Probabilistic reasoning in intelligent systems: networks of plausible inference
Probabilistic reasoning in intelligent systems: networks of plausible inference
Teaching Case-Based Argumentation Concepts Using Dialectic Arguments vs. Didactic Explanations
ITS '02 Proceedings of the 6th International Conference on Intelligent Tutoring Systems
Conceptual and Meta Learning During Coached Problem Solving
ITS '96 Proceedings of the Third International Conference on Intelligent Tutoring Systems
An intelligent computer tutor to guide self-explanation while learning from examples
An intelligent computer tutor to guide self-explanation while learning from examples
Providing adaptive support to the understanding of instructional material
Proceedings of the 6th international conference on Intelligent user interfaces
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
Minimally Invasive Tutoring of Complex Physics Problem Solving
ITS '02 Proceedings of the 6th International Conference on Intelligent Tutoring Systems
Andes: A Coached Problem Solving Environment for Physics
ITS '00 Proceedings of the 5th International Conference on Intelligent Tutoring Systems
Semantic Cohesion and Learning
ITS '08 Proceedings of the 9th international conference on Intelligent Tutoring Systems
The use of modality in the design of verbal aids in computer-based learning environments
Interacting with Computers
Extending the self-explanation effect to second language grammar learning
ICLS '10 Proceedings of the 9th International Conference of the Learning Sciences - Volume 1
Building Intelligent Interactive Tutors: Student-centered strategies for revolutionizing e-learning
Building Intelligent Interactive Tutors: Student-centered strategies for revolutionizing e-learning
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We present further results on the educational effectiveness of an intelligent computer tutor that helps students learn effectively from examples by coaching self-explanation - the process of explaining to oneself an example worked-out solution. An earlier analysis of the results from a formative evaluation of the system provided suggestive evidence that it could improve students' learning. In this paper, we present additional results derived from a more comprehensive analysis of the experimental data. They provide a stronger indication of the system's effectiveness and suggest general guidelines for effective support of self-explanation during example studying.