Abstract
Students often use available help facilities in an unproductive fashion. To improve students’ help-seeking behavior we built the Help Tutor – a domain-independent agent that can be added as an adjunct to Cognitive Tutors. Rather than making help-seeking decisions for the students, the Help Tutor teaches better help-seeking skills by tracing students actions on a (meta)cognitive help-seeking model and giving students appropriate feedback. In a classroom evaluation the Help Tutor captured help-seeking errors that were associated with poorer learning and with poorer declarative and procedural knowledge of help seeking. Also, students performed less help-seeking errors while working with the Help Tutor. However, we did not find evidence that they learned the intended help-seeking skills, or learned the domain knowledge better. A new version of the tutor that includes a self-assessment component and explicit help-seeking instruction, complementary to the metacognitive feedback, is now being evaluated.
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Roll, I., Aleven, V., McLaren, B.M., Ryu, E., Baker, R.S.J.d., Koedinger, K.R. (2006). The Help Tutor: Does Metacognitive Feedback Improve Students’ Help-Seeking Actions, Skills and Learning?. In: Ikeda, M., Ashley, K.D., Chan, TW. (eds) Intelligent Tutoring Systems. ITS 2006. Lecture Notes in Computer Science, vol 4053. Springer, Berlin, Heidelberg. https://doi.org/10.1007/11774303_36
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DOI: https://doi.org/10.1007/11774303_36
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-540-35159-7
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