanLehn (Ed.), Proceedings of the 5th International Conference on Intelligent Tutoring Systems, ITS 2000 (pp. 574-583). Berlin: Springer Verlag.
11. Baker, R. S., Corbett, A. T., & Koedinger, K. R. (2004). Detecting student misuse of intelligent tutoring systems. In J. C. Lester, R. M. Vicario, & F. Paraguagu (Eds.), Proceedings of the 7th International Conference on Intelligent Tutoring Systems, ITS 2004 (pp. 531-540). Berlin: Springer Verlag.
12. Bielaczyc, K., Pirolli, P L., & Brown, A. L. (1995). Training in self-explanation and self-regulation strategies: Investigating the effects of knowledge acquisition activities on problem solving. Cognition and Instruction, 13, 221-252.
13. Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academic Press.
14. Brusilovsky, P (2001). Adaptive hypermedia. User Modeling & User-Adapted Interaction, 11, 87-110.
15. Butler, R. (1998). Determinants of help seeking: Relations between perceived reasons for classroom help-avoidance and help-seeking behaviors in an experimental context. Journal of Educational Psychology, 90, 630-643.
16. Cognition and Technology Group at Vanderbilt. (1997). The Jasper Project: Lessons in curriculum, instruction, assessment, and professional development. Mahwah, NJ: Lawrence Erlbaum Associates.
17. Corbett, A. T., & Anderson,J. R. (1995). Knowledge tracing: Modeling the acquisition of procedural knowledge. User Modeling and User-Adapted Interaction, 4, 253-278.
18. Corbett, A. T., Koedinger, K. R., & Anderson, J. R. (1997). Intelligent tutoring systems. In M. Helander & T. K. Landauer & P Prabhu (Eds.), Handbook of human-computer interaction (2nd ed., pp. 849-874). New York: Elsevier Science.
19. De Jong, T., & van Joolingen, W. R. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68(2), 179-201.
20. Dillon, A., & Gabbard, R. (1998). Hypermedia as an educational technology: A review of the quantitative research literature on learner comprehension, control, and style. Review of Educational Research, 68, 322-349.
21. Dutke, S., & Reimer, T. (2000). Evaluation of two types of online help information for application software: Operative and function-oriented help. Journal of Computer-Assisted Learning, 16, 307-315.
22. Dweck, C. S. (1989). Motivation. In: A. Lesgold & R. Glaser (Eds.), Foundations for a psychology of education (pp. 87-136). Mahwah, NJ: Lawrence Erlbaum Associates.
23. Eberts, R. E. (1997). Computer-based instruction. In M. Helander & T. K. Landauer, & P. Prabhu (Eds.), Handbook of human-computer interaction (2nd ed., pp. 825-847). New York: Elsevier Science.
24. Gibbons, A. S., & Fairweather, P. G. (1998). Computer-based instruction: Design and development. Englewood Cliffs, NJ: Educational Technology.
25. Gross, A. E., & McMullen, P A. (1983). Models of the help-seeking process. In J. D. Fisher, N. Nadler, & B. M. DePaulo (Eds.), New directions in helping (Vol. 2, pp. 45-61). New York: Academic Press.
26. Hambleton, R. K., & Swaminathan, H. (1985). Item response theory: Principles and applications. Boston: Kluwer.
27. Karabenick, S. A. (2003). Seeking help in large college classes: A person centered approach. Contemporary Educational Psychology, 28, 37-58.
28. Karabenick, S. A., & Knapp, J. R. (1988a). Help seeking and the need for academic assistance. Journal of Educational Psychology, 80, 406-408.
29. Karabenick, S. A., & Knapp, J. R. (1988b). Effects of computer privacy on help seeking. Journal of Applied Social Psychology, 18, 461-472.
30. Keefer, J. A., & Karabenick, S. A. (1998). Help seeking in the information age. In S. A. Karabenick (Ed.), Strategic help seeking: Implications for learning and teaching (pp. 219-250). Mahwah, NJ: Lawrence Erlbaum Associates.
31. Knapp, J. R., & Karabenick, S. A. (1988). Incidence of formal and informal academic help seeking in higher education. Journal of College Student Development, 29, 223-227.
32. Koedinger, K. R., Anderson, J. R., Hadley, W. H., & Mark, M. A. (1997). Intelligent tutoring goes to school in the big city. International Journal of Artificial Intelligence in Education, 8, 30-43.
33. Koedinger, K. R., Corbett, A. T., Ritter, S., & Shapiro, L. (2000). Carnegie learning’s Cognitive Tutor™: Summary research results: White paper. Available from Carnegie Learning, Inc., Pittsburgh, PA. http://www.carnegielearning.com.
34. Larkin, J. H., & Chabay, R. W. (Eds.). (1992). Computer-assisted instruction and intelligent tutoring systems: Shared goals and complementary approaches. Mahwah, NJ: Lawrence Erlbaum Associates.
