Difference between revisions of "Composition Effect Kao Roll - old, please keep"

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== Towards Tutoring Metacognition - The Case of Help Seeking ==
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== The Composition Effect - What is the Source of Difficulty in Problems which Require Application of Several Skills? ==
Ido Roll, Vincent Aleven, Bruce McLaren, Kenneth Koedinger
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Yvonne Kao, Ido Roll, Kenneth E. Koedinger
  
 
=== Abstract ===
 
=== Abstract ===
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=== Glossary ===
 
=== Glossary ===
  
* ''Help Avoidance'': 
 
 
* ''Help Abuse'':
 
 
* ''Bottom out hint'': 
 
 
* Metacognition
 
 
* Gaming the system
 
  
  

Revision as of 12:28, 17 September 2006

The Composition Effect - What is the Source of Difficulty in Problems which Require Application of Several Skills?

Yvonne Kao, Ido Roll, Kenneth E. Koedinger

Abstract

Glossary

Research question

Background and Significance

Independent Variables

Dependent variables

The study uses two levels of dependent measures: - Directly assessing Help Seeking skills - Indirectly assessing help-seeking skills through their contribution to domain learning

Direct help seeking assessment:

- Procedural knowledge - by tracings students' actions against a model of ideal help-seeking behavior

- Declarative knowledge - using hypothetical help-seeking dilemmas. - Long term retention - by assessing help-seeking behavior on subsequent learning events (was not done yet) - Transfer - assessing help-seeking behavior across environments, on a paper and pencil test which includes embedded help-seeking opportunities

Assessing help-seeking through domain knowledge - Normal posttest - Transfer measure - using not-enough-information items - Accelerate future learning - assessing learning on subsequent learning events.


Hypothesis

Findings

Explanation

Descendents

Annotated bibliography

Aleven, V., & Koedinger, K.R. (2000) Limitations of student control: Do students know when they need help? in proceedings of 5th International Conference on Intelligent Tutoring Systems, 292-303. Berlin: Springer Verlag. Aleven, V., McLaren, B.M., Roll, I., & Koedinger, K.R. (2004) Toward tutoring help seeking - Applying cognitive modeling to meta-cognitive skills . in proceedings of 7th Int C on Intelligent Tutoring Systems, 227-39. Berlin: Springer-Verlag. Aleven, V., Roll, I., McLaren, B.M., Ryu, E.J., & Koedinger, K.R. (2005) An architecture to combine meta-cognitive and cognitive tutoring: Pilot testing the Help Tutor. in proceedings of 12th Int C on Artificial Intelligence in Education, Amsterdam, The Netherlands: IOS press. Aleven, V., McLaren, B.M., Roll, I., & Koedinger, K.R. (2006). Toward meta-cognitive tutoring: A model of help seeking with a Cognitive Tutor. Int J of Artificial Intelligence in Education(16), 101-30 Roll, I., Aleven, V., & Koedinger, K.R. (2004) Promoting Effective Help-Seeking Behavior through Declarative Instruction. in proceedings of 7th Int C on Intelligent Tutoring Systems, 857-9. Berlin: Springer-Verlag. Roll, I., Baker, R.S., Aleven, V., McLaren, B.M., & Koedinger, K.R. (2005) Modeling Students’ Metacognitive Errors in Two Intelligent Tutoring Systems. in L. Ardissono, (Eds.), in proceedings of User Modeling 2005, 379-88. Berlin: Springer-Verlag. Roll, I., Ryu, E., Sewall, J., Leber, B., McLaren, B.M., Aleven, V., & Koedinger, K.R. (2006) Towards Teaching Metacognition: Supporting Spontaneous Self-Assessment. in proceedings of 8th Int C on Intelligent Tutoring Systems, 738-40. Berlin: Springer Verlag. Roll, I., Aleven, V., McLaren, B.M., Ryu, E., Baker, R.S., & Koedinger, K.R. (2006) The Help Tutor: Does Metacognitive Feedback Improves Students' Help-Seeking Actions, Skills and Learning? in proceedings of 8th Int C on Intelligent Tutoring Systems, 360-9. Berlin: Springer Verlag.