Help Helps, But Only So Much: Research on Help Seeking with Intelligent Tutoring Systems
Help Helps, But Only So Much: Research on Help Seeking with Intelligent Tutoring Systems
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DOI：
10.1007/s40593-015-0089-1
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发表时间：
2016-03-01
影响因子：
4.9
通讯作者：
Koedinger, Kenneth R.
中科院分区：
文献类型：
--
作者：
Aleven, Vincent;Roll, Ido;Koedinger, Kenneth R.
寻求帮助是自我调节学习（SRL）的一个重要过程。它可能会影响智能辅导系统 (ITS) 的学习，因为许多 ITS 通常应学生的要求提供帮助。帮助导师是一个导师代理，可以在学生使用 ITS 学习时，针对学生的寻求帮助行为提供实时反馈。主要目标是帮助学生成为更好的自我调节学习者，并帮助他们取得更好的领域级学习成果。在课堂研究中，寻求帮助的反馈帮助学生更刻意地使用按需帮助，即使不再提供反馈，但并不能取得更好的学习成果。这项工作做出了许多贡献，包括创建了一个知识工程的、基于规则的、可执行的寻求帮助模型，可以推动辅导。我们从当代的角度回顾了这些贡献，进行了理论分析，回顾了最近有关智能交通系统寻求帮助的实证文献，并提出了方法建议。尽管我们并不认为辅导式问题解决过程中按需、基于原则的帮助像以前那样重要，但我们仍然认为它在某些情况下是有帮助的，并建议将其纳入 ITS 中。我们认为帮助学生成为更好的自我调节学习者的目标是当今智能交通系统研究的重大挑战之一。
Help seeking is an important process in self-regulated learning (SRL). It may influence learning with intelligent tutoring systems (ITSs), because many ITSs provide help, often at the student's request. The Help Tutor was a tutor agent that gave in-context, real-time feedback on students' help-seeking behavior, as they were learning with an ITS. Key goals were to help students become better self-regulated learners and help them achieve better domain-level learning outcomes. In a classroom study, feedback on help seeking helped students to use on-demand help more deliberately, even after the feedback was no longer given, but not to achieve better learning outcomes. The work made a number of contributions, including the creation of a knowledge-engineered, rule-based, executable model of help seeking that can drive tutoring. We review these contributions from a contemporary perspective, with a theoretical analysis, a review of recent empirical literature on help seeking with ITSs, and methodological suggestions. Although we do not view on-demand, principle-based help during tutored problem solving as being as important as we once did, we still view it as helpful under certain circumstances, and recommend that it be included in ITSs. We view the goal of helping students become better self-regulated learners as one of the grand challenges in ITSs research today.