- Welcome from the Director
- Agenda and Presentations
- Plenary Sessions: Remarks and Presentations
- Speakers' Bios for Plenary Sessions
- Poster Presentations
- Cognition and Student Learning
- Cognition and Student Learning and Science
- General Topics
- Mathematics, Reading, and Others
- Policy, NAEP, Preschool Curriculum Evaluation Research (PCER), Science, and Others
- Policy, Cognition and Student Learning, and Others
- Policy, Science, Cognition and Student Learning, and Others
- Predoctoral Interdisciplinary Research Training Programs
- Reading
- Reading and Others
- Reading, Social and Character Development (SACD), and Others
- Reading and Teacher Quality
- Adolescent Development: An Improved Replication Study
- Children's Number Categories and Understanding of Numerical Magnitude
- Children's Perceptions of the Classroom Environment and Social and Academic Performance: A Longitudinal Analysis of the Contribution of the Responsive Classroom Approach
- Determining the Concurrent and Predictive Validity of Two Emergent Literacy Screeners
- Do Fathers Matter? The Role of Father Involvement in Pre-adolescent Academic and Social Development
- Effective Accountability: Success of State Departments of Education at Promoting and Implementing State Standards and Test-based Accountability, 1981–2001
- Effective Intervention in School Settings Requires the Recognition of Individual Differences in Autism
- Effects of Comparison on Learning New Principles
- The Effects of Diagrams and Diagramming Tools on the Analysis of Social Policy
- Experimental Validation of Instructional Materials on Usability-Supporting Architectural Patterns
- Exploring Effects of Different Instructional Approaches to Reading Comprehension
- The Help Tutor: Improving Students' Help-seeking Behavior While Working with Intelligent Tutoring Systems
- Identifying and Overcoming the Learning Gaps Created by Early Childhood Poverty
- Immigrant Differences in Early Reading Achievement: Evidence from the ECLS-K
- Information and Access: Modeling the Impact of Information on a Student's Probability of Attending College
- Intelligent Tutoring of the Structure Strategy Improves Reading Comprehension of Fifth and Seventh Grade Students
- Interactive Effect of Parenting and Teaching Styles on Academic Achievement
- Investigation of a Brain-Based Intervention to Improve Performance on Multiple Attention Based Tasks
- iSTART: An Interactive Reading Strategy Yutoring System that Helps Adolescent Readerse Understand Challenging Text
- 'Mindless Reading' and its Effects on Comprehension
- Preschool Classroom Quality: Impacts on Reading Outcomes for Children With and Without Language Impairment
- Priming: Language Intervention for Children Prenatally Exposed to Cocaine
- Profiles of Approaches to Learning in Head Start Preschoolers
- The Reading Trajectory of Children with Language Impairment from Preschool to Fifth Grade: A Prospective Study of the Forecast for School
- Re-entry into the Community: The Impact of School Enrollment on Future Recidivism
- Risk Factors Available in Birth Certificate Records for Mental and Motor Delay at 9-months
- School Factors as Mediators of the Relation between Child Maltreatment and Adult Crime: An Examination of a Long-Term Developmental Model
- Student Motivation and Engagement During Classroom Discussion
- Teacher Licensure Tests and Student Achievement
- Temperament and Language Skills as Predictors of Teacher-Child Relationship Quality in Preschool
- Temperament, Approaches to Learning, and Children's School Readiness
- Toddlers' Imitation of New Skills from Video and Live Instruction
- The Trajectory of Student Interest and Its Implications for Learning and Achievement
- Transitioning to School: Describing the Classroom Environment of Rural, Low-Income Children in Kindergarten and 1st Grade
- Uniform Admissions Policies and Effects of Elite Schools
- Using Student Progress to Evaluate Teachers: A Primer on Value-Added Models
- Your Brain on Geometry
Conference Program (865 KB)
The Help Tutor: Improving Students' Help-seeking Behavior While Working with Intelligent Tutoring Systems
Presenters:
Ido Roll, Carnegie Mellon University
Vincent Aleven, Carnegie Mellon University
Bruce M. McLaren, Carnegie Mellon University
Eunjeong Ryu, Carnegie Mellon University
Kenneth R. Koedinger, Carnegie Mellon University
Abstract: Intelligent tutoring systems typically offer help to students in the form of context-specific hints. However, students often fail to make optimal use of this information. Instead, they tend to make a wide-spectrum of errors concerning help: sometimes avoiding needed help, or abusing redundant information. Our hypothesis is that students lack the requisite metacognitive knowledge that would enable them to use the information provided by intelligent tutors more effectively. In this poster we describe project aimed at improving this important aspect of students' metacognitive decisions while using Intelligent Tutoring Systems - their help-seeking behavior.
We have constructed a computer-based system called the "Help-Tutor" - a domain-independent tutor-agent that can be added as an adjunct to any Cognitive Tutor. The Help-Tutor teaches better help-seeking skills by tracing students' actions on a (meta)cognitive model and giving immediate tailored feedback to students after they perform a help-seeking related error.
In a classroom evaluation of the Help-Tutor, The Help-Tutor captured help-seeking errors that were associated with poorer learning. The faulty behavior captured by the Help-Tutor also transferred to a paper-and-pencil environment, suggesting that such behavior is not tied to specific environment. While working with the tutor, students improved their help-seeking actions and committed less errors. However, we do not yet have firm evidence that students learned the intended help-seeking skills, or learned the domain knowledge better.
A new version of the tutor that includes a self-reflection component and explicit help-seeking instruction, complementary to the metacognitive feedback, is now being evaluated.