94 results on '"McLaren, Bruce"'
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2. Towards a Tutoring System to Support Robotics Activities in Classrooms -- Two Wizard-of-Oz Studies
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Schulz, Sandra, McLaren, Bruce M., and Pinkwart, Niels
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This paper develops a method for the construction and evaluation of cognitive models to support students in their problem-solving skills during robotics in school, aiming to build a basis for an implementation of a tutoring system in the future. Two Wizard-of-Oz studies were conducted, one in the classroom and one in the lab. Based on the cognitive model, the human wizards gave support to 20 students working in pairs. The studies were video recorded and a qualitative analysis was conducted. This qualitative research approach is described in detail. The evaluation of the studies showed that students reacted mostly positively to the wizards. We also uncovered ways in which students' problem-solving skills could be improved. Based on the evaluation and observations of the Wizard-of-Oz studies, the paper proposes a design for a future robotics skills tutoring system.
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- 2023
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3. How Well Do Contemporary Knowledge Tracing Algorithms Predict the Knowledge Carried out of a Digital Learning Game?
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Scruggs, Richard, Baker, Ryan S., Pavlik, Philip I., McLaren, Bruce M., and Liu, Ziyang
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Despite considerable advances in knowledge tracing algorithms, educational technologies that use this technology typically continue to use older algorithms, such as Bayesian Knowledge Tracing. One key reason for this is that contemporary knowledge tracing algorithms primarily infer next-problem correctness in the learning system, but do not attempt to infer the knowledge the student can carry out of the system, information more useful for teachers. The ability of knowledge tracing algorithms to predict problem correctness using data from intelligent tutoring systems has been extensively researched, but data from outcomes other than next-problem correctness have received less attention. In addition, there has been limited use of knowledge tracing algorithms in games, because algorithms that do attempt to infer knowledge from answer correctness are often too simple to capture the more complex evidence of learning within games. In this study, data from a digital learning game, (anonymized), was used to compare ten knowledge tracing algorithms' ability to predict students' knowledge carried outside the learning system--measured here by posttest scores--given their game activity. All Opportunities Averaged (AOA), a method proposed by Authors (2020) was used to convert correctness predictions to knowledge estimates, which were also compared to the built-in estimates from algorithms that produced them. Although statistical testing was not feasible for these data, three algorithms tended to perform better than the others: Dynamic Key-Value Memory Networks, Logistic Knowledge Tracing, and a multivariate version of Elo. Algorithms' built-in estimates of student ability underperformed estimates produced by AOA, suggesting that some algorithms may be better at estimating performance than ability. Theoretical and methodological challenges related to comparing knowledge estimates with hypothesis testing are also discussed.
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- 2023
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4. Towards a Tutoring System to Support Robotics Activities in Classrooms – Two Wizard-of-Oz Studies
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Schulz, Sandra, McLaren, Bruce M., and Pinkwart, Niels
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- 2023
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5. Moving beyond Test Scores: Analyzing the Effectiveness of a Digital Learning Game through Learning Analytics
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Nguyen, Huy Anh, Hou, Xinying, Stamper, John, and McLaren, Bruce M.
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A challenge in digital learning games is assessing students' learning behaviors, which are often intertwined with game behaviors. How do we know whether students have learned enough or needed more practice at the end of their game play? To answer this question, we performed post hoc analyses on a prior study of the game "Decimal Point," which teaches decimal numbers and decimal operations to middle school students. Using Bayesian Knowledge Tracing, we found that students had the most difficulty with mastering the number line and sorting skills, but also tended to over-practice the skills they had previously mastered. In addition, using students' survey responses and in-game measurements, we identified the best feature sets to predict test scores and self-reported enjoyment. Analyzing these features and their connections with learning outcomes and enjoyment yielded useful insights into areas of improvement for the game. We conclude by highlighting the need for combining traditional test measures with rigorous learning analytics to critically evaluate the effectiveness of learning games. [For the full proceedings, see ED607784.]
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- 2020
6. Towards Practical Detection of Unproductive Struggle
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Fancsali, Stephen E., Holstein, Kenneth, Sandbothe, Michael, Ritter, Steven, McLaren, Bruce M., and Aleven, Vincent
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Extensive literature in artificial intelligence in education focuses on developing automated methods for detecting cases in which students struggle to master content while working with educational software. Such cases have often been called "wheel-spinning," "unproductive persistence," or "unproductive struggle." We argue that most existing efforts rely on operationalizations and prediction targets that are misaligned to the approaches of real-world instructional systems. We illustrate facets of misalignment using Carnegie Learning's "MATHia" as a case study, raising important questions being addressed by on-going efforts and for future work. [This paper was published in: I. Bitencourt, M. Cukurova, K. Muldner, R. Luckin, & E. Millan (Eds.), "Proceedings of the 21st International Conference on Artificial Intelligence in Education" (AIED 2020). Lecture Notes in Computer Science (LNCS, Vol. 12164 pp.92-97). Springer, Cham.]
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- 2020
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7. How well do contemporary knowledge tracing algorithms predict the knowledge carried out of a digital learning game?
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Scruggs, Richard, Baker, Ryan S., Pavlik, Jr., Philip I., McLaren, Bruce M., and Liu, Ziyang
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- 2023
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8. Using Knowledge Component Modeling to Increase Domain Understanding in a Digital Learning Game
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Nguyen, Huy, Wang, Yeyu, Stamper, John, and McLaren, Bruce M.