35. Luckin, R., & Hammerton, L. (2002). Getting to know me: Helping learners understand their own learning needs through metacognitive scaffolding. In S. A. Cerri, G. Gouardères, & F. Paraguagu (Eds.), Proceedings of Sixth International Conference on Intelligent Tutoring Systems, ITS 2002 (pp. 759-771). Berlin: Springer Verlag.
36. Mandl, H., Gräsel, C., & Fischer, F. (2000). Problem-oriented learning: Facilitating the use of domain-specific and control strategies through modeling by an expert. In W. J. Perrig & A. Grob (Eds.), Control of human behavior, mental processes and consciousness (pp. 165-182). Mahwah, NJ: Lawrence Erlbaum Associates.
37. Mathan, S., & Koedinger, K. R. (2003). Recasting the feedback debate: Benefits of tutoring error detection and correction skills. In U. Hoppe, F. Verdejo, & J. Kay (Eds.), Proceedings of the 11th International Conference on Artificial Intelligence in Education, AI-ED 2003 (pp. 000-000). Amsterdam: IOS Press.
38. McKendree, J. (1990). Effective feedback content for tutoring complex skills. Human Computer Interaction, 5, 381-413.
39. Miyake, N., & Norman, D. A. (1979). To ask a question, one must know enough to know what is not known. Journal of Verbal Learning and Verbal Behavior, 18, 357-364.
40. National Council of Teachers ofMathematics. (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: Author. http://standards-e.nctm.org/in-dex.htm.
41. Nelson-Le Gall, S. (1981). Help-seeking: An understudied problem-solving skill in children. Developmental Review, 1, 224-246.
42. Nelson-Le Gall, S. (1985). Help-seeking behavior in learning. Review of Research in Education, 12, 55-90.
43. Nelson-Le Gall, S. (1987). Necessary and unnecessary help seeking in children. Journal of Genetic Psychology, 148, 53-62.
44. Nelson-Le Gall, S., Kratzer, L., Jones, E., & DeCooke, P (1990). Children’s self-assessment of performance and task-related help seeking. Journal of Experimental Child Psychology, 49, 245-263.
45. Newman, R. S. (1994). Adaptive help seeking: A strategy of self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 283-301). Mahwah, NJ: Lawrence Erlbaum Associates.
46. Newman, R. S. (1998). Adaptive help seeking: A role of social interaction in self-regulated learning. In S. A. Karabenick (Ed.), Strategic help seeking. Implications for learning and teaching (pp. 13-37). Mahwah, NJ: Lawrence Erlbaum Associates.
47. Newman, R. S., & Karabenick, S.A. (2004, April). Achievement goal theory and students’ help-seeking orientations: A test of competing models. Presented at the annual meeting of the American Educational Research Association, San Diego, CA.
48. Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1, 117-175.
49. Puustinen, M. (1998). Help-seeking behavior in a problem-solving situation: Development of self-regulation. European Journal of Psychology of Education, 13(2), 271-282.
50. Renkl, A. (2002). Learning from worked-out examples: Instructional explanations supplement self-explanations. Learning & Instruction, 12, 529-556.
51. Ritter, S. (1997). Communication, cooperation and competition among multiple tutor agents. In B. du Boulay & R. Mizoguchi (Eds.), Artificial intelligence in education, Proceedings ofAI-ED97 World Conference (pp. 31-38). Amsterdam: IOS Press.
52. Ryan, A. M., Gheen, M. H., & Midgley, C. (1998). Why do some students avoid asking for help? An examination of the interplay among students’ academic efficacy, teachers’ social-emotional role, and the classroom goal structure. Journal of Educational Psychology, 90(3), 528-535.
53. Ryan, A. M., & Pintrich, P R. (1997). “Should I ask for help?” The role of motivation and attitudes in adolescents’ help seeking in math class. Journal of Educational Psychology, 89(2), 329-341.
54. Ryan, A. M., Pintrich, P. R., & Midgley, C. (2001). Avoiding help in the classroom: Who and why? Educational Psychology Review, 13(2), 93-114.
55. Schoenfeld, A. H. (1987). What’s all the fuss about metacognition? In A. H. Schoenfeld (Ed.), Cognitive science and mathematics education (pp. 189-215). Hillsdale, NJ: Lawrence Erlbaum Associates.
56. Schofield, J. W. (1995). Computers and classroom culture. Cambridge, England: Cambridge University Press.
57. Slotta, J. D., & Linn, M. C. (2000). The knowledge integration environment: Helping students use the Internet effectively. In M. J. Jacobson & R. B. Kozma (Eds.), Innovations in science and mathematics education: Advanced designs for technologies of learning (pp. 193-226). Mahwah, NJ: Lawrence Erlbaum Associates.
58. Van der Meij, H. (1988). Constraints on question asking in classrooms.Journal of Educational Psychology, 80(3), 401-405.
59. Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
60. White, B., & Frederiksen, J. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16(1), 3-117.
61. Wood, D. (2001). Scaffolding, contingent tutoring, and computer-supported learning. International Journal of Artificial Intelligence in Education, 12, pp.
62. Wood, H. A., & Wood, D. J. (1999). Help seeking, learning and contingent tutoring. Computers and Education, 33, 153-169.