TY - JOUR
T1 - Improving students' help-seeking skills using metacognitive feedback in an intelligent tutoring system
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to learning new domain-level content during the month following the intervention, while the help-seeking support was no longer in effect.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.
KW - Cognitive tutors
KW - Help seeking
KW - Intelligent tutoring systems
KW - Metacognition
KW - Self-regulated learning
UR - http://www.scopus.com/inward/record.url?scp=78650147310&partnerID=8YFLogxK
U2 - 10.1016/j.learninstruc.2010.07.004
DO - 10.1016/j.learninstruc.2010.07.004
M3 - مقالة
SN - 0959-4752
VL - 21
SP - 267
EP - 280
JO - Learning and Instruction
JF - Learning and Instruction
IS - 2
ER -