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Knowledge components (KCs) define the underlying skill model of intelligent educational software, and they are critical to understanding and improving the efficacy of learning technology. In this research, we show how learning curve analysis is used to fit a KC model--one that was created after use of the learning technology--which can then be improved by human-centered data science methods. We analyzed data from 417 middle-school students who used a digital learning game to learn decimal numbers and decimal operations. Our initial results showed that problem types (e.g., ordering decimals, adding decimals) capture students' performance better than underlying decimal misconceptions (e.g., longer decimals are larger). Through a process of KC model refinement and domain knowledge interpretation, we were able to identify the difficulties that students faced in learning decimals. Based on this result, we present an instructional redesign proposal for our digital learning game and outline a framework for post-hoc KC modeling in a tutoring system. More generally, the method we used in this work can help guide changes to the type, content and order of problems in educational software. [For the full proceedings, see ED599096.]
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- 2019
9. The Impact of Student Model Updates on Contingent Scaffolding in a Natural-Language Tutoring System
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Albacete, Patricia, Jordan, Pamela, Katz, Sandra, Chounta, Irene-Angelica, and McLaren, Bruce M.
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This paper describes an initial pilot study of Rimac, a natural-language tutoring system for physics. Rimac uses a student model to guide decisions about "what content to discuss next" during reflective dialogues that are initiated after students solve quantitative physics problems, and "how much support to provide" during these discussions, that is, domain contingent scaffolding and instructional contingent scaffolding, respectively. The pilot study compared an experimental and control version of Rimac. The experimental version uses students' responses to pretest items to initialize the student model and dynamically updates the model based on students' responses to tutor questions during reflective dialogues. It then decides what and how to discuss the next question based on the model predictions. The control version initializes its student model based on students' pretest performance but does not update the model further and assigns students to a fixed line of reasoning level based on the student model predictions. We hypothesized that students who used the experimental version of Rimac would achieve higher learning gains than students who used the control version. Although we did not find a significant difference in learning between conditions, the experimental group took significantly less time to complete the pilot study dialogues than did the control group. That is, the experimental condition led to more efficient learning, for both low and high prior knowledge level learners. We discuss this finding and describe future work to improve the tutor's potential to support student learning.
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- 2019
10. Designing for Complementarity: Teacher and Student Needs for Orchestration Support in AI-Enhanced Classrooms
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Holstein, Kenneth, McLaren, Bruce M., and Aleven, Vincent
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As artificial intelligence (AI) increasingly enters K-12 classrooms, what do teachers and students see as the roles of human versus AI instruction, and how might educational AI (AIED) systems best be designed to support these complementary roles? We explore these questions through participatory design and needs validation studies with K12 teachers and students. Using human-centered design methods rarely employed in AIED research, this work builds on prior findings to contribute: (1) an analysis of teacher and student feedback on 24 design concepts for systems that integrate human and AI instruction; and (2) participatory speed dating (PSD): a new variant of the speed dating design method, involving iterative concept generation and evaluation with multiple stakeholders. Using PSD, we found that teachers desire greater real-time support from AI tutors in identifying when students need human help, in evaluating the impacts of their own help-giving, and in managing student motivation. Meanwhile, students desire better mechanisms to signal help-need during class without losing face to peers, to receive emotional support from human rather than AI tutors, and to have greater agency over how their personal analytics are used. This work provides tools and insights to guide the design of more effective human-AI partnerships for K-12 education. [This paper was published in: "Proceedings of the 20th International Conference on Artificial Intelligence and Education" (pp. 1-14). Chicago, IL.]
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- 2019
11. Co-Designing a Real-Time Classroom Orchestration Tool to Support Teacher-AI Complementarity
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Holstein, Kenneth, McLaren, Bruce M., and Aleven, Vincent
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Involving stakeholders throughout the creation of new educational technologies can help ensure their usefulness and usability in real-world contexts. However, given the complexity of learning analytics (LA) systems, it can be challenging to meaningfully involve non-technical stakeholders throughout their design and development. This article presents a detailed case study of the iterative co-design of Lumilo, a wearable, real-time learning analytics tool for teachers working in AI-enhanced K-12 classrooms. In the process, we argue that the co-design of LA systems requires "new kinds of prototyping methods." We introduce one of our own prototyping methods, REs, to address unique challenges of co-prototyping data-driven algorithmic systems such as LA tools. This work presents the first end-to-end demonstration in the literature of how non-technical stakeholders can participate throughout the whole design process for a complex LA system -- from early generative phases to the selection and tuning of analytics to evaluation in real-world contexts. We conclude with a summary of methodological recommendations for future LA co-design efforts.
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- 2019
12. Co-Designing a Real-Time Classroom Orchestration Tool to Support Teacher-AI Complementarity
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Holstein, Kenneth, McLaren, Bruce M., and Aleven, Vincent
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Involving stakeholders throughout the creation of new educational technologies can help ensure their usefulness and usability in real-world contexts. However, given the complexity of learning analytics (LA) systems, it can be challenging to meaningfully involve non-technical stakeholders throughout their design and development. This article reports on the iterative co-design, development, and classroom evaluation of Lumilo, a wearable, real-time awareness tool for teachers working in AI-enhanced K-12 classrooms. In the process, we argue that the co-design of LA systems requires "new kinds of prototyping methods." We introduce one of our own prototyping methods, REs, to address unique challenges of co-prototyping LA tools. This work presents the first end-to-end demonstration of how non-technical stakeholders can participate throughout the whole design process for a complex LA system--from early generative phases to the selection and tuning of analytics to evaluation in real-world contexts. We conclude by providing methodological recommendations for future LA co-design efforts. [This is the pre-publication version of an article published in "Journal of Learning Analytics" v6 n2 p27-52 2019 (ISSN 1929-7750). For the final published version of this article, see EJ1224130.]
