Rummel Scripted Collaborative Problem Solving - Revision history

Alida: /* Connections */

2010-12-16T00:12:55Z

Connections

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	As this study, [[Walker A Peer Tutoring Addition]] adds scripted collaborative problem solving to the Cognitive Tutor Algebra. The studies differ in the way collaboration is integrated in the Tutor. First, in this study, both students first prepare one subtasks of a problem to mutually solve the complex story problem later on. Thus, although the students are experts for different parts of the problem, they have a comparable knowledge level during collaboration. In contrast, in Walker et al.'s study, one student prepares to teach his partner. Then, they change roles. Thus, during collaboration, their knowledge level differs. Second, in this study, collaboration was face to face, whereas the Walker et al. study used a chat tool for interaction.		As this study, [[Walker A Peer Tutoring Addition]] adds scripted collaborative problem solving to the Cognitive Tutor Algebra. The studies differ in the way collaboration is integrated in the Tutor. First, in this study, both students first prepare one subtasks of a problem to mutually solve the complex story problem later on. Thus, although the students are experts for different parts of the problem, they have a comparable knowledge level during collaboration. In contrast, in Walker et al.'s study, one student prepares to teach his partner. Then, they change roles. Thus, during collaboration, their knowledge level differs. Second, in this study, collaboration was face to face, whereas the Walker et al. study used a chat tool for interaction.

	Similar to the adaptive script component of the Collaborative Problem-Solving Script, the [[The Help Tutor Roll Aleven McLaren\|Help Tutor project]] aims at improving students' [[help-seeking behavior]] and at reducing students' tendency to [[game the system]]. <br> Furthermore, both studies contain instructions to teach [[metacognition]]. The metacognitive component in our study instructs students to monitor their interaction in order to improve it in subsequent collaborations; the Help Tutor project asks students to evaluate their need for help in order to improve their help-seeking behavior when learning on the Tutor.		Similar to the adaptive script component of the Collaborative Problem-Solving Script, the [[The Help Tutor Roll Aleven McLaren\|Help Tutor project]] aims at improving students' [[help-seeking behavior]] and at reducing students' tendency to [[Gaming the system\|game the system]]. <br> Furthermore, both studies contain instructions to teach [[metacognition]]. The metacognitive component in our study instructs students to monitor their interaction in order to improve it in subsequent collaborations; the Help Tutor project asks students to evaluate their need for help in order to improve their help-seeking behavior when learning on the Tutor.

	Both in this study and in the [[Reflective Dialogues (Katz)\|Reflective Dialogue study]] from Katz, students are asked to engage in reflection following each problem-solving. In this study, the reflection concentrates on the collaborative skills, while in Katz' study, the reflection concentrates on students' domain knowledge of the main principles applied in the problem.		Both in this study and in the [[Reflective Dialogues (Katz)\|Reflective Dialogue study]] from Katz, students are asked to engage in reflection following each problem-solving. In this study, the reflection concentrates on the collaborative skills, while in Katz' study, the reflection concentrates on students' domain knowledge of the main principles applied in the problem.

DejanaDiziol: /* Annotated bibliography */

2009-03-06T08:58:16Z

Annotated bibliography

← Older revision		Revision as of 08:58, 6 March 2009
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	=== Annotated bibliography ===		=== Annotated bibliography ===
	* Diziol, D., Rummel, N., Kahrimanis, G., Guevara, T., Holz, J., Spada, H., & Fiotakis, G. (2008). Using contrasting cases to better understand the relationship between students’ interactions and their learning outcome. In G. Kanselaar, V. Jonker, P.A. Kirschner, & F. Prins, (Eds.), ''~~IInternational~~ perspectives of the learning sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference of the Learning Sciences (ICLS 2008), Vol 3'' (pp. 348-349). International Society of the Learning Sciences, Inc. ISSN 1573-4552.		* Diziol, D., Rummel, N., Kahrimanis, G., Guevara, T., Holz, J., Spada, H., & Fiotakis, G. (2008). Using contrasting cases to better understand the relationship between students’ interactions and their learning outcome. In G. Kanselaar, V. Jonker, P.A. Kirschner, & F. Prins, (Eds.), ''International perspectives of the learning sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference of the Learning Sciences (ICLS 2008), Vol 3'' (pp. 348-349). International Society of the Learning Sciences, Inc. ISSN 1573-4552.
	* Rummel, N., Diziol, D. & Spada, H. (2008). Analyzing the effects of scripted collaboration in a computer-supported learning environment by integrating multiple data sources. Paper presented at the ''Annual Conference of the American Educational Research Association'' (AERA-08). New York, NY, USA, March 2008.		* Rummel, N., Diziol, D. & Spada, H. (2008). Analyzing the effects of scripted collaboration in a computer-supported learning environment by integrating multiple data sources. Paper presented at the ''Annual Conference of the American Educational Research Association'' (AERA-08). New York, NY, USA, March 2008.
	* Diziol, D., Rummel, N. & Spada, H. (2007). Unterstützung von computervermitteltem kooperativem Lernen in Mathematik durch Strukturierung des Problemlöseprozesses und adaptive Hilfestellung. Paper presented at the ''11th Conference of the "Fachgruppe Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie" [German Psychological Association]''. Humboldt Universität zu Berlin, September 2007.		* Diziol, D., Rummel, N. & Spada, H. (2007). Unterstützung von computervermitteltem kooperativem Lernen in Mathematik durch Strukturierung des Problemlöseprozesses und adaptive Hilfestellung. Paper presented at the ''11th Conference of the "Fachgruppe Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie" [German Psychological Association]''. Humboldt Universität zu Berlin, September 2007.

