2006
DOI: 10.1007/11774303_21
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Cognitive Tutors as Research Platforms: Extending an Established Tutoring System for Collaborative and Metacognitive Experimentation

Abstract: Abstract.Cognitive tutors have been shown to increase student learning in long-term classroom studies but would become even more effective if they provided collaborative support and metacognitive tutoring. Reconceptualizing an established tutoring system as a research platform to test different collaborative and metacognitive interventions would lead to gains in learning research. In this paper, we define a component-based architecture for such a platform, drawing from previous theoretical frameworks for tutor… Show more

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Cited by 4 publications
(2 citation statements)
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“…Using off-the-shelf or pre-existing software as the basis for building tutoring systems could result in substantial timesavings, as compared to the traditional approach of building tutors "from scratch." This is particularly important in developing tutors for collaboration (Walker et al 2006). As pointed out above, the underlying interaction model in collaboration is much more complex than in the single-student scenario.…”
Section: A Realization Of Bnd: the Integration Of Cool Modes And The mentioning
confidence: 99%
“…Using off-the-shelf or pre-existing software as the basis for building tutoring systems could result in substantial timesavings, as compared to the traditional approach of building tutors "from scratch." This is particularly important in developing tutors for collaboration (Walker et al 2006). As pointed out above, the underlying interaction model in collaboration is much more complex than in the single-student scenario.…”
Section: A Realization Of Bnd: the Integration Of Cool Modes And The mentioning
confidence: 99%
“…As procedural steps, students will likely learn them better with practice and feedback. These steps provide a sketch of a metacognitive model that could provide the basis for metacognitive model tracing and tutoring (Roll, Aleven, McLaren, & Koedinger, 2011;Walker, Koedinger, McLaren, & Rummel, 2006). Further, while this thesis examined grounded feedback when students interacted with it individually, students may benefit from working collaboratively, discussing the feedback with a partner and justifying their self-evaluations (cf.…”
Section: Contributions and Future Workmentioning
confidence: 99%