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- 2019
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13. Assessing the Effects of Open Models of Learning and Enjoyment in a Digital Learning Game
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Hou, Xinying, Nguyen, Huy Anh, Richey, J. Elizabeth, Harpstead, Erik, Hammer, Jessica, and McLaren, Bruce M.
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Digital learning games are designed to foster both student learning and enjoyment. Given this goal, an interesting research topic is whether game mechanics that promote learning and those that promote enjoyment have different effects on students' experience and learning performance. We explored these questions in "Decimal Point," a digital learning game that teaches decimal numbers and operations to 5th and 6th graders, through a classroom study with 159 students and two versions of the game. One version encouraged playing and learning through an "open learner model" (OLM, N = 55), while one encouraged playing for enjoyment through an analogous "open enjoyment model" (OEM, N = 54). We compared these versions to a control version that is neutral with respect to learning and enjoyment (N = 50). While students learned in all three conditions, our results indicated no significant condition differences in learning outcomes, enjoyment, or engagement. However, the learning-oriented group engaged more in re-practicing, while the enjoyment-oriented group demonstrated more exploration of different mini-games. Further analyses of students' interactions with the open learner and enjoyment models revealed that students who followed the learner model demonstrated better in-game learning and test performance, while following the enjoyment model did not impact learning outcomes. These findings indicate that emphasizing learning or enjoyment can lead to distinctive game play behaviors, and that open learner models can be helpful in a learning game context. In turn, our analyses have led to preliminary ideas about how to use AI to provide recommendations that are more aligned with students' dynamic learning and enjoyment states and preferences.
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- 2022
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14. The Impact of Gender in Learning with Games: A Consistent Effect in a Math Learning Game
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Nguyen, Huy Anh, Hou, Xinying, Richey, J. Elizabeth, and McLaren, Bruce M.
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There is an established gender gap in middle school math education, where female students report higher anxiety and lower engagement, which negatively impact their performance and even long-term career choices. This work investigates the role of digital learning games in addressing this issue by studying Decimal Point, a math game that teaches decimal numbers and operations to 5th and 6th graders. Through data from four published studies of Decimal Point, involving 624 students in total, the authors identified a consistent gender difference that was replicated across all studies -- male students tended to do better at pretest, while female students tended to learn more from the game. In addition, female students were more careful in answering self-explanation questions, which significantly mediated the relationship between gender and learning gains in two out of four studies. These findings show that learning games can be an effective tool for bridging the gender gap in middle school math education, which in turn contributes to the development of more personalized and inclusive learning platforms.
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- 2022
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15. Predicting Individualized Learner Models across Tutor Lessons
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Eagle, Michael, Corbett, Albert, Stamper, John, and Mclaren, Bruce
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In this work we use prior to tutor-session data to generate an individualized student knowledge model. Intelligent learning environments use student models to individualize curriculum sequencing and help messages. Researchers decompose the learning tasks into sets of Knowledge Components (KCs) that represent individual units of knowledge; the student model estimates a parameters for each KC, but not for each student. Using existing performance data to adjust parameters for each individual student improves model fit, and leads to different practice recommendations. However, in order to be implemented in a live system we need to have a method to estimate the student parameters using only the student's prior activities. In this work, we use data collected from student reading, prior tutor lessons, to predict individualized difference weights for parameters of a Bayesian Knowledge Tracing (BKT) variant. We find that best-fitting student parameters trained on previous lessons do not directly transfer to new lessons; however, we can effectively predict the student parameters for the new lesson by using features derived from prior lessons, and prior to tutor text-reading transaction data. [For the full proceedings, see ED593090.]
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- 2018
16. What Does It Mean to Provide the Right Level of Support during Tutorial Dialogue?
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Katz, Sandra, Albacete, Patricia, Chounta, Irene-Angelica, Jordan, Pamela, Lusetich, Dennis, and McLaren, Bruce M.
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We describe and illustrate factors that specify what it means for a tutor to provide different "levels of support", based on our analyses of models of the levels of support provided during human tutoring and teacher-led small group work. We then show how we used these factors to implement contingent scaffolding in a tutorial dialogue system for physics.
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- 2018
17. Providing Proactive Scaffolding during Tutorial Dialogue Using Guidance from Student Model Predictions
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Albacete, Patricia, Jordan, Pamela, Lusetich, Dennis, Katz, Sandra, Chounta, Irene-Angelica, and McLaren, Bruce M.
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This paper discusses how a dialogue-based tutoring system makes decisions to proactively scaffold students during conceptual discussions about physics. The tutor uses a student model to predict the likelihood that the student will answer the next question in a dialogue script correctly. Based on these predictions, the tutor will, step by step, choose the granularity at which the next step in the dialogue is discussed. The tutor attempts to pursue the discussion at the highest possible level, with the goal of helping the student achieve mastery, but with the constraint that the questions it asks are within the student's ability to answer when appropriately supported; that is, the tutor aims to stay within its estimate of the student's zone of proximal development for the targeted concepts. The scaffolding provided by the tutor is further adapted by adjusting the way the questions are expressed.
