Using Thinkalouds to Understand Rule Learning and Cognitive Control Mechanisms Within an Intelligent Tutoring System
Using Thinkalouds to Understand Rule Learning and Cognitive Control Mechanisms Within an Intelligent Tutoring System
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DOI：
10.1007/978-3-030-52237-7_40
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发表时间：
2020-06-09
期刊：
影响因子：
--
通讯作者：
Walker E
中科院分区：
文献类型：
--
作者：
Unal DS;Arrington CM;Solovey E;Walker E
认知控制和规则学习是解释目标如何影响行为以及如何获取知识的两个重要机制。在认知科学文献中，这些机制在高度受控的任务中进行了大量研究，以了解人类认知。尽管它们与智能辅导系统（ITS）中经常研究的学生行为密切相关，但它们对学习的直接影响尚未得到探讨。了解这些有益和有害的学生行为的潜在认知机制可以为检测此类行为提供更深入的见解，并改进学生学习的预测模型。在本文中，我们提出了一项有声思考研究，要求学生在解决 ASSISTments 中的概率问题时讲述他们的思维过程。学生被随机分配到两种条件之一，这些条件旨在诱导基于双重控制机制框架的两种认知控制模式。我们还观察学生如何经历规则学习范式中定义的规则学习阶段。我们讨论这些不同机制对学习的影响，以及它们提供的信息如何用于学生建模。
Cognitive control and rule learning are two important mechanisms that explain how goals influence behavior and how knowledge is acquired. These mechanisms are studied heavily in cognitive science literature within highly controlled tasks to understand human cognition. Although they are closely linked to the student behaviors that are often studied within intelligent tutoring systems (ITS), their direct effects on learning have not been explored. Understanding these underlying cognitive mechanisms of beneficial and harmful student behaviors can provide deeper insight into detecting such behaviors and improve predictive models of student learning. In this paper, we present a thinkaloud study where we asked students to narrate their thought processes while solving probability problems in ASSISTments. Students are randomly assigned to one of two conditions that are designed to induce the two modes of cognitive control based on the Dual Mechanisms of Control framework. We also observe how the students go through the phases of rule learning as defined in a rule learning paradigm. We discuss the effects of these different mechanisms on learning, and how the information they provide can be used in student modeling.
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