Scaffolding Deep Comprehension Strategies Through Point&Query, AutoTutor, and iSTART

By A. Graesser, Danielle S. McNamara, Kurt VanLehn. 2005

328 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/e66b16caeaac19feb0e4847d41fa05c049a6bd06

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In Developmental and Educational Psychology

Citations in the corpus

Measuring deep, reflective comprehension and learning strategies: challenges and successes (2011, background): “... from strategic activities that prompt the learner to generate inferences connecting what is being learned to other content and what the learner already knows (McNamara and Magliano 2009a, b). These activities include asking questions, seeking answers to questions, evaluating the quality of answe”
Learning With Computer-Based Learning Environments: A Literature Review of Computer Self-Efficacy (2009, background): “Computer-based learning environments (CBLEs) are becoming more prevalent in the classroom and have been used to help students learn about challenging topics (Azevedo, 2005; Graesser, McNamara, & VanLehn, 2005; Mandinach & Cline, 1996).”
A review of research on metacognition in science education: current and future directions (2013, methodology): “…great benefit of developing learners’ MK for fostering their scientific thinking, inquiry, problem-solving skills and scientific understanding (e.g. Graesser et al., 2005; Kaberman & Dori, 2009; White & Frederiksen, 1998; Zohar & Ben David, 2008; Zohar & Peled, 2008), especially among lower…”
Improving fraction understanding in sixth graders with mathematics difficulties: Effects of a number line approach combined with cognitive learning strategies. (2019, background): “Finally, it is probable that immediate and process-oriented feedback throughout the lessons necessary for learners with low prior knowledge encouraged students to refine their thinking and problem-solving skills (Graesser et al., 2005; Fyfe & RittleJohnson, 2016).”
Students as the Definitive Source of Formative Assessment: Academic Self-Assessment and the Self-Regulation of Learning (2010, background): “Hattie and Timperley’s (2007) review of the research on feedback suggests that it can have very powerful effects on achievement, with a whopping average effect size of 0.”
Using Hypermedia as a Metacognitive Tool for Enhancing Student Learning? The Role of Self-Regulated Learning (2005, background): “…2002; Perry, 2002; Pintrich & Zusho, 2002), and in the learning sciences (e.g., Azevedo, Cromley, & Seibert, 2004; Chi, 2005; Chi et al., 1994; Graesser et al., 2005; Quintana, Zhang, & Krajcik, 2005; Shapiro & Niederhauser, 2004) converge to suggest that students have difficulties learning…”
AutoTutor and Family: A Review of 17 Years of Natural Language Tutoring (2014, methodology): “For a full physics problem similar to Table 1 that has many expectations, the dialog can last up to 30 to 100 turns before all expectations are fully covered (Graesser et al. 2005b).”
The Cognitive Apprenticeship Model in Educational Practice (2007, background): “Picking up on this issue of metacognitive development, Graesser et al. (2005) designed computer-based learning environments to support inquiry and metacognition.”
The Knowledge-Learning-Instruction Framework: Bridging the Science-Practice Chasm to Enhance Robust Student Learning (2012, background): “Understanding and sense-making processes include explicit comprehension strategies (e.g., Graesser et al., 2005; Kintsch, 1998; Palincsar & Brown, 1984), verbally mediated self-explanation (e.g., Ainsworth & Loizou, 2003; Chi, Bassok, Lewis, Reimann, & Glaser, 1989; Lewis, 1988; VanLehn, 1999),…”
Theoretical, conceptual, methodological, and instructional issues in research on metacognition and self-regulated learning: A discussion (2009, methodology): “These data can be correlated with learning outcomes and used for predictive purposes when used in conjunction with computer-based learning environments (e.g., Azevedo 2009; Leelawong and Biswas 2008; Graesser et al. 2005 ).”
Focus on Formative Feedback (2007, background): “For instance, Graesser et al. (2005) described a theoretically based approach to facilitating explanation-centered learning via scaffolding, including (a) pedagogical agents that scaffold strategies, metacognition, and explanation construction; (b) computer coaches that facilitate answer generation…”