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- 2018
18. Linking Dialogue with Student Modelling to Create an Adaptive Tutoring System for Conceptual Physics
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Katz, Sandra, Albacete, Patricia, Chounta, Irene-Angelica, Jordan, Pamela, McLaren, Bruce M., and Zapata-Rivera, Diego
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Jim Greer and his colleagues argued that student modelling is essential to provide adaptive instruction in tutoring systems and showed that effective modelling is possible, despite being enormously challenging. Student modelling plays a prominent role in many intelligent tutoring systems (ITSs) that address problem-solving domains. However, considerably less attention has been paid to using a student model to personalize instruction in tutorial dialogue systems (TDSs)--ITSs that engage students in natural-language, conceptual discussions. This paper describes Rimac, a TDS that tightly couples student modelling with tutorial dialogues about conceptual physics. Rimac is distinct from other TDSs insofar as it dynamically builds a persistent student model that guides reactive and proactive decision making in order to provide adaptive instruction. An initial pilot study set in high school physics classrooms compared a control version of Rimac without a student model with an experimental version that implemented a "poor man's student model"; that is, the model was initialized using students' pretest scores but not updated further. Both low and high prior knowledge students showed significant pretest to posttest learning gains. However, high prior knowledge students who used the experimental version of Rimac learned more efficiently than high prior knowledge students who used the control version. Specifically, high prior knowledge students who used the student model driven tutor took less time to complete the intervention but learned a similar amount as students who used the control version. A subsequent study found that both high and low prior knowledge students learned more efficiently from a version of the tutor that dynamically updates its student model during dialogues than from a control version that included the static "poor man's student model." We discuss future work needed to improve the performance of Rimac's student model and to integrate TDSs in the classroom.
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- 2021
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19. The 'Grey Area': Towards a Computational Approach for Modeling the Zone of Proximal Development
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Chounta, Irene-Angelica, Albacete, Patricia, Jordan, Pamela, Katz, Sandra, and McLaren, Bruce M.
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In this paper, we propose a computational approach to model the Zone of Proximal Development (ZPD) using predicted probabilities of correctness and engaging students in reflective dialogue. To that end, we employ a predictive model that uses a linear function of a variety of parameters, including difficulty and student knowledge and we analyze the activity of students who use a natural language tutoring system that presents conceptual reflection questions after students solve high-school physics problems. In order to operationalize our approach, we introduce the concept of the "Grey Area", that is the area of uncertainty in which the student model cannot predict with acceptable accuracy whether a student is able to give a correct answer without support. We further discuss the impact of our approach on student modeling, the limitations of this work and we discuss future work in systematically and rigorously evaluating the approach.
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- 2017
20. The Grey Area: Towards a Computational Approach for Modeling the Zone of Proximal Development
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Chounta, Irene-Angelica, McLaren, Bruce M., Albacete, Patricia, Jordan, Pamela, and Katz, Sandra
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In this paper, we propose a computational approach to modeling the Zone of Proximal Development of students who learn using a natural language tutoring system for physics. We employ a student model that predicts students' performance based on their prior knowledge and their activity when using a dialogue tutor to practice with conceptual, reflection questions about high-school physics. Furthermore, we introduce the concept of the "Grey Area", the area in which the student model cannot predict with acceptable accuracy whether a student has mastered the knowledge components or skills present in a particular step. We envision that our approach will contribute to the way we design learning content for ITSs and the way we author dialogues for natural-language tutoring systems. We further discuss the impact of our approach on student modeling and discuss future work in systematically and rigorously evaluating the approach.
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- 2017
21. Assessing the Effects of Open Models of Learning and Enjoyment in a Digital Learning Game
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Hou, Xinying, Nguyen, Huy Anh, Richey, J. Elizabeth, Harpstead, Erik, Hammer, Jessica, and McLaren, Bruce M.
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- 2022
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22. How instructional context can impact learning with educational technology: Lessons from a study with a digital learning game
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McLaren, Bruce M., Richey, J. Elizabeth, Nguyen, Huy, and Hou, Xinying
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- 2022
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23. Mindfulness in a digital math learning game: Insights from two randomized controlled trials.
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Bereczki, Enikő Orsolya, Takacs, Zsofia K., Richey, J. Elizabeth, Nguyen, Huy A., Mogessie, Michael, and McLaren, Bruce M.
- Subjects
SCHOOL environment ,REPEATED measures design ,STATISTICAL power analysis ,MATHEMATICS ,RESEARCH funding ,CRONBACH'S alpha ,T-test (Statistics) ,MINDFULNESS ,EDUCATIONAL outcomes ,PUBLIC sector ,EXECUTIVE function ,PROBLEM solving ,DESCRIPTIVE statistics ,RELATIVE medical risk ,MIDDLE school students ,PRE-tests & post-tests ,SCHOOL children ,ANALYSIS of variance ,STATISTICS ,LEARNING strategies ,ALTERNATIVE education ,DATA analysis software ,CONFIDENCE intervals ,VIDEO games ,ADOLESCENCE - Abstract
