Instruction intrusiveness in dynamic simulation training
Journal of Computer Based Instruction
Essential LISP
Proceedings of the SIGCHI conference on Human Factors in Computing Systems
Computers and Classroom Culture
Computers and Classroom Culture
Cognitive Computer Tutors: Solving the Two-Sigma Problem
UM '01 Proceedings of the 8th International Conference on User Modeling 2001
An Empirical Assessment of Comprehension Fostering Features in an Intelligent Tutoring System
ITS '02 Proceedings of the 6th International Conference on Intelligent Tutoring Systems
Impact of interruption style on end-user debugging
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Automated tutoring for a database skills training environment
Proceedings of the 36th SIGCSE technical symposium on Computer science education
Current practice in measuring usability: Challenges to usability studies and research
International Journal of Human-Computer Studies
An experimental study of the impact of visual semantic feedback on novice programming
Journal of Visual Languages and Computing
An adaptive and customizable feedback system for VR-based training simulators
Proceedings of the 7th international joint conference on Autonomous agents and multiagent systems - Volume 3
Comparing Classroom Problem-Solving with No Feedback to Web-Based Homework Assistance
ITS '08 Proceedings of the 9th international conference on Intelligent Tutoring Systems
The Effect of Providing Error-Flagging Support During Testing
ITS '08 Proceedings of the 9th international conference on Intelligent Tutoring Systems
An Evaluation of a Hybrid Language Understanding Approach for Robust Selection of Tutoring Goals
International Journal of Artificial Intelligence in Education
International Journal of Artificial Intelligence in Education
Design of Erroneous Examples for ACTIVEMATH
Proceedings of the 2005 conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology
Evaluating ACED: The Impact of Feedback and Adaptivity on Learning
Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
The Effects of Error-Flagging in a Tutor on Expression Evaluation
Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
CSCL'07 Proceedings of the 8th iternational conference on Computer supported collaborative learning
Artificial Intelligence in Medicine
Teaching Johnny not to fall for phish
ACM Transactions on Internet Technology (TOIT)
The case for error detection support during online testing
Proceedings of the fifteenth annual conference on Innovation and technology in computer science education
ICLS '10 Proceedings of the 9th International Conference of the Learning Sciences - Volume 2
Investigating the added value of interactivity and serious gaming for educational TV
Computers & Education
User Modeling and User-Adapted Interaction
User modeling: a notoriously black art
UMAP'11 Proceedings of the 19th international conference on User modeling, adaption, and personalization
Using tutors to improve educational games
AIED'11 Proceedings of the 15th international conference on Artificial intelligence in education
Error-flagging support and higher test scores
AIED'11 Proceedings of the 15th international conference on Artificial intelligence in education
Error-Flagging support for testing and its effect on adaptation
ITS'10 Proceedings of the 10th international conference on Intelligent Tutoring Systems - Volume Part I
Building Intelligent Interactive Tutors: Student-centered strategies for revolutionizing e-learning
Building Intelligent Interactive Tutors: Student-centered strategies for revolutionizing e-learning
ITS'06 Proceedings of the 8th international conference on Intelligent Tutoring Systems
Collaboration in cognitive tutor use in latin America: field study and design recommendations
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Crowd-scale interactive formal reasoning and analytics
Proceedings of the 26th annual ACM symposium on User interface software and technology
Sustainability, transport and design: reviewing the prospects for safely encouraging eco-driving
Proceedings of the 5th International Conference on Automotive User Interfaces and Interactive Vehicular Applications
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The advent of second-generation intelligent computer tutors raises an important instructional design question: when should tutorial advice be presented in problem solving? This paper examines four feedback conditions in the ACT Programming Tutor. Three versions offer the student different levels of control over error feedback and correction: (a) immediate feedback and immediate error correction; (b) immediate error flagging and student control of error correction; (c) feedback on demand and student control of error correction. A fourth, No-tutor condition offers no stepby-step problem solving support. The immediate feedback group with greatest tutor control of problem solving yielded the most efficient learning. These students completed the tutor problems fastest, and the three tutor-supported groups performed equivalently on tests. Questionnaires revealed little student preference among the four conditions. These results suggest that students will need explicit guidance to benefit from learning opportunities that arise when they have greater control over tutorial assistance.