132.230.40.4: /* Collaborative Extensions to the Cognitive Tutor Algebra: Scripted Collaborative Problem Solving */

2008-12-02T11:31:41Z

Collaborative Extensions to the Cognitive Tutor Algebra: Scripted Collaborative Problem Solving

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	[[Category:Study]]		[[Category:Study]]
			[[Category:Protected]]

DejanaDiziol: /* Independent variables */

2008-10-15T09:02:08Z

Independent variables

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	* ''Unscripted collaborative condition'': Students solved problems on the Cognitive Tutor while working in dyads; thus, a second learning resource was added to the regular Tutor environment (i.e., both a peer and a computer program as additional [[agent]]s).		* ''Unscripted collaborative condition'': Students solved problems on the Cognitive Tutor while working in dyads; thus, a second learning resource was added to the regular Tutor environment (i.e., both a peer and a computer program as additional [[agent]]s).
	* ''Scripted collaboration condition'': As in the unscripted collaborative condition, students solved problems on the Tutor while working in dyads; however, their dyadic problem solving was guided by the ''Collaborative Problem-Solving Script (CPS)'' (i.e., both a peer and a computer program as additional [[agent]]s; for an overview of the script structure, see Figure 1). Three script components supported their interaction in order to reach a more fruitful collaboration and improved learning:		* ''Scripted collaboration condition'': As in the unscripted collaborative condition, students solved problems on the Tutor while working in dyads; however, their dyadic problem solving was guided by the ''Collaborative Problem-Solving Script (CPS)'' (i.e., both a peer and a computer program as additional [[agent]]s; for an overview of the script structure, see Figure 1). Three script components supported their interaction in order to reach a more fruitful collaboration and improved learning:
	**A fixed script component structured students’ collaboration in an individual and a collaborative phase (see Figure 1). During the individual phase, each student solved a single equation problem; during the collaborative phase, these problems were combined to a more complex system of equations problem. This division of expertise aimed at increasing the individual's responsibility for the common problem-solving process and thus at yielding a more fruitful interaction. In addition, the fixed script component structured the collaborative phase in several sub steps and prompted students to engage in [[elaborative interaction]] (see Figure 2).		**A fixed script component structured students’ collaboration in an individual and a collaborative phase (see Figure 1). During the individual phase, each student solved a single equation problem; during the collaborative phase, these problems were combined to a more complex system of equations problem. This division of expertise aimed at increasing the individual's responsibility for the common problem-solving process and thus at yielding a more fruitful interaction. In addition, the fixed script component structured the collaborative phase in several sub steps and prompted students to engage in [[elaborative interaction]] (see Figure 2 and 3).
	**An adaptive script component provided prompts to improve the collaborative learning process when the dyad encountered difficulties in their problem solving. E.g., to prevent [[help abuse]] in the tutoring system and to stop students from proceeding in the [[hint sequence]] until reaching the [[bottom out hint]], the dyad is prompted to [[elaborative interaction\|elaborate]] on the Tutor hints when reaching the penultimate hint of the hint sequence (see Figure 4). This aims at enabling students to find the answer by themselves on basis of the help received and at students gaining knowledge to solve similar steps later on their own.		**An adaptive script component provided prompts to improve the collaborative learning process when the dyad encountered difficulties in their problem solving. E.g., to prevent [[help abuse]] in the tutoring system and to stop students from proceeding in the [[hint sequence]] until reaching the [[bottom out hint]], the dyad is prompted to [[elaborative interaction\|elaborate]] on the Tutor hints when reaching the penultimate hint of the hint sequence (see Figure 4). This aims at enabling students to find the answer by themselves on basis of the help received and at students gaining knowledge to solve similar steps later on their own.
	**A [[metacognition\|metacognitive]] script component prompted students to engage in reflection of the group process to improve their collaboration over subsequent interactions. Following each collaborative phase, students rated their interaction on 8 [[collaboration skill]]s and set goals for the following collaboration. This phase was referred to as the "recapitulation phase"		**A [[metacognition\|metacognitive]] script component prompted students to engage in reflection of the group process to improve their collaboration over subsequent interactions. Following each collaborative phase, students rated their interaction on 8 [[collaboration skill]]s and set goals for the following collaboration. This phase was referred to as the "recapitulation phase"

