Help seeking, learning and contingent tutoring
Computers & Education
Toward Meta-cognitive Tutoring: A Model of Help Seeking with a Cognitive Tutor
International Journal of Artificial Intelligence in Education
An architecture to combine meta-cognitive and cognitive tutoring: Pilot testing the Help Tutor
Proceedings of the 2005 conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology
Do Performance Goals Lead Students to Game the System?
Proceedings of the 2005 conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology
Modeling students' metacognitive errors in two intelligent tutoring systems
UM'05 Proceedings of the 10th international conference on User Modeling
ITS'06 Proceedings of the 8th international conference on Intelligent Tutoring Systems
Towards teaching metacognition: supporting spontaneous self-assessment
ITS'06 Proceedings of the 8th international conference on Intelligent Tutoring Systems
Developing a generalizable detector of when students game the system
User Modeling and User-Adapted Interaction
To Tutor the Tutor: Adaptive Domain Support for Peer Tutoring
ITS '08 Proceedings of the 9th international conference on Intelligent Tutoring Systems
Shall We Explain? Augmenting Learning from Intelligent Tutoring Systems and Peer Collaboration
ITS '08 Proceedings of the 9th international conference on Intelligent Tutoring Systems
Educational Software Features that Encourage and Discourage “Gaming the System”
Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
The Impact of Off-task and Gaming Behaviors on Learning: Immediate or Aggregate?
Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
Intelligent tutoring systems: new challenges and directions
IJCAI'09 Proceedings of the 21st international jont conference on Artifical intelligence
A New Paradigm for Intelligent Tutoring Systems: Example-Tracing Tutors
International Journal of Artificial Intelligence in Education
AIED'11 Proceedings of the 15th international conference on Artificial intelligence in education
Core aspects of affective metacognitive user models
UMAP'11 Proceedings of the 19th international conference on Advances in User Modeling
A review of recent advances in learner and skill modeling in intelligent learning environments
User Modeling and User-Adapted Interaction
Towards automatically detecting whether student learning is shallow
ITS'12 Proceedings of the 11th international conference on Intelligent Tutoring Systems
WTF? detecting students who are conducting inquiry without thinking fastidiously
UMAP'12 Proceedings of the 20th international conference on User Modeling, Adaptation, and Personalization
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In our on-going endeavor to teach students better help-seeking skills we designed a three-pronged Help-Seeking Support Environment that includes (a) classroom instruction (b) a Self-Assessment Tutor, to help students evaluate their own need for help, and (c) an updated version of the Help Tutor, which provides feedback with respect to students' help-seeking behavior, as they solve problems with the help of an ITS. In doing so, we attempt to offer a comprehensive help-seeking suite to support the knowledge, skills, and dispositions students need in order to become more effective help seekers. In a classroom evaluation, we found that the Help-Seeking Support Environment was successful in improving students' declarative help-seeking knowledge, but did not improve students' learning at the domain level or their help-seeking behavior in a paper-and-pencil environment. We raise a number of hypotheses in an attempt to explain these results. We question the current focus of metacognitive tutoring, and suggest ways to reexamine the role of help facilities and of metacognitive tutoring within ITSs.