Improving students' help-seeking skills using metacognitive feedback in an intelligent tutoring system

Ido Roll; Vincent Aleven; Bruce M. McLaren; Kenneth R. Koedinger

doi:10.1016/j.learninstruc.2010.07.004

Improving students' help-seeking skills using metacognitive feedback in an intelligent tutoring system

Ido Roll
, Vincent Aleven
, Bruce M. McLaren
, Kenneth R. Koedinger

Research output: Contribution to journal › Article › peer-review

Abstract

The present research investigated whether immediate metacognitive feedback on students' help-seeking errors can help students acquire better help-seeking skills. The Help Tutor, an intelligent tutor agent for help seeking, was integrated into a commercial tutoring system for geometry, the Geometry Cognitive Tutor. Study 1, with 58 students, found that the real-time assessment of students' help-seeking behavior correlated with other independent measures of help seeking, and that the Help Tutor improved students' help-seeking behavior while learning Geometry with the Geometry Cognitive Tutor. Study 2, with 67 students, evaluated more elaborated support that included, in addition to the Help Tutor, also help-seeking instruction and support for self-assessment. The study replicated the effect found in Study 1. It was also found that the improved help-seeking skills transferred to learning new domain-level content during the month following the intervention, while the help-seeking support was no longer in effect. Implications for metacognitive tutoring are discussed.

Original language	English
Pages (from-to)	267-280
Number of pages	14
Journal	Learning and Instruction
Volume	21
Issue number	2
DOIs	https://doi.org/10.1016/j.learninstruc.2010.07.004
State	Published - Apr 2011
Externally published	Yes

Keywords

Cognitive tutors
Help seeking
Intelligent tutoring systems
Metacognition
Self-regulated learning

ASJC Scopus subject areas

Education
Developmental and Educational Psychology

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10.1016/j.learninstruc.2010.07.004

Cite this

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title = "Improving students' help-seeking skills using metacognitive feedback in an intelligent tutoring system",

abstract = "The present research investigated whether immediate metacognitive feedback on students' help-seeking errors can help students acquire better help-seeking skills. The Help Tutor, an intelligent tutor agent for help seeking, was integrated into a commercial tutoring system for geometry, the Geometry Cognitive Tutor. Study 1, with 58 students, found that the real-time assessment of students' help-seeking behavior correlated with other independent measures of help seeking, and that the Help Tutor improved students' help-seeking behavior while learning Geometry with the Geometry Cognitive Tutor. Study 2, with 67 students, evaluated more elaborated support that included, in addition to the Help Tutor, also help-seeking instruction and support for self-assessment. The study replicated the effect found in Study 1. It was also found that the improved help-seeking skills transferred to learning new domain-level content during the month following the intervention, while the help-seeking support was no longer in effect. Implications for metacognitive tutoring are discussed.",

keywords = "Cognitive tutors, Help seeking, Intelligent tutoring systems, Metacognition, Self-regulated learning",

author = "Ido Roll and Vincent Aleven and McLaren, \{Bruce M.\} and Koedinger, \{Kenneth R.\}",

note = "Funding Information: We thank Ryan Baker, Jo Bodnar, Ido Jamar, Terri Murphy, Sabine Lynn, Kris Hobaugh, Kathy Dickensheets, Grant McKinney, EJ Ryu, and Christy McGuire for their help. This work was supported by the Pittsburgh Science of Learning Center, which is supported by the National Science Foundation ( \#SBE-0354420 ), by a Graduate Training Grant awarded by the Department of Education ( \#R305B040063 ), and by a grant from the National Science Foundation ( \#IIS-0308200 ).",

year = "2011",

month = apr,

doi = "10.1016/j.learninstruc.2010.07.004",

language = "English",

volume = "21",

pages = "267--280",

journal = "Learning and Instruction",

issn = "0959-4752",

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AU - Roll, Ido

AU - Aleven, Vincent

AU - McLaren, Bruce M.

AU - Koedinger, Kenneth R.

N1 - Funding Information: We thank Ryan Baker, Jo Bodnar, Ido Jamar, Terri Murphy, Sabine Lynn, Kris Hobaugh, Kathy Dickensheets, Grant McKinney, EJ Ryu, and Christy McGuire for their help. This work was supported by the Pittsburgh Science of Learning Center, which is supported by the National Science Foundation ( #SBE-0354420 ), by a Graduate Training Grant awarded by the Department of Education ( #R305B040063 ), and by a grant from the National Science Foundation ( #IIS-0308200 ).

PY - 2011/4

Y1 - 2011/4

N2 - The present research investigated whether immediate metacognitive feedback on students' help-seeking errors can help students acquire better help-seeking skills. The Help Tutor, an intelligent tutor agent for help seeking, was integrated into a commercial tutoring system for geometry, the Geometry Cognitive Tutor. Study 1, with 58 students, found that the real-time assessment of students' help-seeking behavior correlated with other independent measures of help seeking, and that the Help Tutor improved students' help-seeking behavior while learning Geometry with the Geometry Cognitive Tutor. Study 2, with 67 students, evaluated more elaborated support that included, in addition to the Help Tutor, also help-seeking instruction and support for self-assessment. The study replicated the effect found in Study 1. It was also found that the improved help-seeking skills transferred to learning new domain-level content during the month following the intervention, while the help-seeking support was no longer in effect. Implications for metacognitive tutoring are discussed.

AB - The present research investigated whether immediate metacognitive feedback on students' help-seeking errors can help students acquire better help-seeking skills. The Help Tutor, an intelligent tutor agent for help seeking, was integrated into a commercial tutoring system for geometry, the Geometry Cognitive Tutor. Study 1, with 58 students, found that the real-time assessment of students' help-seeking behavior correlated with other independent measures of help seeking, and that the Help Tutor improved students' help-seeking behavior while learning Geometry with the Geometry Cognitive Tutor. Study 2, with 67 students, evaluated more elaborated support that included, in addition to the Help Tutor, also help-seeking instruction and support for self-assessment. The study replicated the effect found in Study 1. It was also found that the improved help-seeking skills transferred to learning new domain-level content during the month following the intervention, while the help-seeking support was no longer in effect. Implications for metacognitive tutoring are discussed.

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KW - Self-regulated learning

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DO - 10.1016/j.learninstruc.2010.07.004

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Improving students' help-seeking skills using metacognitive feedback in an intelligent tutoring system

Abstract

Keywords

ASJC Scopus subject areas

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