Why Do Only Some Events Cause Learning During Human Tutoring?

By Kurt VanLehn, Stephanie Siler, Charles Murray, T. Yamauchi, W. Baggett. 2003

466 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/f663ea4fe53a79ca228e8ee6058ff6d154fce422

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In Artificial Intelligence

In Developmental and Educational Psychology

Citations in the corpus

Learning from errors: A model of individual processes (2016, background): “…reflection on errors and (self-) explanation of the underlying misconceptions has been shown to be important for learning progress since these processes help to establish accurate mental models (Kapur 2008; Mathan & Koedinger, 2005; Oser & Spychiger, 2005; Siegler, 2002; Van Lehn et al., 2003).”
Dynamics of affective states during complex learning (2012, background): “A major assumption of the model is that impasses and the resultant cognitive disequilibrium and confusion are precursors to deep learning (Graesser, Lu, et al., 2005; Graesser & Olde, 2003; VanLehn et al., 2003).”
The ASSISTments Ecosystem: Building a Platform that Brings Scientists and Teachers Together for Minimally Invasive Research on Human Learning and Teaching (2014, methodology): “To create intelligent tutoring systems (ITS), some researchers have used AIED frameworks like the decision theoretic system (VanLehn et al. 2003) or reinforcement learning (Chi et al.”
Towards a Theory of When and How Problem Solving Followed by Instruction Supports Learning (2017, background): “Awareness of Knowledge Gaps Research has shown that students process canonical solutions more deeply when they are aware of their own impasses and knowledge gaps (VanLehn et al. 2003).”
Productive struggle in middle school mathematics classrooms (2015, background): “Whether or not the task is completed, the process of struggling to make sense of it may be beneficial in the long run (Kapur 2009, 2011) for longer-term retention (Bjork 1994; Kapur 2009; VanLehn et al. 2003) and for learning with understanding (Hiebert and Wearne 2003).”
Designing for Productive Failure (2012, methodology): “For example, research on impasse-driven learning ( Van Lehn, Siler, Murray, Yamauchi, & Baggett, 2003 ) in coached problem-solving situations provides strong evidence for the role of failure in learning.”
Tutor learning: the role of explaining and responding to questions (2008, background): “Research on experienced and expert tutors has also greatly benefited from intensive analyses of small numbers of tutors (e.g. Derry & Potts, 1998; McArthur et al., 1990; Merrill et al., 1995; Putnam, 1987; VanLehn et al., 2003).”
Adaptive Human Scaffolding Facilitates Adolescents’ Self-regulated Learning with Hypermedia (2005, background): “Scaffolds can be provided by human and computer tutors, teachers, peers, and animated pedagogical agents during learning to enable students to develop understandings beyond their immediate grasp (e.g., Chi et al., 2001; VanLehn et al., 2003 ).”
The Robot Who Tried Too Hard: Social Behaviour of a Robot Tutor Can Negatively Affect Child Learning (2015, background): “Indeed, there is still a debate on how humans cause learning in tutoring [24].”
The Role of Epistemic Emotions in Personal Epistemology and Self-Regulated Learning (2018, background): “For older students, following suggestions made by VanLehn et al. (2003), we suggest that students identify the impasse, find a potential solution to resolve it, and provide an explanation for the solution they formulate.”
The Relative Effectiveness of Human Tutoring, Intelligent Tutoring Systems, and Other Tutoring Systems (2011, unknown): “…2000; Core et al., 2003; Evens & Michael, 2006; Fox, 1991, 1993; Frederiksen et al., 2000; Graesser et al., 1995; Hume et al., 1996; Katz et al., 2003; McArthur et al., 1990; Merrill et al., 1995; Merrill et al., 1992; Ohlsson et al., 2007; VanLehn, 1999; VanLehn et al., 2003; Wood et al., 1976).”