Exploring the Assistance Dilemma in Experiments with Cognitive Tutors

By K. Koedinger, Vincent A. W. M. M. Aleven. 2007

630 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/dd7ba66888747b2aa6fe7be5d77fddb99e717085

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In Artificial Intelligence

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Not New, but Nearly Forgotten: the Testing Effect Decreases or even Disappears as the Complexity of Learning Materials Increases (2015, background): “Responding to critiques and commentaries in which this issue was raised, Roediger and Karpicke (2006b) and Roediger and Pyc (2012b) confirmed the paucity of studies using complex information, but suggested that testing should also be beneficial for these materials.”
Worked example effects in individual and group work settings (2010, background): “One past criticism of worked examples has suggested that the effects only occur when compared to poorly supported problem‐solving environments (Koedinger & Aleven, 2007 ).”
Accounting for Beneficial Effects of Worked Examples in Tutored Problem Solving (2010, methodology): “One very successful tutored problem-solving approach is the use of Cognitive Tutors (Koedinger and Aleven 2007).”
The worked example and expertise reversal effect in less structured tasks : Learning to reason about legal cases (2013, methodology): “The worked example effect used to be investigated with conventional problem solving without any instructional support or guidance as a control condition, which, according to some, was an unfair comparison condition (Koedinger & Aleven, 2007).”
How Effective are Instructional Explanations in Example-Based Learning? A Meta-Analytic Review (2010, background): “In conclusion, the significant but small overall effect of instructional explanations challenges the notion that more direct instruction always results in more learning (cf. Koedinger and Aleven 2007 ).”
When immediate interactive feedback boosts optimization problem solving: A 'human-in-the-loop' approach for solving Capacitated Vehicle Routing Problems (2017, background): “…dilemma’ there is a debate as to how much assistance and instructions individuals need to have available to complete a problem-solving task (Koedinger & Aleven, 2007) suggesting a need to define a ‘golden threshold’ for balancing the levels and volume of information and assistance is…”
Effects of worked examples, example-problem, and problem-example pairs on novices learning (2011, methodology): “Research on the worked example effect has been criticized for using problem solving without any instructional support whatsoever (i.e., no assistance) as a control condition (Koedinger & Aleven, 2007).”
A further study of productive failure in mathematical problem solving: unpacking the design components (2011, background): “When and how to design structure in learning and problem-solving activities is a fundamental theoretical and design issue in education and the learning sciences ( Koedinger and Aleven 2007; Kapur and Rummel 2009; Tobias and Duffy 2010).”
Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives (2010, background): “One criticism of research on the worked example effect is that the control condition usually involves problem solving without any instructional support whatsoever (Koedinger and Aleven 2007).”
Cognitive Load Theory: Advances in Research on Worked Examples, Animations, and Cognitive Load Measurement (2010, background): “The authors discuss the “assistance dilemma” (Koedinger and Aleven 2007) that considers the extent to which learners should be assisted in problem solving, for instance by the use of worked examples.”
Sequential effects of high and low instructional guidance on children’s acquisition of experimentation skills: Is it all in the timing? (2013, background): “The second of the two issues extends the first by asking about the effects of different sequential orderings of high and low guidance (Kalyuga 2007; Koedinger and Aleven 2007; Schwartz and Martin 2004).”
A New Paradigm for Intelligent Tutoring Systems: Example-Tracing Tutors (2009, methodology): “CTAT supports development of two types of ITSs, Cognitive Tutors (Anderson, Corbett, Koedinger, & Pelletier, 1995; Koedinger & Aleven, 2007; Koedinger & Corbett, 2006) and a newer type of tutors called example-tracing tutors (Koedinger, Aleven, Heffernan, McLaren, & Hockenberry, 2004).”
Instructional Aids to Support a Conceptual Understanding of Multiple Representations. (2009, background): “In such cases, reflection on the misunderstandings and immediate correction, which was not implemented in the present case, might be necessary as instructional support (cf. also Koedinger & Aleven, 2007).”
Teaching with Concrete and Abstract Visual Representations: Effects on Students' Problem Solving, Problem Representations, and Learning Perceptions. (2011, positive): “Practical Implications In recent years, the pedagogical use of tutoring systems, such as the computer-based program used in the present study, has grown dramatically (Koedinger & Aleven, 2007; Ritter, Anderson, Koedinger, & Corbett, 2007).”