DejanaDiziol: /* Independent variables */

2008-10-15T09:01:40Z

Independent variables

← Older revision		Revision as of 09:01, 15 October 2008
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	* ''Scripted collaboration condition'': As in the unscripted collaborative condition, students solved problems on the Tutor while working in dyads; however, their dyadic problem solving was guided by the ''Collaborative Problem-Solving Script (CPS)'' (i.e., both a peer and a computer program as additional [[agent]]s; for an overview of the script structure, see Figure 1). Three script components supported their interaction in order to reach a more fruitful collaboration and improved learning:		* ''Scripted collaboration condition'': As in the unscripted collaborative condition, students solved problems on the Tutor while working in dyads; however, their dyadic problem solving was guided by the ''Collaborative Problem-Solving Script (CPS)'' (i.e., both a peer and a computer program as additional [[agent]]s; for an overview of the script structure, see Figure 1). Three script components supported their interaction in order to reach a more fruitful collaboration and improved learning:
	**A fixed script component structured students’ collaboration in an individual and a collaborative phase (see Figure 1). During the individual phase, each student solved a single equation problem; during the collaborative phase, these problems were combined to a more complex system of equations problem. This division of expertise aimed at increasing the individual's responsibility for the common problem-solving process and thus at yielding a more fruitful interaction. In addition, the fixed script component structured the collaborative phase in several sub steps and prompted students to engage in [[elaborative interaction]] (see Figure 2).		**A fixed script component structured students’ collaboration in an individual and a collaborative phase (see Figure 1). During the individual phase, each student solved a single equation problem; during the collaborative phase, these problems were combined to a more complex system of equations problem. This division of expertise aimed at increasing the individual's responsibility for the common problem-solving process and thus at yielding a more fruitful interaction. In addition, the fixed script component structured the collaborative phase in several sub steps and prompted students to engage in [[elaborative interaction]] (see Figure 2).
	**An adaptive script component provided prompts to improve the collaborative learning process when the dyad encountered difficulties in their problem solving. E.g., to prevent [[help abuse]] in the tutoring system and to stop students from proceeding in the [[hint sequence]] until reaching the [[bottom out hint]], the dyad is prompted to [[elaborative interaction\|elaborate]] on the Tutor hints when reaching the penultimate hint of the hint sequence (see Figure 3). This aims at enabling students to find the answer by themselves on basis of the help received and at students gaining knowledge to solve similar steps later on their own.		**An adaptive script component provided prompts to improve the collaborative learning process when the dyad encountered difficulties in their problem solving. E.g., to prevent [[help abuse]] in the tutoring system and to stop students from proceeding in the [[hint sequence]] until reaching the [[bottom out hint]], the dyad is prompted to [[elaborative interaction\|elaborate]] on the Tutor hints when reaching the penultimate hint of the hint sequence (see Figure 4). This aims at enabling students to find the answer by themselves on basis of the help received and at students gaining knowledge to solve similar steps later on their own.
	**A [[metacognition\|metacognitive]] script component prompted students to engage in reflection of the group process to improve their collaboration over subsequent interactions. Following each collaborative phase, students rated their interaction on 8 [[collaboration skill]]s and set goals for the following collaboration. This phase was referred to as the "recapitulation phase"		**A [[metacognition\|metacognitive]] script component prompted students to engage in reflection of the group process to improve their collaboration over subsequent interactions. Following each collaborative phase, students rated their interaction on 8 [[collaboration skill]]s and set goals for the following collaboration. This phase was referred to as the "recapitulation phase"

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	[[Image:CPS design.jpg]]		[[Image:CPS design.jpg]]

	Figure 2. Screenshot of the enhanced Cognitive Tutor Algebra: Instructions for the following sub step; responsibilities for student A and B marked by color of text.<br>		Figure 2 and 3. Screenshot of the enhanced Cognitive Tutor Algebra: Instructions for the following sub step (for details, see figure 3; responsibilities for student A and B marked by color of text.<br>
	[[Image:Enhanced CTA environment.jpg]]		[[Image:Enhanced CTA environment.jpg]]

