Skip to main content
SpringerLink
Log in

Competence-Based Knowledge Space Theory as a Framework for Intelligent Metacognitive Scaffolding

  • Conference paper
Artificial Intelligence in Education (AIED 2011)

Part of the book series: Lecture Notes in Computer Science ((LNAI,volume 6738))

Included in the following conference series:

Abstract

To help learners in acquiring metacognitive skills that are necessary for successfully planning, monitoring, and regulating their learning, metacognitive support and scaffolding mechanisms are needed. Competence-based Knowledge Space Theory constitutes a theoretical framework mainly used for personalising learning to individual learners’ domain-specific competence. The paper outlines how this theoretical framework can be utilized for adaptive metacognitive scaffolding tailored to individual learners’ needs.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  1. Puustinen, M., Pulkkinen, L.: Models of self-regulated learning: A review. Scandinavian Journal of Educational Research 45, 269–286 (2001)

    Article  Google Scholar 

  2. Pintrich, P.R.: The role of metacognitive knowledge in learning, teaching, and assessing. Theory into Practice 41, 219–225 (2002)

    Article  Google Scholar 

  3. Bannert, M.: Promoting self-regulated learning through prompts. Zeitschrift für Pädagogische Psychologie 23, 139–145 (2009)

    Article  Google Scholar 

  4. Narciss, S., Proske, A., Körndle, H.: Promoting self-regulated learning in web-based learning environments. Computers and Human Behavior 23, 1126–1144 (2007)

    Article  Google Scholar 

  5. Roll, I., Aleven, V., McLaren, B., Koedinger, K.: Designing for metacognition – applying Cognitive Tutor principles to metacognitive tutoring. Metacognition and Learning 2, 125–140 (2007)

    Article  Google Scholar 

  6. Dimitrova, V., McCalla, G., Bull, S.: Open learner models: Future research directions. International Journal of Artificial Intelligence in Education 17, 217–226 (2007)

    Google Scholar 

  7. Heller, J., Steiner, C., Hockemeyer, C., Albert, D.: Competence-based knowledge structures for personalised learning. International Journal on E-Learning 5, 75–88 (2006)

    Google Scholar 

  8. Kickmeier-Rust, M.D., Albert, D.: Micro adaptivity: Protecting immersion in didactically adaptive digital educational games. Journal of Computer Assisted Learning 26, 95–105 (2010)

    Article  Google Scholar 

  9. Augustin, T., Hockemeyer, C., Kickmeier-Rust, M., Albert, D.: Individualised skill assessment in digital learning games: Basic definitions and mathematical formalism. IEEE Transactions on Learning Technologies 99 (2010)

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Knowledge Management Institute, Cognitive Science Section, Graz University of Technology, BrĂĽckenkopfgasse 1/VI, 8020, Graz, Austria

    Christina M. Steiner & Dietrich Albert

Authors
  1. Christina M. Steiner
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Dietrich Albert
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. EECS Department/ISIS, Vanderbilt University, TN 37235, Nashville, USA

    Gautam Biswas

  2. Electronic, Electrical and Computer Engineering, University of Birmingham, U.K.

    Susan Bull

  3. School of Information Technologies, University of Sydney, 1 Cleveland Street, 2006, Sydney, Australia

    Judy Kay

  4. College of Engineering, Department of Computer Science and Software Engineering, University of Canterbury, Private Bag 4800, 8140, Christchurch, New Zealand

    Antonija Mitrovic

Rights and permissions

Reprints and permissions

Copyright information

© 2011 Springer-Verlag Berlin Heidelberg

About this paper

Cite this paper

Steiner, C.M., Albert, D. (2011). Competence-Based Knowledge Space Theory as a Framework for Intelligent Metacognitive Scaffolding. In: Biswas, G., Bull, S., Kay, J., Mitrovic, A. (eds) Artificial Intelligence in Education. AIED 2011. Lecture Notes in Computer Science(), vol 6738. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-21869-9_102

Download citation

  • DOI: https://doi.org/10.1007/978-3-642-21869-9_102

  • Publisher Name: Springer, Berlin, Heidelberg

  • Print ISBN: 978-3-642-21868-2

  • Online ISBN: 978-3-642-21869-9

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation