supporting (aspects of) self- directed learning with cognitive tutors ken koedinger cmu director of...
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Supporting (aspects of) self-directed learning with Cognitive Tutors
Ken KoedingerCMU Director of Pittsburgh Science of Learning Center
Human-Computer Interaction & Psychology
Carnegie Mellon University
Tutoring Self-Directed Learning• Cognitive Tutors• Extending Cognitive Tutors to support
meta-cognitive processes:– Tutoring self-explanation– Tutoring help-seeking
Real World Impact of Cognitive & Learning Science
Cognitive Tutor Algebra• Combines Cognitive Psych & Artificial
Intelligence -> computational models of student thinking & learning
• Full course used in 2000 schools!
• Company: Carnegie Learning
Koedinger, Anderson, Hadley, & Mark (1997). Intelligent tutoring goes to school in the big city.
3(2x + 5) = 9
6x + 15 = 9 2x + 5 = 3 6x + 5 = 9
Cognitive Tutor Technology:Use ACT-R theory to individualize instruction
• Cognitive Model: A system that can solve problems in the various ways students can
If goal is solve a(bx+c) = dThen rewrite as abx + ac = d
If goal is solve a(bx+c) = dThen rewrite as abx + c = d
If goal is solve a(bx+c) = dThen rewrite as bx+c = d/a
• Model Tracing: Follows student through their individual approach to a problem -> context-sensitive instruction
• Cognitive Model: A system that can solve problems in the various ways students can
3(2x + 5) = 9
6x + 15 = 9 2x + 5 = 3 6x + 5 = 9
Cognitive Tutor Technology:Use ACT-R theory to individualize instruction
If goal is solve a(bx+c) = dThen rewrite as abx + ac = d
If goal is solve a(bx+c) = dThen rewrite as abx + c = d
• Model Tracing: Follows student through their individual approach to a problem ->context-sensitive instruction
Hint message: “Distribute a across the parentheses.”
Bug message: “You need tomultiply c by a also.”
• Knowledge Tracing: Assesses student's knowledge growth -> individualized activity selection and pacing
Known? = 85% chance Known? = 45%
Cognitive Tutors as Research PlatformPast Success:• Cognitive Tutors as delivery vehicle
– Bring existing Learning Science to classroom
New Goal:• Cognitive Tutors as research platform
– Create new Learning Science & Technology
• 5 year, $25 million research center:
Tutoring Self-Directed Learning• Extending Cognitive Tutors to support
meta-cognitive processes:– Tutoring self-explanation– Tutoring help-seeking– Tutoring error self-detection & correction
• See Tuesday paper: Mathan & Koedinger
Others:– Tutoring scientific inquiry– Tutoring good collaboration– Tutoring peer-to-peer tutoring
Tutoring Self-Directed Learning 1: Encourage Active Declarative Processing Through Self-Explanation
Aleven, V. & Koedinger, K. R. (2002). An effective metacognitive strategy: Learning by doing and explaining with a computer-based Cognitive Tutor. Cognitive Science, 26(2)
Problem: Shallow knowledge acquisition• Variations on shallow knowledge
– Over-general procedural knowledge • right for wrong reason
– No declarative k -- cannot explain, transfer
• Geometry example– “Looks-equal” production rule – If the goal is to find angle A
and it looks equal to angle B and angle B is D degreesThen conclude that angle A is D degrees
SE Study 2 Results
Answer Items Reason Items Not Enough Info Items
.2
.3
.4
.5
.6
.7
.8
Proportion Correct on Post-Test
Reason
Answer Only
Numerical steps Explanations Transfer items
Problem Solving
Explanation
Condition
Extra Practice in Problem Solving => More Shallow Learning
Easy to guessitems
Hard to guessitems
.3
.4
.5
.6
.7
.8
.9
1
% C
orr
ect
Explanation
Problem Solving
Condition
Tutoring Self-Explanation Summary
• When Ss explain they learn more & learn with greater understanding:– better explanations of answers– better on harder-to-guess test items– better on transfer questions
• Possible to achieve benefits of self-explanation with simple manipulation
Tutoring Help-Seeking
• Goal: Foster long-term learner independence
• Model of ideal learning & help-seeking behaviors
QuickTime™ and aGraphics decompressor
are needed to see this picture.
• Tutor this model• Improve robust learning
– Long-term retention– Transfer– Accelerated future learning
Initial Classroom StudyHelp Tutor: 1) Detects meta-cognitive errors 2) These are correlated with poor learning
Help-seeking errors overall
General errors
Help avoidance
Help abuse
Try-step avoidance
Try-step abuse
Error rate 17% 1% 5% 6% 6% <0.5%
Correlation with
learning-0.42** -0.34* -0.41** -0.17 -0.27 -0.1
Summary
• Cognitive Tutors can support student learning of aspects of better self-directed learning strategies
• More research: Inquiry, collaboration, …• Cognitive Tutors & LearnLab provide an
ideal platform to perform such research– See LearnLab.org
Related Research Efforts
• Pittsburgh Science of Learning Center
• Tools for authoring Cognitive Tutors– Variety of new domains: sciences,
languages
• “Assistments” for on-line dynamic assessment
ctat.pact.cs.cmu.edu
assistment.org
learnlab.org