Toward Computer-Based Support of Meta-Cognitive Skills: a Computational Framework to Coach Self-Explanation
Toward Computer-Based Support of Meta-Cognitive Skills: a Computational Framework to Coach Self-Explanation
复制标题
迈向基于计算机的元认知技能支持：指导自我解释的计算框架
DOI：
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发表时间：
2000
期刊：
影响因子：
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通讯作者：
K. VanLehn
中科院分区：
文献类型：
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作者：
C. Conati;K. VanLehn
我们提出了一个计算框架，旨在提高学习的例子，通过支持自我解释的过程中澄清，使自己更完整的解决方案的例子。该框架在两个方面具有创新性。首先，它代表了第一次尝试提供计算机支持的例子学习，而不是解决问题。其次，它明确地指导了一种通用领域的元认知技能，许多认知科学研究表明，这种技能可以大大提高学习效果。该框架包括三个主要问题的解决方案：（1）设计一个界面，有效地监测和支持自我解释;（2）设计一个学生模型，允许评估的例子理解的阅读和自我解释的行动;（3）有效地引发进一步的自我解释，提高学生的例子理解。在本文中，我们描述了这些解决方案已实施的计算机导师，教练自我解释内安第斯山脉，牛顿物理学的辅导系统。我们还提出了一个正式的研究结果，以评估系统的可用性和有效性。最后，我们讨论了一些假设来解释所获得的结果，在研究过程中收集的数据进行分析的基础上。(http：//aied.inf.ed.ac.uk/members00/archive/vol_11/conati/full.html）
We present a computational framework designed to improve learning from examples by supporting self-explanation o the process of clarifying and making more complete to oneself the solution of an example. The framework is innovative in two ways. First, it represents the first attempt to provide computer support to example studying instead of problem solving. Second, it explicitly coaches a domain-general, meta-cognitive skill that many studies in cognitive science have shown to greatly improve learning. The framework includes solutions to three main problems: (1) to design an interface that effectively monitors and supports self-explanation; (2) to devise a student model that allows the assessment of example understanding from reading and self-explanation actions; (3) to effectively elicit further self-explanation that improves studentâs example understanding. In this paper, we describe how these solutions have been implemented in a computer tutor that coaches self-explanation within Andes, a tutoring system for Newtonian physics. We also present the results of a formal study to evaluate the usability and effectiveness of the system. Finally, we discuss some hypotheses to explain the obtained results, based on the analysis of the data collected during the study. (http://aied.inf.ed.ac.uk/members00/archive/vol_11/conati/full.html)