# Supporting (aspects of) self- directed learning with Cognitive Tutors Ken Koedinger CMU Director of Pittsburgh Science of Learning Center Human-Computer.

## Presentation on theme: "Supporting (aspects of) self- directed learning with Cognitive Tutors Ken Koedinger CMU Director of Pittsburgh Science of Learning Center Human-Computer."— Presentation transcript:

Supporting (aspects of) self- directed learning with Cognitive Tutors Ken Koedinger CMU 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 = 92x + 5 = 36x + 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) = d Then rewrite as abx + ac = d If goal is solve a(bx+c) = d Then rewrite as abx + c = d If goal is solve a(bx+c) = d Then 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 = 92x + 5 = 36x + 5 = 9 Cognitive Tutor Technology: Use ACT-R theory to individualize instruction If goal is solve a(bx+c) = d Then rewrite as abx + ac = d If goal is solve a(bx+c) = d Then 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 to multiply c by a also.” Knowledge Tracing: Assesses student's knowledge growth -> individualized activity selection and pacing Known? = 85% chanceKnown? = 45%

Cognitive Tutors as Research Platform Past 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 degrees Then conclude that angle A is D degrees

Example of Shallow Reasoning

Explanation Condition Problem solving answers Explanation by reference

Problem Solving Condition

Assessing transfer: “Not Enough Info” item

Assessing transfer: Incorrect over-generalization

SE Study 2 Results

Extra Practice in Problem Solving => More Shallow Learning Easy to guess items Hard to guess items.3.4.5.6.7.8.9 1 % Correct 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 Self-Directed Learning 2: Independent help-seeking skills

Tutoring Help-Seeking Goal: Foster long-term learner independence Model of ideal learning & help- seeking behaviors Tutor this model Improve robust learning –Long-term retention –Transfer –Accelerated future learning

Initial Classroom Study Help Tutor: 1) Detects meta-cognitive errors 2) These are correlated with poor learning

Measuring Future Learning

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

END

Download ppt "Supporting (aspects of) self- directed learning with Cognitive Tutors Ken Koedinger CMU Director of Pittsburgh Science of Learning Center Human-Computer."

Similar presentations