Background: Mindfulness practices enhance executive function skills and academic achievement, spurring interest in integrating mindfulness interventions into education. Embedding mindfulness practice into a digital math game may provide a low‐cost, scalable way to induce mindfulness and boost game‐based learning, yet this approach remains unexplored. Objectives: We investigated the learning benefits of integrating mindfulness exercises in a digital math learning game and examined how students' trait mindfulness might moderate the outcomes. Methods: Two classroom studies were conducted with 404 5th and 6th grade students from six public schools in the U.S. (nStudy 1 = 227, nStudy 2 = 177). The two randomized controlled experiments assigned students to one of the three conditions: passive control (playing the digital learning game Decimal Point), story‐enriched active control, or mindfulness‐enriched condition. Trait mindfulness, learning gains, and in‐game problem‐solving (including problem‐solving duration, error count and correctness after reminder) were assessed. Study 2 included a manipulation check to better understand the effects of the mindfulness intervention. Results: Findings showed no significant differences in learning gains, problem‐solving duration or error count among the conditions. Students' trait mindfulness did not moderate these outcomes. Mindfulness reminders in the mindfulness‐enriched game led to more correct answers after errors than jokes in the story‐enriched game. Study 2 revealed that we failed to induce higher state mindfulness through the mindfulness inductions. Conclusions: Mindfulness prompts could be especially beneficial for students experiencing frustration during gameplay, warranting more exploration for digital game‐based instruction. We highlight barriers and future directions for fostering mindfulness through computer‐based instruction in classrooms. Lay Description: What is currently known about this topic?: Researchers focus on digital games as productive learning environments for math, with potential for higher learning gains compared with traditional methods. However, results are mixed, and not all games lead to improved math outcomes.Executive function (EF) skills are crucial for math learning, and mindfulness‐based interventions show promise in enhancing EF skills in school‐aged students.Embedding mindfulness practice into a digital math game may provide a low‐cost, scalable way to induce mindfulness and, in turn, boost EF skills and game‐based learning, yet this approach remains unexplored What does this paper add?: This paper presents the results of two randomized control trials investigating the feasibility and benefits of incorporating mindfulness exercises into a digital math game designed for middle school students. Benefits are compared to those of a story‐enriched and regular version of the same digital math learning game.The paper also explores variations in the effects of the mindfulness‐enriched game based on students' initial trait mindfulness levels.We observe that listening to mindfulness inductions at the beginning of game sessions do not induce mindfulness, and therefore does not benefit math learning.We find that mindfulness prompts received after recurrent errors can be beneficial for students' problem solving. Implications of study findings for practitioners: Our study provides important information on how digital learning game designers should attempt to induce mindfulness in a digital game to promote learning.Digital learning game designers should consider incorporating mindfulness exercises into their games strategically. Presenting mindfulness inductions in audio format at the beginning of game sessions may not induce mindfulness or benefit math learning. Instead, designers should focus on integrating mindfulness prompts at moments when students encounter frustration within the learning game.Beyond embedding audio mindfulness exercises in the game, learning designers should also consider alternative technological and game features to induce mindfulness within a learning game. [ABSTRACT FROM AUTHOR]
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- 2024
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24. Example-Tracing Tutors: Intelligent Tutor Development for Non-Programmers
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Aleven, Vincent, McLaren, Bruce M., Sewall, Jonathan, van Velsen, Martin, Popescu, Octav, Demi, Sandra, Ringenberg, Michael, and Koedinger, Kenneth R.
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In 2009, we reported on a new Intelligent Tutoring Systems (ITS) technology, example-tracing tutors, that can be built without programming using the Cognitive Tutor Authoring Tools (CTAT). Creating example-tracing tutors was shown to be 4-8 times as cost-effective as estimates for ITS development from the literature. Since 2009, CTAT and its associated learning management system, the "Tutorshop," have been extended and have been used for both research and real-world instruction. As evidence that example-tracing tutors are an effective and mature ITS paradigm, CTAT-built tutors have been used by approximately 44,000 students and account for 40% of the data sets in "DataShop," a large open repository for educational technology data sets. We review 18 example-tracing tutors built since 2009, which have been shown to be effective in helping students learn in real educational settings, often with large pre/post effect sizes. The fact that example-tracing tutors can only handle problems with no more than a moderately-branching solution space is sometimes, though often not, a practical impediment. CTAT and other ITS authoring tools illustrate that non-programmer approaches to building ITS are viable and useful and will likely play a key role in making ITS widespread. [This paper was published in "International Journal of Artificial Intelligence in Education" v26 n1 p224-269 2016 (EJ1091177).]
- Published
- 2016
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25. Linking Dialogue with Student Modelling to Create an Adaptive Tutoring System for Conceptual Physics
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Katz, Sandra, Albacete, Patricia, Chounta, Irene-Angelica, Jordan, Pamela, McLaren, Bruce M., and Zapata-Rivera, Diego
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- 2021
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26. More confusion and frustration, better learning: The impact of erroneous examples
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Richey, J. Elizabeth, Andres-Bray, Juan Miguel L., Mogessie, Michael, Scruggs, Richard, Andres, Juliana M.A.L., Star, Jon R., Baker, Ryan S., and McLaren, Bruce M.
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- 2019
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27. A Computer-Based Game That Promotes Mathematics Learning More than a Conventional Approach
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McLaren, Bruce M., Adams, Deanne M., Mayer, Richard E., and Forlizzi, Jodi
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Excitement about learning from computer-based games has been papable in recent years and has led to the development of many educational games. However, there are relatively few sound empirical studies in the scientific literature that have shown the benefits of learning mathematics from games as opposed to more traditional approaches. The empirical study reported in this paper provides evidence that a mathematics educational game can provide superior learning opportunities, as well as be more engaging. In a study involving 153 students from two middle schools, 70 students learned about decimals from playing an educational game--Decimal Point--whereas 83 students learned the same content by a more conventional, computer-based approach. The game led to significantly better gain scores in solving decimal problems, on both an immediate (d = 0.43) and delayed (d = 0.37) posttest and was rated as significantly more enjoyable (d = 0.95). Low prior knowledge students especially benefitted from the game. This paper also summarizes the game's design characteristics.
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- 2017
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28. Help Helps, but Only so Much: Research on Help Seeking with Intelligent Tutoring Systems
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Aleven, Vincent, Roll, Ido, and McLaren, Bruce M.
