Scaffolding Deep Comprehension Strategies Through Point&Query, AutoTutor, and iSTART
Educational Psychologist Volume 40, Number 4, ISSN 0046-1520
It is well-documented that most students do not have adequate proficiencies in inquiry and metacognition, particularly at deeper levels of comprehension that require explanatory reasoning. The proficiencies are not routinely provided by teachers and normal tutors so it is worthwhile to turn to computer-based learning environments. This article describes some of our recent computer systems that were designed to facilitate explanation-centered learning through strategies of inquiry and metacognition while students learn science and technology content. Point&Query augments hypertext, hypermedia, and other learning environments with question-answer facilities that are under the learner control. AutoTutor and iSTART use animated conversational agents to scaffold strategies of inquiry, metacognition, and explanation construction. AutoTutor coaches students in generating answers to questions that require explanations (e.g., why, what-if, how) by holding a mixed-initiative dialogue in natural language. iSTART models and coaches students in constructing self-explanations and in applying other metacomprehension strategies while reading text. These systems have shown promising results in tests of learning gains and learning strategies.
Graesser, A.C., McNamara, D.S. & VanLehn, K. (2005). Scaffolding Deep Comprehension Strategies Through Point&Query, AutoTutor, and iSTART. Educational Psychologist, 40(4), 225-234.
Cited ByView References & Citations Map
Developing a Just-in-Time Adaptive Mobile Platform for Family Medicine Education: Experiential Lessons Learned
Christian Rogers, Indiana University-Purdue University Indianapolis (IUPUI), United States; Shannon Cooper & Scott Renshaw, Indiana University School of Medicine, United States; Jerry Schnepp, Bowling Green State University, United States; Corinne Renguette, Indiana University-Purdue University Indianapolis, United States; Mary Theresa Seig, Ball State University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 948–954
Christian Rogers, Indiana University-Purdue University Indianapolis (IUPUI), United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016 (Nov 14, 2016) pp. 1253–1263
Ching-Huei Chen, National Changhua University of Education
Australasian Journal of Educational Technology Vol. 30, No. 3 (Aug 05, 2014)
Optimizing Learning in a Technology Rich Environment: The Importance of Cognitive and Metacognitive Processing
Corine Fitzpatrick, Manhattan College, United States
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 3636–3643
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.