Implementation of motivational tactics in tutoring systems
Journal of Artificial Intelligence in Education
Help seeking, learning and contingent tutoring
Computers & Education
A plug-in architecture for generating collaborative agent responses
Proceedings of the first international joint conference on Autonomous agents and multiagent systems: part 2
The Psychology of Human-Computer Interaction
The Psychology of Human-Computer Interaction
Limitations of Student Control: Do Students Know When They Need Help?
ITS '00 Proceedings of the 5th International Conference on Intelligent Tutoring Systems
ITS '02 Proceedings of the 6th International Conference on Intelligent Tutoring Systems
Viewing Student Affect and Learning through Classroom Observation and Physical Sensors
ITS '08 Proceedings of the 9th international conference on Intelligent Tutoring Systems
Complementing a Web-Based Pedagogical Agent with an Enhanced-Search Framework
Proceedings of the 2005 conference on Towards Sustainable and Scalable Educational Innovations Informed by the Learning Sciences: Sharing Good Practices of Research, Experimentation and Innovation
Can Help Seeking Be Tutored? Searching for the Secret Sauce of Metacognitive Tutoring
Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
A Reconfigurable Architecture for Building Intelligent Learning Environments
Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
Conceptual change modeling using dynamic bayesian network
ITS'06 Proceedings of the 8th international conference on Intelligent Tutoring Systems
ITS'06 Proceedings of the 8th international conference on Intelligent Tutoring Systems
ITS'06 Proceedings of the 8th international conference on Intelligent Tutoring Systems
Generalizing detection of gaming the system across a tutoring curriculum
ITS'06 Proceedings of the 8th international conference on Intelligent Tutoring Systems
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Given the important role that meta-cognitive processes play in learning, intelligent tutoring systems should not only provide domain-specific assistance, but should also aim to help students in acquiring meta-cognitive skills. As a step toward this goal, we have constructed a Help Tutor, aimed at improving students' help-seeking skill. The Help Tutor is based on a cognitive model of students' desired help-seeking processes, as they work with a Cognitive Tutor (Aleven et al., 2004). To provide meta-cognitive tutoring in conjunction with cognitive tutoring, we designed an architecture in which the Help Tutor and a Cognitive Tutor function as independent agents, to facilitate re-use of the Help Tutor. Pilot tests with four students showed that students improved their help-seeking behavior significantly while working with the Help Tutor. The improvement could not be attributed to their becoming more familiar with the domain-specific skills being taught by the tutor. Although students reported afterwards that they welcomed feedback on their help-seeking behavior, they seemed less fond of it when actually advised to act differently while working. We discuss our plans for an experiment to evaluate the impact of the Help Tutor on students' help-seeking behavior and learning, including future learning, after their work with the Help Tutor.