Abstract
We investigated whether students behave adaptively in hint-seeking from the viewpoint of self-fading. To let students effectively learn, scaffolding should be eliminated gradually with the progress of learning. We define self-fading as fading behavior lowing the levels of support by students themselves. We investigated the relation between such metacognitive behavior and learning effects through two experiments in a laboratory setting and in actual class activities. The results showed that our participants successfully faded help supports, and also confirmed that those who lowered the levels of support and learned with their own efforts gained larger learning effects.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Aleven, V., Koedinger, K.R.: Limitations of Student Control: Do Students Know When They Need Help? In: Gauthier, G., VanLehn, K., Frasson, C. (eds.) ITS 2000. LNCS, vol. 1839, pp. 292–303. Springer, Heidelberg (2000)
Miwa, K., Nakaike, R., Morita, J., Terai, H.: Development of production system for anywhere and class practice. In: Proceedings of the 14th International Conference of Artificial Intelligence in Education, pp. 91–99 (2009)
Wood, H., Wood, D.: Help seeking, learning and contingent tutoring. Computers and Education 33, 153–169 (1999)
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2012 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Miwa, K., Terai, H., Kanzaki, N., Nakaike, R. (2012). Empirical Investigation on Self Fading as Adaptive Behavior of Hint Seeking. In: Cerri, S.A., Clancey, W.J., Papadourakis, G., Panourgia, K. (eds) Intelligent Tutoring Systems. ITS 2012. Lecture Notes in Computer Science, vol 7315. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-30950-2_102
Download citation
DOI: https://doi.org/10.1007/978-3-642-30950-2_102
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-30949-6
Online ISBN: 978-3-642-30950-2
eBook Packages: Computer ScienceComputer Science (R0)