The present research investigated whether immediate metacognitive feedback on students’ help-seeking errors can help students acquire better help-seeking skills. The Help Tutor, an intelligent tutor agent for help seeking, was integrated into a commercial tutoring system for geometry, the Geometry Cognitive Tutor. Study 1, with 58 students, found that the real-time assessment of students’ help-...

Este estudo tem por tema: feedbacks na formação de professores. Neste sentido, o escopo do trabalho é analisar os uma tutora ao diário reflexivo mentora da Educação Infantil Programa Híbrido Mentoria (PHM) UFSCar longo um período interações escritas (2017-2019). A pesquisa desenvolvida abordagem qualitativa, tipo exploratória. Os dados foram analisados com base nos pressupostos teóricos análise...

In this paper, we introduce a collaborative learning environment called Virtual Tutor for exploiting valuable digital libraries for teaching and learning. Virtual Tutor facilitates the building of online lectures and their provision. It also supports collaborative and explorative learning. We describe the architecture of the system and its functionality. A summative evaluation is conducted on t...

This paper describes a prototype of a simulaled physics student that learns by interacting with a human tutor. The system solves physics problems while showing its work on a work· station screen, and the tutor can intervene at cenain points during problem·solving to advise the simulaled studenL This prototype constitutes an initial cognitive task analysis of the skill of learning from a tutor, ...

This paper describes two types of Conceptually Grounded Learning Activities designed to foster more robust learning in the Genetics Cognitive Tutor: interleaved worked examples and genetic-process reasoning scaffolds. We report three empirical studies that evaluate the impact of these learning activities on three diverse genetics problem-solving topics in the tutor. We found that interleaved wo...

Students often use available help facilities in an unproductive fashion. To improve students’ help-seeking behavior we built the Help Tutor – a domain-independent agent that can be added as an adjunct to Cognitive Tutors. Rather than making help-seeking decisions for the students, the Help Tutor teaches better help-seeking skills by tracing students actions on a (meta)cognitive help-seeking mod...

We propose to present a poster based on a research project we are conducting within the Pittsburgh Science of Learning Center, one of three NSF-funded learning science centers in the United States. The project commenced in January 2005. On the poster we present the project idea, describe the collaboration scripts we have developed, and give a short description of the empirical work that is in p...

Helping students’ improve their metacognitive and self-regulation skills holds the potential to improve students’ ability to learn independently. Yet, to date, there are relatively few success stories of helping students enhance their metacognitive skills using interactive learning environments. In this paper we describe the Self-Assessment Tutor, an intelligent tutoring system for improving th...

One of the key components of an Intelligent Tutoring System (ITS) is the mechanism for reasoning about the student’s input. The impact of this component extends far beyond the presentation of the lesson material to the success of the system itself. It affects how precisely the system can pinpoint student errors and thus the subsequent help that the system provides. This paper describes an examp...