Abstract
Research has shown that students’ help-seeking behavior is far from being ideal. In trying to make it more efficient, 27 students using the Geometry Cognitive Tutor regularly received individual online instructions. The instruction to the HELP group, aimed to improve their help-seeking behavior, included a walk-through metacognitive example. The CONTROL group received “placebo instruction” with a similar walk-through but without the help-seeking content. In two subsequent weeks, the HELP group used the system’s hints more frequently than the CONTROL group. However, we didn’t observe a significant difference in the learning outcomes. These results suggest that appropriate instruction can improve help-seeking behavior in ITS usage. Further evaluation should be performed in order to design better instruction and improve learning.
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Roll, I., Aleven, V., Koedinger, K. (2004). Promoting Effective Help-Seeking Behavior Through Declarative Instruction. In: Lester, J.C., Vicari, R.M., Paraguaçu, F. (eds) Intelligent Tutoring Systems. ITS 2004. Lecture Notes in Computer Science, vol 3220. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-540-30139-4_99
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DOI: https://doi.org/10.1007/978-3-540-30139-4_99
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