Designing for metacognition—applying cognitive tutor principles to the tutoring of help seeking
Designing for metacognition—applying cognitive tutor principles to the tutoring of help seeking
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元认知设计——将认知导师原理应用于寻求帮助的辅导
DOI：
10.1007/s11409-007-9010-0
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发表时间：
2007
期刊：
影响因子：
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通讯作者：
K. Koedinger
中科院分区：
文献类型：
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作者：
Ido Roll;V. Aleven;B. McLaren;K. Koedinger
智能辅导系统已经被证明在支持数学、物理、计算机编程等领域的学习方面非常有效。然而，它们在辅导元认知方面还没有取得类似的成功。虽然越来越多的教育技术系统支持系统范围内的生产性元认知行为，但很少有人尝试教授学生成为更好的未来学习者所需的技能。为此，我们提出了一套基于经验的元认知辅导设计原则。我们的出发点是Anderson等人提出的一套设计原则。(学习科学期刊，4：167-207,1995)关于认知导师，智能辅导系统的一个家族。我们评估这些原则与辅导求助技能的相关性，基于我们与帮助导师正在进行的实证工作。这个辅助性辅导代理旨在帮助学生学习有效地使用认知辅导提供的帮助设施。虽然安德森的大部分原则都与求助辅导有关，但由于元认知知识的性质以及元认知和领域水平辅导相结合的需要，也出现了一些差异。我们将我们的方法与其他元认知辅导系统进行了比较，并在适当的情况下，提出了新的指导方针，以促进关于脚手架问题解决环境中元认知辅导的性质和设计的讨论。
Intelligent Tutoring Systems have been shown to be very effective in supporting learning in domains such as mathematics, physics, computer programming, etc. However, they are yet to achieve similar success in tutoring metacognition. While an increasing number of educational technology systems support productive metacognitive behavior within the scope of the system, few attempt to teach skills students need to become better future learners. To that end, we offer a set of empirically-based design principles for metacognitive tutoring. Our starting point is a set of design principles put forward by Anderson et al. (Journal of the Learning Sciences, 4:167–207, 1995) regarding Cognitive Tutors, a family of Intelligent Tutoring Systems. We evaluate the relevance of these principles to the tutoring of help-seeking skills, based on our ongoing empirical work with the Help Tutor. This auxiliary tutor agent is designed to help students learn to make effective use of the help facilities offered by a Cognitive Tutor. While most of Anderson’s principles are relevant to the tutoring of help seeking, a number of differences emerge as a result of the nature of metacognitive knowledge and of the need to combine metacognitive and domain-level tutoring. We compare our approach to other metacognitive tutoring systems, and, where appropriate, propose new guidelines to promote the discussion regarding the nature and design of metacognitive tutoring within scaffolded problem-solving environments.