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Help seeking is an important process in self-regulated learning (SRL). It may influence learning with intelligent tutoring systems (ITSs), because many ITSs provide help, often at the student's request. The Help Tutor was a tutor agent that gave in-context, real-time feedback on students' help-seeking behavior, as they were learning with an ITS. Key goals were to help students become better self-regulated learners and help them achieve better domain-level learning outcomes. In a classroom study, feedback on help seeking helped students to use on-demand help more deliberately, even after the feedback was no longer given, but not to achieve better learning outcomes. The work made a number of contributions, including the creation of a knowledge-engineered, rule-based, executable model of help seeking that can drive tutoring. We review these contributions from a contemporary perspective, with a theoretical analysis, a review of recent empirical literature on help seeking with ITSs, and methodological suggestions. Although we do not view on-demand, principle-based help during tutored problem solving as being as important as we once did, we still view it as helpful under certain circumstances, and recommend that it be included in ITSs. We view the goal of helping students become better self-regulated learners as one of the grand challenges in ITSs research today.
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- 2016
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29. Example-Tracing Tutors: Intelligent Tutor Development for Non-Programmers
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Aleven, Vincent, McLaren, Bruce M., Sewall, Jonathan, van Velsen, Martin, Popescu, Octav, Demi, Sandra, Ringenberg, Michael, and Koedinger, Kenneth R.
- Abstract
In 2009, we reported on a new Intelligent Tutoring Systems (ITS) technology, example-tracing tutors, that can be built without programming using the Cognitive Tutor Authoring Tools (CTAT). Creating example-tracing tutors was shown to be 4-8 times as cost-effective as estimates for ITS development from the literature. Since 2009, CTAT and its associated learning management system, the "Tutorshop," have been extended and have been used for both research and real-world instruction. As evidence that example-tracing tutors are an effective and mature ITS paradigm, CTAT-built tutors have been used by approximately 44,000 students and account for 40% of the data sets in "DataShop," a large open repository for educational technology data sets. We review 18 example-tracing tutors built since 2009, which have been shown to be effective in helping students learn in real educational settings, often with large pre/post effect sizes. These tutors support a variety of pedagogical approaches, beyond step-based problem solving, including collaborative learning, educational games, and guided invention activities. CTAT and other ITS authoring tools illustrate that non-programmer approaches to building ITS are viable and useful and will likely play a key role in making ITS widespread.
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- 2016
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30. Delayed Learning Effects with Erroneous Examples: A Study of Learning Decimals with a Web-Based Tutor
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McLaren, Bruce M., Adams, Deanne M., and Mayer, Richard E.
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Erroneous examples--step-by-step problem solutions with one or more errors for students to find and fix--hold great potential to help students learn. In this study, which is a replication of a prior study (Adams et al. 2014), but with a much larger population (390 vs. 208), middle school students learned about decimals either by working with interactive, web-based erroneous examples or with more traditional supported problems to solve. The erroneous examples group was interactively prompted to find, explain, and fix errors in decimal problems, while the problem-solving group was prompted to solve the same decimal problems and explain their solutions. Both groups were given correctness feedback on their work by the web-based program. Although the two groups did not differ on an immediate post-test, the erroneous examples group performed significantly better on a delayed test, given a week after the initial post-test (d?=?0.33, for gain scores), replicating the pattern of the prior study. Interestingly, the problem solving group reported liking the intervention more than the erroneous examples group (d?=?0.21 for liking rating in a questionnaire) and found the user interface easier to interact with (d?=?0.37), suggesting that what students like does not always lead to the best learning outcomes. This result is consistent with that of desirable "difficulty" studies, in which a more cognitively challenging learning task results in deeper and longer-lasting learning.
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- 2015
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31. The efficiency of worked examples compared to erroneous examples, tutored problem solving, and problem solving in computer-based learning environments
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McLaren, Bruce M., van Gog, Tamara, Ganoe, Craig, Karabinos, Michael, and Yaron, David
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- 2016
- Full Text
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32. Promoting Critical, Elaborative Discussions through a Collaboration Script and Argument Diagrams
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Scheuer, Oliver, McLaren, Bruce M., and Weinberger, Armin
- Abstract
During the past two decades a variety of approaches to support argumentation learning in computer-based learning environments have been investigated. We present an approach that combines argumentation diagramming and collaboration scripts, two methods successfully used in the past individually. The rationale for combining the methods is to capitalize on their complementary strengths: Argument diagramming has been shown to help students construct, reconstruct, and reflect on arguments. However, while diagrams can serve as valuable resources, or even guides, during conversations, they do not provide explicit support for the discussion itself. Collaboration scripts, on the other hand, can provide direct support for the discussion, e.g., through sentence openers that encourage high quality discussion moves. Yet, students often struggle to comply with the rules of a script, as evidenced by both the misuse and nonuse of sentence openers. To try to benefit from the advantages of both of these instructional techniques, while minimizing their disadvantages, we combined and experimented with them within a single instructional environment. In particular, we designed a collaboration script that guides student dyads through a process of analyzing, interrelating and evaluating opposing positions on a contentious topic with a goal to jointly generate a well-reasoned conclusion. We compare a baseline version of the script, one that only involves argument diagramming, with an enhanced version that employs an additional peer critique script, implemented with sentence openers, in which student pairs were assigned the roles of a proponent and a constructive critic. The enhanced version of the script led to positive effects: student discussions contained a higher number of elaborative moves and students assessed their argumentation learning more positively.
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- 2014
- Full Text
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33. Learning with intelligent tutors and worked examples: selecting learning activities adaptively leads to better learning outcomes than a fixed curriculum
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Najar, Amir Shareghi, Mitrovic, Antonija, and McLaren, Bruce M.
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- 2016
- Full Text
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34. Using erroneous examples to improve mathematics learning with a web-based tutoring system
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Adams, Deanne M., McLaren, Bruce M., Durkin, Kelley, Mayer, Richard E., Rittle-Johnson, Bethany, Isotani, Seiji, and van Velsen, Martin
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- 2014
- Full Text
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35. Help Helps, But Only So Much: Research on Help Seeking with Intelligent Tutoring Systems
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Aleven, Vincent, Roll, Ido, McLaren, Bruce M., and Koedinger, Kenneth R.
