Limitations of Student Control: Do Students Know When They Need Help?

By Vincent A. W. M. M. Aleven, K. Koedinger. International Conference on Intelligent Tutoring Systems, 2000

354 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Computer Science Applications, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/097fcee1a910a91549bd22fecd14b684e24776e5

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Artificial Intelligence

In Computer Science Applications

In Developmental and Educational Psychology

Citations in the corpus

Can learning from molar and modular worked examples be enhanced by providing instructional explanations and prompting self-explanations? * (2006, background): “At least three problems are, however, associated with self-explanations (Conati & VanLehn, 2000; Renkl, 1999, 2002): first, students often overestimate their understanding of the examples, that is, they may suffer from so called illusions of understanding, and thus refrain from self-explanation acti”
Tools for Scaffolding Students in a Complex Learning Environment: What Have We Gained and What Have We Missed? (2005, background): “…have shown that not all students are capable of monitoring and regulating their learning and seeking help when they need it (Hadwin & Winne, 2001). t Students, especially novices, might neglect the help that is given or may not be able to judge when they need help (Aleven & Koedinger, 2000).”
Exploring the Assistance Dilemma in Experiments with Cognitive Tutors (2007, methodology): “, Aleven and Koedinger 2000a; Aleven et al. 2006, 2003; Baker et al. 2004; Educ Psychol Rev (2007) 19:239–264 253”
An effective metacognitive strategy: learning by doing and explaining with a computer-based Cognitive Tutor (2002, background): “The tutor has more information about their thinking processes and thus is in a better position to provide targeted help in the construction of new knowledge, possibly in the form of a dialog (Aleven & Koedinger, 2000b).”
The Behavior of Tutoring Systems (2006, background): “A common form of help abuse is for students to click rapidly on the "" button until they reach the bottom-out hint (Aleven & Koedinger, 2000).”
Toward Meta-cognitive Tutoring: A Model of Help Seeking with a Cognitive Tutor (2006, background): “…is also evidence that when used appropriately, on-demand help in an interactive learning environment can have a positive impact on performance (Aleven & Koedinger, 2000; Bartholomé, Stahl, Pieschl, & Bromme, 2006) and learning (Renkl, 2000; Schworm & Renkl, 2002; Wood, 2001; Wood & Wood,…”
Why Do Only Some Events Cause Learning During Human Tutoring? (2003, background): “Not surprisingly, such goal-setting hints sometimes work, and no further hints are needed in order for the student to do a correct action (Aleven & Koedinger, 2000).”
Help Seeking and Help Design in Interactive Learning Environments (2003, background): “Aleven and Koedinger (2000, 2001) propose equipping a Cognitive Tutor with a model (implemented as production rules) of desired help-seeking behavior, to enable the system to follow students’ help-seeking behavior and provide guidance on help seeking.”
Off-task behavior in the cognitive tutor classroom: when students "game the system" (2004, background): “quickly and repeatedly asking for help until the tutor gives the student the correct answer [2].”