Exploring the assistance dilemma in experiments with cognitive tutors
Exploring the assistance dilemma in experiments with cognitive tutors
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DOI：
10.1007/s10648-007-9049-0
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发表时间：
2007-09-01
影响因子：
10.1
通讯作者：
Aleven, Vincent
中科院分区：
文献类型：
--
作者：
Koedinger, Kenneth R.;Aleven, Vincent
智能辅导系统是高度互动的学习环境，已被证明可以改进典型的课堂教学。认知导师是一种基于认知心理学理论解决问题和学习的智能导师。认知导师提供丰富的问题解决环境，并以逐步反馈、针对常见错误的特定消息以及按需教学提示的形式提供教程指导。他们还根据个别学生的表现选择问题。越来越多的实验研究结果在不同程度上支持了这些形式的互动的学习益处。随着认知导师的成熟并应用于新的主题领域，它们已被用作研究平台，特别是探索支持元认知的交互方法。我们回顾了认知导师的实验，这些实验比较了不同形式的交互性，并将他们的结果重新解释为一般问题的部分答案：学习环境应该如何平衡信息或援助的给予和保留，以实现最佳的学生学习？如何最好地实现这种平衡仍然是教学科学中一个基本的开放问题。我们将这个问题称为“援助困境”，并强调需要进一步的科学来产生具体的条件和参数，以表明何时以及在多大程度上使用信息提供与信息隐瞒的互动形式。
Intelligent tutoring systems are highly interactive learning environments that have been shown to improve upon typical classroom instruction. Cognitive Tutors are a type of intelligent tutor based on cognitive psychology theory of problem solving and learning. Cognitive Tutors provide a rich problem-solving environment with tutorial guidance in the form of step-by-step feedback, specific messages in response to common errors, and on-demand instructional hints. They also select problems based on individual student performance. The learning benefits of these forms of interactivity are supported, to varying extents, by a growing number of results from experimental studies. As Cognitive Tutors have matured and are being applied in new subject-matter areas, they have been used as a research platform and, particularly, to explore interactive methods to support metacognition. We review experiments with Cognitive Tutors that have compared different forms of interactivity and we reinterpret their results as partial answers to the general question: How should learning environments balance information or assistance giving and withholding to achieve optimal student learning? How best to achieve this balance remains a fundamental open problem in instructional science. We call this problem the "assistance dilemma" and emphasize the need for further science to yield specific conditions and parameters that indicate when and to what extent to use information giving versus information withholding forms of interaction.