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- 2016
- Full Text
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36. Example-Tracing Tutors: Intelligent Tutor Development for Non-programmers
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Aleven, Vincent, McLaren, Bruce M., Sewall, Jonathan, van Velsen, Martin, Popescu, Octav, Demi, Sandra, Ringenberg, Michael, and Koedinger, Kenneth R.
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- 2016
- Full Text
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37. Delayed Learning Effects with Erroneous Examples: a Study of Learning Decimals with a Web-Based Tutor
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McLaren, Bruce M., Adams, Deanne M., and Mayer, Richard E.
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- 2015
- Full Text
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38. Improving Students' Help-Seeking Skills Using Metacognitive Feedback in an Intelligent Tutoring System
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Roll, Ido, Aleven, Vincent, and McLaren, Bruce M.
- Abstract
The present research investigated whether immediate metacognitive feedback on students' help-seeking errors can help students acquire better help-seeking skills. The Help Tutor, an intelligent tutor agent for help seeking, was integrated into a commercial tutoring system for geometry, the Geometry Cognitive Tutor. Study 1, with 58 students, found that the real-time assessment of students' help-seeking behavior correlated with other independent measures of help seeking, and that the Help Tutor improved students' help-seeking behavior while learning Geometry with the Geometry Cognitive Tutor. Study 2, with 67 students, evaluated more elaborated support that included, in addition to the Help Tutor, also help-seeking instruction and support for self-assessment. The study replicated the effect found in Study 1. It was also found that the improved help-seeking skills transferred to learning new domain-level content during the month following the intervention, while the help-seeking support was no longer in effect. Implications for metacognitive tutoring are discussed. (Contains 3 tables and 7 figures.)
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- 2011
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39. Polite Web-Based Intelligent Tutors: Can They Improve Learning in Classrooms?
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McLaren, Bruce M., DeLeeuw, Krista E., and Mayer, Richard E.
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Should an intelligent software tutor be polite, in an effort to motivate and cajole students to learn, or should it use more direct language? If it should be polite, under what conditions? In a series of studies in different contexts (e.g., lab versus classroom) with a variety of students (e.g., low prior knowledge versus high prior knowledge), the "politeness effect" was investigated in the context of web-based intelligent tutoring systems, software that runs on the Internet and employs artificial intelligence and learning science techniques to help students learn. The goal was to pinpoint the appropriate conditions for having the web-based tutors provide polite feedback and hints (e.g., "Let's convert the units of the first item") versus direct feedback and hints (e.g., "Convert the units of the first item now"). In the study presented in this paper, 132 high school students in a classroom setting, grouped as low and high prior knowledge learners according to a pre-intervention knowledge questionnaire, did not benefit more from polite feedback and hints than direct feedback and hints on either an immediate or delayed posttest, both of which contained near transfer and conceptual test items. Of particular interest and contrary to an earlier lab study, low prior knowledge students did not benefit more from using the polite version of a tutor. On the other hand, a politeness effect was observed for the students who made the most errors during the intervention, a different proxy for low prior knowledge, hinting that even in a classroom setting, politeness may be beneficial for more needy students. This article presents and discusses these results, as well as discussing the politeness effect more generally, its theoretical underpinnings, and future directions. (Contains 6 tables and 2 figures.)
- Published
- 2011
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40. Exploring Creative Thinking in Graphically Mediated Synchronous Dialogues
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Wegerif, Rupert, McLaren, Bruce M., Chamrada, Marian, Scheuer, Oliver, Mansour, Nasser, Miksatko, Jan, and Williams, Mriga
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This paper reports on an aspect of the EC funded Argunaut project which researched and developed awareness tools for moderators of online dialogues. In this study we report on an investigation into the nature of creative thinking in online dialogues and whether or not this creative thinking can be coded for and recognized automatically such that moderators can be alerted when creative thinking is occurring or when it has not occurred after a period of time. We outline a dialogic theory of creativity, as the emergence of new perspectives from the interplay of voices, and the testing of this theory using a range of methods including a coding scheme which combined coding for creative thinking with more established codes for critical thinking, artificial intelligence pattern-matching techniques to see if our codes could be read automatically from maps and "key event recall" interviews to explore the experience of participants. Our findings are that: (1) the emergence of new perspectives in a graphical dialogue map can be recognized by our coding scheme supported by a machine pattern-matching algorithm in a way that can be used to provide awareness indicators for moderators; (2) that the trigger events leading to the emergence of new perspectives in the online dialogues studied were most commonly disagreements and (3) the spatial representation of messages in a graphically mediated synchronous dialogue environment such as Digalo may offer more affordance for creativity than the much more common scrolling text chat environments. All these findings support the usefulness of our new account of creativity in online dialogues based on dialogic theory and demonstrate that this account can be operationalized through machine coding in a way that can be turned into alerts for moderators. (Contains 7 figures.)
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- 2010
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41. Automated, Unobtrusive, Action-by-Action Assessment of Self-Regulation during Learning with an Intelligent Tutoring System
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Aleven, Vincent, Roll, Ido, McLaren, Bruce M., and Koedinger, Kenneth R.
