Modeling Student Knowledge: Cognitive Tutors in High School and College
User Modeling and User-Adapted Interaction
Evaluating the Effects of Open Student Models on Learning
AH '02 Proceedings of the Second International Conference on Adaptive Hypermedia and Adaptive Web-Based Systems
Investigating Students' Self-Assessment Skills
UM '01 Proceedings of the 8th International Conference on User Modeling 2001
Student Models that Invite the Learner In: The SMILI:() Open Learner Modelling Framework
International Journal of Artificial Intelligence in Education
Repairing Disengagement With Non-Invasive Interventions
Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
Prevention of off-task gaming behavior in intelligent tutoring systems
ITS'06 Proceedings of the 8th international conference on Intelligent Tutoring Systems
ITS'12 Proceedings of the 11th international conference on Intelligent Tutoring Systems
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Open Learner Models (OLM) are believed to facilitate students' metacognitive activities in learning. Inspectable student models are a simple but very common form of OLM that grant students opportunities to get feedback on their knowledge and reflect on it. This paper uses individualized surveys and interviews with high school students who have at least three years experience learning with the Cognitive Tutor regarding the inspectable student model in the Tutor. We also interviewed a teacher. We found that: i) students pay close attention to the OLM and report that seeing it change encourages them to learn; ii) there is a significant discrepancy between the students' self-assessment and the system's assessment; iii) students generally rely on the OLM to make judgments of their learning progress without much active reflection. We discuss potential revisions to the student model based on the findings, which aim to enhance students' reflection on and self-assessment of their own learning.