Metacognitive practice makes perfect: Improving students' self-assessment skills with an intelligent tutoring system

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

doi:10.1007/978-3-642-21869-9_38

Metacognitive practice makes perfect: Improving students' self-assessment skills with an intelligent tutoring system

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

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

Helping students' improve their metacognitive and self-regulation skills holds the potential to improve students' ability to learn independently. Yet, to date, there are relatively few success stories of helping students enhance their metacognitive skills using interactive learning environments. In this paper we describe the Self-Assessment Tutor, an intelligent tutoring system for improving the accuracy of the judgments students make regarding their own knowledge. A classroom evaluation of the Self-Assessment Tutor with 84 students found that students improved their ability to identify their strengths while working with the Self-Assessment Tutor. In addition, students transferred the improved self-assessment skills to corresponding sections in the Geometry Cognitive Tutor. However, students often failed to identify their knowledge deficits a-priori and failed to update their assessments following unsuccessful solution attempts. This study contributes to theories of Self-Assessment and provides support for the viability of improving metacognitive skills using intelligent tutoring systems.

Original language	English
Title of host publication	Artificial Intelligence in Education - 15th International Conference, AIED 2011
Pages	288-295
Number of pages	8
DOIs	https://doi.org/10.1007/978-3-642-21869-9_38
State	Published - 2011
Externally published	Yes
Event	15th International Conference on Artificial Intelligence in Education, AIED 2011 - Auckland, New Zealand Duration: 28 Jun 2011 → 1 Jul 2011

Publication series

Name	Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
Volume	6738 LNAI

Conference

Conference	15th International Conference on Artificial Intelligence in Education, AIED 2011
Country/Territory	New Zealand
City	Auckland
Period	28/06/11 → 1/07/11

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Keywords

Metacognition
Self-assessment
feeling of knowing (FOK)
help seeking
intelligent tutoring systems
self-regulated learning

All Science Journal Classification (ASJC) codes

Theoretical Computer Science
General Computer Science

Access to Document

10.1007/978-3-642-21869-9_38

Cite this

Roll, I., Aleven, V., McLaren, B. M., & Koedinger, K. R. (2011). Metacognitive practice makes perfect: Improving students' self-assessment skills with an intelligent tutoring system. In Artificial Intelligence in Education - 15th International Conference, AIED 2011 (pp. 288-295). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 6738 LNAI). https://doi.org/10.1007/978-3-642-21869-9_38

Roll, Ido ; Aleven, Vincent ; McLaren, Bruce M. et al. / Metacognitive practice makes perfect : Improving students' self-assessment skills with an intelligent tutoring system. Artificial Intelligence in Education - 15th International Conference, AIED 2011. 2011. pp. 288-295 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)).

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abstract = "Helping students' improve their metacognitive and self-regulation skills holds the potential to improve students' ability to learn independently. Yet, to date, there are relatively few success stories of helping students enhance their metacognitive skills using interactive learning environments. In this paper we describe the Self-Assessment Tutor, an intelligent tutoring system for improving the accuracy of the judgments students make regarding their own knowledge. A classroom evaluation of the Self-Assessment Tutor with 84 students found that students improved their ability to identify their strengths while working with the Self-Assessment Tutor. In addition, students transferred the improved self-assessment skills to corresponding sections in the Geometry Cognitive Tutor. However, students often failed to identify their knowledge deficits a-priori and failed to update their assessments following unsuccessful solution attempts. This study contributes to theories of Self-Assessment and provides support for the viability of improving metacognitive skills using intelligent tutoring systems.",

keywords = "Metacognition, Self-assessment, feeling of knowing (FOK), help seeking, intelligent tutoring systems, self-regulated learning",

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

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doi = "10.1007/978-3-642-21869-9\_38",

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Roll, I, Aleven, V, McLaren, BM & Koedinger, KR 2011, Metacognitive practice makes perfect: Improving students' self-assessment skills with an intelligent tutoring system. in Artificial Intelligence in Education - 15th International Conference, AIED 2011. Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), vol. 6738 LNAI, pp. 288-295, 15th International Conference on Artificial Intelligence in Education, AIED 2011, Auckland, New Zealand, 28/06/11. https://doi.org/10.1007/978-3-642-21869-9_38

Metacognitive practice makes perfect: Improving students' self-assessment skills with an intelligent tutoring system. / Roll, Ido; Aleven, Vincent; McLaren, Bruce M. et al.
Artificial Intelligence in Education - 15th International Conference, AIED 2011. 2011. p. 288-295 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 6738 LNAI).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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AU - Koedinger, Kenneth R.

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AB - Helping students' improve their metacognitive and self-regulation skills holds the potential to improve students' ability to learn independently. Yet, to date, there are relatively few success stories of helping students enhance their metacognitive skills using interactive learning environments. In this paper we describe the Self-Assessment Tutor, an intelligent tutoring system for improving the accuracy of the judgments students make regarding their own knowledge. A classroom evaluation of the Self-Assessment Tutor with 84 students found that students improved their ability to identify their strengths while working with the Self-Assessment Tutor. In addition, students transferred the improved self-assessment skills to corresponding sections in the Geometry Cognitive Tutor. However, students often failed to identify their knowledge deficits a-priori and failed to update their assessments following unsuccessful solution attempts. This study contributes to theories of Self-Assessment and provides support for the viability of improving metacognitive skills using intelligent tutoring systems.

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ER -

Roll I, Aleven V, McLaren BM, Koedinger KR. Metacognitive practice makes perfect: Improving students' self-assessment skills with an intelligent tutoring system. In Artificial Intelligence in Education - 15th International Conference, AIED 2011. 2011. p. 288-295. (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)). doi: 10.1007/978-3-642-21869-9_38

Metacognitive practice makes perfect: Improving students' self-assessment skills with an intelligent tutoring system

Abstract

Publication series

Conference

UN SDGs

Keywords

All Science Journal Classification (ASJC) codes

Access to Document

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Cite this