User Modeling and User-Adapted Interaction
Limitations of Student Control: Do Students Know When They Need Help?
ITS '00 Proceedings of the 5th International Conference on Intelligent Tutoring Systems
Does Learner Control Affect Learning?
Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
A comparison of decision-theoretic, fixed-policy and random tutorial action selection
ITS'06 Proceedings of the 8th international conference on Intelligent Tutoring Systems
Experimental evaluation of automatic hint generation for a logic tutor
AIED'11 Proceedings of the 15th international conference on Artificial intelligence in education
A visual language for the creation of narrative educational games
Journal of Visual Languages and Computing
Enhancing the automatic generation of hints with expert seeding
International Journal of Artificial Intelligence in Education - Special issue on Best of ITS 2010
Experimental Evaluation of Automatic Hint Generation for a Logic Tutor
International Journal of Artificial Intelligence in Education - Best of AIED 2011
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Many tutoring systems allow students to ask for hints when they need help solving problems, and this has been shown to be helpful. However, many students have trouble knowing when to ask for help or they prefer to guess rather than ask for and read a hint. Is it better to give a hint when a student makes an error or wait until the student asks for a hint? This paper describes a study that compares giving hints proactively when students make errors to requiring students to ask for a hint when they want one. We found that students learned reliably more with hints-on-demand than proactive hints. This effect was especially evident for students who tend to ask for a high number of hints. There was not a significant difference between the two conditions for students who did not ask for many hints.