Help Seeking and Help Design in Interactive Learning Environments

By Vincent A. W. M. M. Aleven, Elmar Stahl, Silke Schworm, Frank Fischer, Raven McCrory Wallace. 2003

602 citations recorded by the source corpus.

Subfields: Computer Science Applications, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/c6c4863f41a8fedbf3cdfc1d5e85684a376bdfe5

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In Computer Science Applications

In Developmental and Educational Psychology

In Education

Citations in the corpus

Simulation-Based Learning in Higher Education: A Meta-Analysis (2020, background): “A more fine-grained analysis in the primary studies would be needed to test hypotheses stating that learners prefer trying without help instead of using assistance (see Aleven et al., 2003) also for the context of simulations in higher education.”
Self-Regulation in the Classroom: A Perspective on Assessment and Intervention (2005, neutral): “They are also studying how student response models and patterns of help seeking may be used to tailor feedback and continued instruction as well as further program development (see Aleven, Stahl, Schworm, Fischer, & Wallace, 2003).”
Peer assessment as collaborative learning: A cognitive perspective (2010, background): “If feedback provision is conducted in a more interactive mode, a typical problem is that learners often show suboptimal help seeking behaviour (Aleven et al., 2003).”
Step Tutor: Supporting Students through Step-by-Step Example-Based Feedback (2020, background): “One concern instructorsmay have is that of “AssistanceDilemma” [30] - Step Tutor may give away too much information, allowing students to progress, but without understanding how, as in expedient help-seeking or help-abuse, problems commonly seen among students’ interactions with next-step hints [3, ”
A Social-Cognitive Framework for Pedagogical Agents as Learning Companions (2006, background): “PALs with friendly demeanors could help to reduce such anxiety and to increase motivation in computer-based learning environments.”
The role of self-regulated learning in students' success in flipped undergraduate math courses (2018, background): “For example, Aleven et al. (2003) emphasized that the use of help-seeking strategies is especially important in computer-supported interactive learning environments, and have shown its substantial influence on the improvement of learning outcomes.”
Toward Meta-cognitive Tutoring: A Model of Help Seeking with a Cognitive Tutor (2006, result): “While this error rate is too high to be useful for tutoring, a point that is taken up below, it confirms earlier findings that students' help-seeking behavior is far from ideal (see e.g., Aleven et al., 2003).”
Mobile technology, learning, and achievement: Advances in understanding and measuring the role of mobile technology in education (2020, background): “In some cases, learners simply need a brief provision of help or assistance to move past a misunderstanding or challenge (Aleven, Stahl, Schworm, Fischer, & Wallace, 2003).”
Exploring the Assistance Dilemma in Experiments with Cognitive Tutors (2007, result): “Aleven et al. (2003) provide a review of similar results including studies by Schworm and Renkl (2002) that showed that on-demand hints lead to better learning in a system for example studying.”
Design-based research and technology-enhanced learning environments (2005, background): “TELEs are technology-based learning and instructional systems through which students acquire skills or knowledge, usually with the help of teachers or facilitators, learning support tools, and technological resources ( Aleven, Stahl, Schworm, Fischer, & Wallace, 2003; Land, 2000; Shapiro & Roskos, ”