An effective metacognitive strategy: learning by doing and explaining with a computer-based Cognitive Tutor

By Vincent A. W. M. M. Aleven, K. Koedinger. 2002

991 citations recorded by the source corpus.

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

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Citations in the corpus

Explanation in Human-AI Systems: A Literature Meta-Review, Synopsis of Key Ideas and Publications, and Bibliography for Explainable AI (2019, neutral): “(Aleven and Koedinger, 2002; Anderson, Boyle, Corbett, and Lewis, 1990; Anderson, Corbett, Koedinger, and Pelletier, 1996; Bellman, 2001; Bengio, Louradour, Collobert, and Weston, 2009; Boy, 1991; Burns, Luckhardt, Parlett, and Redfield, 2014; Cao et al., 2013; Chandrasekaran and Swartout, 1991;…”
The effect of virtual achievements on student engagement (2013, positive): “This self-explanation step is a key part of the authoring process, and is supported by research demonstrating the beneﬁts of student self-explanation [7, 8, 2] and producing explanations for others [30].”
Toward Meta-cognitive Tutoring: A Model of Help Seeking with a Cognitive Tutor (2006, background): “The data used in the analysis were collected during an earlier study in which we compared the learning results of students using two tutor versions, one in which they explained their problem-solving steps by selecting the name of the theorem, principle, or definition that justifies it and one in whi”
The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014, positive): “For example, Aleven and Koedinger (2002) compared students who were prompted to explain in addition to solving geometry problems to those who solved the same problems without prompts to explain.”
A situated metacognitive model of the entrepreneurial mindset (2010, background): “Along with their various adaptations, these inventories can be employed to investigate the influences of self-monitoring metacognitive strategies on learning (Aleven and Koedinger, 2002), and to explore the relationship between social interaction, beliefs, and the accessibility of cognitive resource”
Adaptive Human Scaffolding Facilitates Adolescents’ Self-regulated Learning with Hypermedia (2005, background): “complex learning (e.g., Aleven & Koedinger, 2002 ), there is little research that deals specifically”
Benefits of Self-explanation in Introductory Programming (2015, background): “However, in many of the previous self-explanation studies, the effect of self-explanation exercises has been studied within a single session [2, 6, 7, 14, 18, 19, 27], or during a short time span [1, 17].”
Using example problems to improve student learning in algebra: Differentiating between correct and incorrect examples (2013, background): “These sorts of menu-based self-explanations have previously been shown to improve learning and transfer in other mathematical contexts (Aleven & Koedinger, 2002).”