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Improving students’ help-seeking skills using metacognitive feedback in an intelligent tutoring system
ARTICLE

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Learning and Instruction Volume 21, Number 2, ISSN 0959-4752 Publisher: Elsevier Ltd

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to learning new domain-level content during the month following the intervention, while the help-seeking support was no longer in effect.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.

Citation

Roll, I., Aleven, V., McLaren, B.M. & Koedinger, K.R. (2011). Improving students’ help-seeking skills using metacognitive feedback in an intelligent tutoring system. Learning and Instruction, 21(2), 267-280. Elsevier Ltd. Retrieved November 19, 2019 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2010.07.004

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