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Assessment of students' self-regulated learning (SRL) requires a method for evaluating whether observed actions are appropriate acts of self-regulation in theEv specific learning context in which they occur. We review research that has resulted in an automated method for context-sensitive assessment of a specific SRL strategy, help seeking while working with an intelligent tutoring system. The method relies on a computer-executable model of the targeted SRL strategy. The method was validated by showing that it converges with other measures of help seeking. Automated feedback on help seeking driven by this method led to a lasting improvement in students' help-seeking behavior, although not in domain-specific learning. The method is unobtrusive, is temporally fine-grained, and can be applied on a large scale and over extended periods. The approach could be applied to other SRL strategies besides help seeking. (Contains 3 figures.)
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- 2010
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42. Supporting Collaborative Learning and E-Discussions Using Artificial Intelligence Techniques
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McLaren, Bruce M., Scheuer, Oliver, and Miksatko, Jan
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An emerging trend in classrooms is the use of networked visual argumentation tools that allow students to discuss, debate, and argue with one another in a synchronous fashion about topics presented by a teacher. These tools are aimed at teaching students how to discuss and argue, important skills not often taught in traditional classrooms. But how do teachers support students during these e-discussions, which happen at a rapid pace, with possibly many groups of students working simultaneously? Our approach is to pinpoint and summarize important aspects of the discussions (e.g., Are students staying on topic? Are students making reasoned claims and arguments that respond to the claims and arguments of their peers?) and alert the teachers who are moderating the discussions. The key research question raised in this work: Is it possible to automate the identification of salient contributions and patterns in student e-discussions? We present the systematic approach we have taken, based on artificial intelligence (AI) techniques and empirical evaluation, to grapple with this question. Our approach started with the generation of machine-learned classifiers of individual e-discussion contributions, moved to the creation of machine-learned classifiers of pairs of contributions, and, finally, led to the development of a novel AI-based graph-matching algorithm that classifies arbitrarily sized clusters of contributions. At each of these levels, we have run systematic empirical evaluations of the resultant classifiers using actual classroom data. Our evaluations have uncovered satisfactory or better results for many of the classifiers and have eliminated others. This work contributes to the fields of computer-supported collaborative learning and artificial intelligence in education by introducing sophisticated and empirically evaluated automated analysis techniques that combine structural, textual, and temporal data. (Contains 16 footnotes, 5 tables, and 13 figures.)
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- 2010
- Full Text
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43. A New Paradigm for Intelligent Tutoring Systems: Example-Tracing Tutors
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Aleven, Vincent, McLaren, Bruce M., and Sewall, Jonathan
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The Cognitive Tutor Authoring Tools (CTAT) support creation of a novel type of tutors called example-tracing tutors. Unlike other types of ITSs (e.g., model-tracing tutors, constraint-based tutors), example-tracing tutors evaluate student behavior by flexibly comparing it against generalized examples of problem-solving behavior. Example-tracing tutors are capable of sophisticated tutoring behaviors; they provide step-by-step guidance on complex problems while recognizing multiple student strategies and (where needed) maintaining multiple interpretations of student behavior. They therefore go well beyond VanLehn's (2006) minimum criterion for ITS status, namely, that the system has an inner loop (i.e., provides within-problem guidance, not just end-of-problem feedback). Using CTAT, example-tracing tutors can be created without programming. An author creates a tutor interface through drag-and-drop techniques, and then demonstrates the problem-solving behaviors to be tutored. These behaviors are recorded in a "behavior graph," which can be easily edited and generalized. Compared to other approaches to programming by demonstration for ITS development, CTAT implements a simpler method (no machine learning is used) that is currently more pragmatic and proven for widespread, real-world use by non-programmers. Development time estimates from a large number of real-world ITS projects that have used CTAT suggest that example-tracing tutors reduce development cost by a factor of 4 to 8, compared to "historical" estimates of ITS development time and cost. The main contributions of the work are a novel ITS technology, based on the use of generalized behavioral examples to guide students in problem-solving exercises, as well as a suite of mature and robust tools for efficiently building real-world ITSs without programming. (Contains 28 figures, 2 tables, and 5 footnotes.)
- Published
- 2009
44. Improving students’ help-seeking skills using metacognitive feedback in an intelligent tutoring system
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Roll, Ido, Aleven, Vincent, McLaren, Bruce M., and Koedinger, Kenneth R.
- Published
- 2011
- Full Text
- View/download PDF
45. Polite web-based intelligent tutors: Can they improve learning in classrooms?
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McLaren, Bruce M., DeLeeuw, Krista E., and Mayer, Richard E.
- Published
- 2011
- Full Text
- View/download PDF
46. A politeness effect in learning with web-based intelligent tutors
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McLaren, Bruce M., DeLeeuw, Krista E., and Mayer, Richard E.
- Published
- 2011
- Full Text
- View/download PDF
47. Promoting critical, elaborative discussions through a collaboration script and argument diagrams
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Scheuer, Oliver, McLaren, Bruce M., Weinberger, Armin, and Niebuhr, Sabine
- Published
- 2014
- Full Text
- View/download PDF
48. Exploring creative thinking in graphically mediated synchronous dialogues
- Author
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Wegerif, Rupert, McLaren, Bruce M., Chamrada, Marian, Scheuer, Oliver, Mansour, Nasser, Mikšátko, Jan, and Williams, Mriga
- Published
- 2010
- Full Text
- View/download PDF
49. Accounting for Beneficial Effects of Worked Examples in Tutored Problem Solving
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Salden, Ron J. C. M., Koedinger, Kenneth R., Renkl, Alexander, Aleven, Vincent, and McLaren, Bruce M.
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- 2010
- Full Text
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50. Computer-supported argumentation: A review of the state of the art
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Scheuer, Oliver, Loll, Frank, Pinkwart, Niels, and McLaren, Bruce M.
- Published
- 2010
- Full Text
- View/download PDF
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