Composition Effect Kao Roll - old, please keep

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Towards Tutoring Metacognition - The Case of Help Seeking

Ido Roll, Vincent Aleven, Bruce McLaren, Kenneth Koedinger

Abstract

Glossary

  • Help Avoidance:
  • Help Abuse:
  • Bottom out hint:
  • Metacognition
  • Gaming the system


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.