Exploring Optimal Conditions of Instructional Guidance in an Algebra Tutor

Autor/inn/en	Lee, Hee Seung; Anderson, John R.; Berman, Susan R.; Ferris-Glick, Jennifer; Joshi, Ambarish; Nixon, Tristan; Ritter, Steve
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	Exploring Optimal Conditions of Instructional Guidance in an Algebra Tutor
Quelle	(2013), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Instructional Design; Instructional Effectiveness; Algebra; High School Students; Secondary School Mathematics; Intelligent Tutoring Systems; Technology Uses in Education; Comparative Analysis; Rural Schools; Urban Schools; Cues; Teaching Methods; Error Patterns; West Virginia + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtserfolg; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Intelligentes Tutorsystem; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Stichwort; Teaching method; Lehrmethode; Unterrichtsmethode; Fehlertyp
Abstract	In designing learning environments that support student learning, there are many instructional design decisions. These include when and how to provide examples, verbal explanations, feedback, and other scaffolding features. In this paper, the authors investigate instructional guidance as it relates to Cognitive Tutor, an intelligent tutoring system that provides students with an interactive learning environment. Cognitive tutors for high school mathematics have been successful in raising students' test scores and the Cognitive Tutor Algebra curriculum is being used in over 3,000 schools nationwide. This paper reports early results from a large scale experiment evaluating different instructional conditions implemented in the Cognitive Tutor Algebra. This study explores the degree to which students can be taught without verbal explanations and tests whether the results obtained in the laboratory will generalize to real classrooms. High school students from a large rural and urban school district in West Virginia participated in this study. This study contrasted two modified tutors with the standard tutor as a control condition. To summarize the results, the authors did not find any benefits of adding verbal explanations. The explanatory and non-explanatory students did not differ in terms of number of hints or errors in any of the experimental and non-experimental units. Tables and figures are appended. (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01