Help seeking, learning and contingent tutoring

Wood, Heather; Wood, David

doi:10.1016/s0360-1315(99)00030-5

Cited by 189 publications

(152 citation statements)

References 12 publications

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“…Therefore, acquiring argumentation is best served when external instructional scaffolds are adjusted to learners' individual internal scripts. This can be seen as an application of the theory of Bcontingent tutoring^ (Wood and Wood 1999) for acquiring argumentation competence. If no need is diagnosed, no support is provided, and the more a learner progresses, the less support is provided.…”

Section: The Interplay Between Internal and External Scriptsmentioning

confidence: 99%

Promoting Argumentation Competence: Extending from First- to Second-Order Scaffolding Through Adaptive Fading

et al. 2017

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Argumentation is fundamental for many learning assignments, ranging from primary school to university and beyond. Computer-supported argument scaffolds can facilitate argumentative discourse along with concomitant interactive discussions among learners in a group (i.e., first-order argument scaffolding). However, there is no evidence, and hence no knowledge, of whether such argument scaffolds can help students acquire argumentation competence that can be transferred by the students themselves to various similar learning tasks (i.e., second-order argument scaffolding). Therefore, this conceptual article argues that the focus of argument scaffold design and research should be expanded: from the study of first-order scaffolding alone to including the study of second-order scaffolding as well. On the basis of the Script Theory of Guidance (SToG), this paper presents a guideline for second-order argument scaffolding using diagnosis of the student's internal argumentative script and offering adaptive external support and various fading mechanisms. It also explains how to complement adaptive fading support with peer assessment, automatic response tools, and adaptable self-assessment to ensure that learners actually understand, learn, and apply targeted argumentation activities in similar situations.

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Section: The Interplay Between Internal and External Scriptsmentioning

confidence: 99%

Promoting Argumentation Competence: Extending from First- to Second-Order Scaffolding Through Adaptive Fading

et al. 2017

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“…Some types of poor metacognitive decisions include avoiding or misusing help [1,16] and attempting to obtain correct answers without thinking through the material (termed "gaming the system" [4,5]). There is evidence that these types of unproductive metacognitive decisions negatively affect learning.…”

Section: Metacognition In Intelligent Tutoring Systemsmentioning

confidence: 99%

“…For instance, students with a tendency to game the system on steps they find difficult (e.g., by systematic guessing) tend to learn less from their interaction with the tutor. Similarly, the ability to seek the right help at the right time is correlated with learning, whether with tutoring systems or in the classroom environment [3,16]. Nevertheless, students do not use available help resources effectively enough (for an extensive review, see [2]).…”

Section: Metacognition In Intelligent Tutoring Systemsmentioning

confidence: 99%

Modeling Students’ Metacognitive Errors in Two Intelligent Tutoring Systems

Roll

Baker

Aleven

et al. 2005

Lecture Notes in Computer Science

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Abstract. Intelligent tutoring systems help students acquire cognitive skills by tracing students' knowledge and providing relevant feedback. However, feedback that focuses only on the cognitive level might not be optimal -errors are often the result of inappropriate metacognitive decisions. We have developed two models which detect aspects of student faulty metacognitive behavior: A prescriptive rational model aimed at improving help-seeking behavior, and a descriptive machine-learned model aimed at eliminating attempts to "game" the tutor. In a comparison between the two models we found that while both successfully identify gaming behavior, one is better at characterizing the types of problems students game in, and the other captures a larger variety of faulty behaviors. An analysis of students' actions in two different tutors suggests that the help-seeking model is domain independent, and that students' behavior is fairly consistent across classrooms, age groups, domains, and task elements. Metacognition in Intelligent Tutoring SystemsIntelligent tutoring systems offer support and guidance to learners attempting to master a cognitive skill [7,11]. When students ask for help or make a mistake in such a tutor, they receive feedback on their problem-solving actions, that is, they receive feedback at the cognitive level. However, mistakes can also be made at the higher metacognitive level, which coordinates the learning process. Such metacognitive skills include self-assessment and help-seeking strategies, among many others. When cognitive errors originate from an incorrect metacognitive decision, feedback on student metacognition would be more appropriate. A tutoring system should try to improve students' metacognitive skills, by, for example, guiding a student who avoids using help to seek help at the right moment.Several studies have shown that students often make unproductive metacognitive decisions, which affect their learning process [9,13]. Some types of poor metacognitive decisions include avoiding or misusing help [1,16] and attempting to obtain correct answers without thinking through the material (termed "gaming the system" [4,5]). There is evidence that these types of unproductive metacognitive decisions

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“…There is a large literature on the benefits of peer collaboration in general [4], in paired reading [13] and in learning through interactive multimedia [10]. In the design of Interactive Learning Environments much attention has been paid to the notion of Scaffolding, a term coined by Wood [16,17] from the ideas of Vygotsky [14,15] to account for how a more knowledgeable partner can assist the cognitive development of a less able one, and gradually foster the development of successful independent task performance. Examples of systems using scaffolding techniques can be found in [6,10,17].…”

Section: Pedagogical Adaptation Collaboration and Context Sensitivitymentioning

confidence: 99%

“…In the design of Interactive Learning Environments much attention has been paid to the notion of Scaffolding, a term coined by Wood [16,17] from the ideas of Vygotsky [14,15] to account for how a more knowledgeable partner can assist the cognitive development of a less able one, and gradually foster the development of successful independent task performance. Examples of systems using scaffolding techniques can be found in [6,10,17]. In some systems scaffolding is provided through support for peer collaboration, in others it is provided through graded interventions by the system.…”

Section: Pedagogical Adaptation Collaboration and Context Sensitivitymentioning

confidence: 99%

User Modeling 2005

Ardissono¹,

Brna²,

Mitrović³

2005

Lecture Notes in Computer Science

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Abstract. This paper is concerned with user modelling issues such as adaptive educational environments, adaptive information retrieval, and support for collaboration. The HomeWork project is examining the use of learner modelling strategies within both school and home environments for young children aged 5 -7 years. The learning experience within the home context can vary considerably from school especially for very young learners, and this project focuses on the use of modelling which can take into account the informality and potentially contrasting learning styles experienced within the home and school.

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Help seeking, learning and contingent tutoring

Cited by 189 publications

References 12 publications

Promoting Argumentation Competence: Extending from First- to Second-Order Scaffolding Through Adaptive Fading

Promoting Argumentation Competence: Extending from First- to Second-Order Scaffolding Through Adaptive Fading

Modeling Students’ Metacognitive Errors in Two Intelligent Tutoring Systems

User Modeling 2005

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