Effects of adaptive prompted self-explanation on robust learning of second language grammar

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

Volumn 6738 LNAI, Issue , 2011, Pages 588-590

  Wylie, Ruth ^a   Sheng, Melissa ^b   Mitamura, Teruko ^a   Koedinger, Kenneth R ^a  

^a Carnegie Mellon University ^*  (United States)

^b RICE UNIVERSITY   (United States)

Author keywords

Long term Retention; Second Language Learning; Self explanation

Indexed keywords

ADAPTIVE TUTOR; DECLARATIVE KNOWLEDGE; LONG-TERM RETENTION; PROCEDURAL KNOWLEDGE; ROBUST LEARNING; SECOND LANGUAGE; SELF-EXPLANATION;

KNOWLEDGE ACQUISITION; TEACHING;

ARTIFICIAL INTELLIGENCE;

EID: 79959318039     PISSN: 03029743     EISSN: 16113349     Source Type: Book Series    
DOI: 10.1007/978-3-642-21869-9_110     Document Type: Conference Paper

References (5)

1. Aleven, V., Koedinger, K.: An effective metacognitive strategy: Learning by doing and explaining with a computer-based cognitive tutor. Cog. Sci. 26, 147-179 (2002).
2. Atkinson, R., Renkl, A., Merrill, M.: Transitioning from studying examples to solving problems: Effects of self-explanation prompts and fading worked-out steps. J. of Educ Psych. 95(4), 774-783 (2003). (Pubitemid 37514215)
3. Chi, M., DeLeeuw, N., Chiu, M., LaVancher, C.: Eliciting self-explanations improves understanding. Cog. Sci. 18, 439-477 (1994).
4. Wylie, R., Koedinger, K., Mitamura, T.: Testing the Generality and Efficiency of Self-Explanation in Second Language Learning (submitted).
5. Roy, M., Chi, M.: The self-explanation principle in multimedia learning. In: Mayer, R.E. (ed.) The Cambridge Handbook of Multimedia Learning, pp. 271-286. Cambridge University Press, Cambridge (2005)