Literaturnachweis - Detailanzeige
Autor/inn/en | Roll, Ido; Aleven, Vincent; McLaren, Bruce M.; Koedinger, Kenneth R. |
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Titel | Improving Students' Help-Seeking Skills Using Metacognitive Feedback in an Intelligent Tutoring System |
Quelle | In: Learning and Instruction, 21 (2011) 2, S.267-280 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0959-4752 |
DOI | 10.1016/j.learninstruc.2010.07.004 |
Schlagwörter | Feedback (Response); Help Seeking; Intelligent Tutoring Systems; Program Effectiveness; Tutors; Geometry; Metacognition; Self Evaluation (Individuals); Intervention |
Abstract | The present research investigated whether immediate metacognitive feedback on students' help-seeking errors can help students acquire better help-seeking skills. The Help Tutor, an intelligent tutor agent for help seeking, was integrated into a commercial tutoring system for geometry, the Geometry Cognitive Tutor. Study 1, with 58 students, found that the real-time assessment of students' help-seeking behavior correlated with other independent measures of help seeking, and that the Help Tutor improved students' help-seeking behavior while learning Geometry with the Geometry Cognitive Tutor. Study 2, with 67 students, evaluated more elaborated support that included, in addition to the Help Tutor, also help-seeking instruction and support for self-assessment. The study replicated the effect found in Study 1. It was also found that the improved help-seeking skills transferred to learning new domain-level content during the month following the intervention, while the help-seeking support was no longer in effect. Implications for metacognitive tutoring are discussed. (Contains 3 tables and 7 figures.) (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |