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Designing for metacognition—applying cognitive tutor principles to the tutoring of help seeking

机译：为元认知而设计—将认知导师原则应用于求助辅导

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摘要

Intelligent Tutoring Systems have been shown to be very effective in supporting learning in domains such as mathematics, physics, computer programming, etc. However, they are yet to achieve similar success in tutoring metacognition. While an increasing number of educational technology systems support productive metacognitive behavior within the scope of the system, few attempt to teach skills students need to become better future learners. To that end, we offer a set of empirically-based design principles for metacognitive tutoring. Our starting point is a set of design principles put forward by Anderson et al. (Journal of the Learning Sciences, 4:167–207, 1995) regarding Cognitive Tutors, a family of Intelligent Tutoring Systems. We evaluate the relevance of these principles to the tutoring of help-seeking skills, based on our ongoing empirical work with the Help Tutor. This auxiliary tutor agent is designed to help students learn to make effective use of the help facilities offered by a Cognitive Tutor. While most of Anderson’s principles are relevant to the tutoring of help seeking, a number of differences emerge as a result of the nature of metacognitive knowledge and of the need to combine metacognitive and domain-level tutoring. We compare our approach to other metacognitive tutoring systems, and, where appropriate, propose new guidelines to promote the discussion regarding the nature and design of metacognitive tutoring within scaffolded problem-solving environments.
机译：事实证明，智能辅导系统在支持数学，物理，计算机编程等领域的学习方面非常有效。但是，在辅导元认知方面，它们还没有取得类似的成功。尽管越来越多的教育技术系统在系统范围内支持生产性元认知行为，但很少有人尝试教学生要成为更好的未来学习者所需的技能。为此，我们为元认知辅导提供了一组基于经验的设计原则。我们的出发点是Anderson等人提出的一组设计原则。 （Journal of the Learning Sciences，4：167–207，1995）关于认知导师，这是一种智能导师系统。我们将根据与帮助教师的持续实证研究，评估这些原则与指导寻求帮助技能的相关性。该辅助导师代理旨在帮助学生学习有效利用认知导师提供的帮助设施。尽管安德森（Anderson）的大多数原则与寻求帮助的辅导有关，但由于元认知知识的性质以及将元认知和领域级辅导相结合的需要，因此出现了许多差异。我们将我们的方法与其他元认知辅导系统进行了比较，并在适当的情况下提出了新的准则，以促进有关脚手架问题解决环境中元认知辅导的性质和设计的讨论。

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