Limitations of Student Control: Do Students Know When They Need Help?

@inproceedings{Aleven2000LimitationsOS,
  title={Limitations of Student Control: Do Students Know When They Need Help?},
  author={V. Aleven and K. Koedinger},
  booktitle={Intelligent Tutoring Systems},
  year={2000}
}
  • V. Aleven, K. Koedinger
  • Published in Intelligent Tutoring Systems 2000
  • Computer Science, Psychology
  • Intelligent tutoring systems often emphasize learner control: They let the students decide when and how to use the system's intelligent and unintelligent help facilities. This means that students must judge when help is needed and which form of help is appropriate. Data about students' use of the help facilities of the PACT Geometry Tutor, a cognitive tutor for high school geometry, suggest that students do not always have these metacognitive skills. Students rarely used the tutor's on-line… CONTINUE READING

    Tables and Topics from this paper.

    Explore Further: Topics Discussed in This Paper

    Investigations into Help Seeking and Learning with a Cognitive Tutor
    38
    Toward Meta-cognitive Tutoring: A Model of Help Seeking with a Cognitive Tutor
    339
    Help Helps, But Only So Much: Research on Help Seeking with Intelligent Tutoring Systems
    82
    Exploring the Assistance Dilemma in Experiments with Cognitive Tutors
    435

    References

    Publications referenced by this paper.
    SHOWING 1-10 OF 25 REFERENCES
    Cognitive Tutors: Lessons Learned
    1736
    Help seeking, learning and contingent tutoring
    250
    Effective Feedback Content for Tutoring Complex Skills
    138
    An Investigation of Computer Coaching for Informal Learning Activities.
    411
    Student Strategies for Learning Programming from a Computational Environment
    31
    Self-Explonations: How Students Study and Use Examples in Learning to Solve Problems
    1648
    Skill Acquisition and the LISP Tutor
    315
    A model of the self-explanation effect.
    302