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Designing for metacognition--applying cognitive tutor principles to the tutoring of help seeking
 

Summary: Designing for metacognition--applying cognitive tutor
principles to the tutoring of help seeking
Ido Roll & Vincent Aleven & Bruce M. McLaren &
Kenneth R. Koedinger
Received: 23 December 2006 /Accepted: 1 May 2007
# Springer Science + Business Media, LLC 2007
Abstract Intelligent Tutoring Systems have been shown to be very effective in supporting
learning in domains such as mathematics, physics, computer programming, etc. However,
they are yet to achieve similar success in tutoring metacognition. While an increasing
number of educational technology systems support productive metacognitive behavior
within the scope of the system, few attempt to teach skills students need to become better
future learners. To that end, we offer a set of empirically-based design principles for
metacognitive tutoring. Our starting point is a set of design principles put forward by
Anderson et al. (Journal of the Learning Sciences, 4:167207, 1995) regarding Cognitive
Tutors, a family of Intelligent Tutoring Systems. We evaluate the relevance of these
principles to the tutoring of help-seeking skills, based on our ongoing empirical work with
the Help Tutor. This auxiliary tutor agent is designed to help students learn to make
effective use of the help facilities offered by a Cognitive Tutor. While most of Anderson's
principles are relevant to the tutoring of help seeking, a number of differences emerge as a
result of the nature of metacognitive knowledge and of the need to combine metacognitive

  

Source: Aleven, Vincent - Human Computer Interaction Institute, School of Computer Science, Carnegie Mellon University
McLaren, Bruce Martin - School of Computer Science, Carnegie Mellon University

 

Collections: Computer Technologies and Information Sciences