A Multimedia Adaptive Tutoring System for Mathematics That Addresses Cognition, Metacognition and Affect

Autor/inn/en	Arroyo, Ivon; Woolf, Beverly Park; Burelson, Winslow; Muldner, Kasia; Rai, Dovan; Tai, Minghui
Titel	A Multimedia Adaptive Tutoring System for Mathematics That Addresses Cognition, Metacognition and Affect
Quelle	In: International Journal of Artificial Intelligence in Education, 24 (2014) 4, S.387-426 (40 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1560-4292
DOI	10.1007/s40593-014-0023-y
Schlagwörter	Intelligent Tutoring Systems; Multimedia Instruction; Mathematics Instruction; Learner Engagement; Metacognition; Outcomes of Education; Student Improvement; Psychological Patterns; Cognitive Processes; Scaffolding (Teaching Technique); Individualized Instruction; Student Motivation; Intervention; Secondary School Mathematics; Middle School Students; High School Students; Grade 7; Grade 8; Grade 10; Grade 11; Massachusetts; Massachusetts Comprehensive Assessment System + Suchen Sie Ihr Suchwort? Intelligentes Tutorsystem; Multimediales Lernen; Mathematics lessons; Mathematikunterricht; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Lernleistung; Schulerfolg; Cognitive process; Kognitiver Prozess; Individualisierender Unterricht; Schulische Motivation; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 11; 11. Schuljahr; Schuljahr 11; Master-Studiengang
Abstract	This article describes research results based on multiple years of experimentation and real-world experience with an adaptive tutoring system named Wayang Outpost. The system represents a novel adaptive learning technology that has shown successful outcomes with thousands of students, and provided teachers with valuable information about students' mathematics performance. We define progress in three areas: improved student "cognition," "engagement," and "affect," and we attribute this improvement to specific components and interventions that are inherently "affective," "cognitive," and "metacognitive" in nature. For instance, improved student "cognitive outcomes" have been measured with pre-post tests and state standardized tests, and achieved due to personalization of content and math fluency training. Improved student "engagement" was achieved by supporting students' metacognition and motivation via affective learning companions and progress reports, measured via records of student gaming of the system. Student "affect" within the tutor was measured through sensors and student self-reports, and supported through affective learning companions and progress reports. Collectively, these studies elucidate a suite of effective strategies to support advanced personalized learning via an intelligent adaptive tutor that can be tailored to the individual needs, emotions, cognitive states, and metacognitive skills of learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10