	<br>Figure 3. Adaptive script prompt: penultimate hint message (appeared when students clicked on "next hint" to reach the bottom-out hint).<br><br>		[[Image:Instruction detailed.jpg]]

			<br>Figure 4. Adaptive script prompt: penultimate hint message (appeared when students clicked on "next hint" to reach the bottom-out hint).<br><br>
	[[Image:Penultimate hint.jpg]]		[[Image:Penultimate hint.jpg]]

DejanaDiziol: /* Annotated bibliography */

2008-10-14T13:25:14Z

Annotated bibliography

← Older revision		Revision as of 13:25, 14 October 2008
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	=== Annotated bibliography ===		=== Annotated bibliography ===
	* Diziol, D., Rummel, N., Kahrimanis, G., Guevara, T., Holz, J., Spada, H., & Fiotakis, G. (~~accepted~~). Using contrasting cases to better understand the relationship between students’ interactions and their learning outcome. ~~Paper to be presented at the~~ ''International Conference of the Learning Sciences'' (~~ICLS 2008~~). ~~Utrecht~~, ~~Netherlands, June 2008~~.		* Diziol, D., Rummel, N., Kahrimanis, G., Guevara, T., Holz, J., Spada, H., & Fiotakis, G. (2008). Using contrasting cases to better understand the relationship between students’ interactions and their learning outcome. In G. Kanselaar, V. Jonker, P.A. Kirschner, & F. Prins, (Eds.), ''IInternational perspectives of the learning sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference of the Learning Sciences (ICLS 2008), Vol 3'' (pp. 348-349). International Society of the Learning Sciences, Inc. ISSN 1573-4552.
	* Rummel, N., Diziol, D. & Spada, H. (2008). Analyzing the effects of scripted collaboration in a computer-supported learning environment by integrating multiple data sources. Paper presented at the ''Annual Conference of the American Educational Research Association'' (AERA-08). New York, NY, USA, March 2008.		* Rummel, N., Diziol, D. & Spada, H. (2008). Analyzing the effects of scripted collaboration in a computer-supported learning environment by integrating multiple data sources. Paper presented at the ''Annual Conference of the American Educational Research Association'' (AERA-08). New York, NY, USA, March 2008.
	* Diziol, D., Rummel, N. & Spada, H. (2007). Unterstützung von computervermitteltem kooperativem Lernen in Mathematik durch Strukturierung des Problemlöseprozesses und adaptive Hilfestellung. Paper presented at the ''11th Conference of the "Fachgruppe Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie" [German Psychological Association]''. Humboldt Universität zu Berlin, September 2007.		* Diziol, D., Rummel, N. & Spada, H. (2007). Unterstützung von computervermitteltem kooperativem Lernen in Mathematik durch Strukturierung des Problemlöseprozesses und adaptive Hilfestellung. Paper presented at the ''11th Conference of the "Fachgruppe Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie" [German Psychological Association]''. Humboldt Universität zu Berlin, September 2007.
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	* Rummel, N., Diziol, D., Spada, H., & McLaren, B. M. (2007). Scripting Collaborative Problem Solving with the Cognitive Tutor Algebra: A Way to Promote Learning in Mathematics. Paper presented at the ''European Association for Research on Learning and Instrution'' (EARLI-07). Budapest, August 28 - September 1, 2007.		* Rummel, N., Diziol, D., Spada, H., & McLaren, B. M. (2007). Scripting Collaborative Problem Solving with the Cognitive Tutor Algebra: A Way to Promote Learning in Mathematics. Paper presented at the ''European Association for Research on Learning and Instrution'' (EARLI-07). Budapest, August 28 - September 1, 2007.
	* Rummel, N., Spada, H., Diziol, D. (2007). Evaluating Collaborative Extensions to the Cognitive Tutor Algebra in an In Vivo Experiment. Lessons Learned. Paper presented at the ''European Association for Research on Learning and Instrution'' (EARLI-07). Budapest, August 28 - September 1, 2007.		* Rummel, N., Spada, H., Diziol, D. (2007). Evaluating Collaborative Extensions to the Cognitive Tutor Algebra in an In Vivo Experiment. Lessons Learned. Paper presented at the ''European Association for Research on Learning and Instrution'' (EARLI-07). Budapest, August 28 - September 1, 2007.
	* Diziol, D., Rummel, N., Spada, H., & McLaren, B. M. (2007). Promoting Learning in Mathematics: Script Support for Collaborative Problem Solving with the Cognitive Tutor Algebra. ''In C. A. Chinn, G. Erkens & S. Puntambekar (Eds.), Mice, minds and sociecty. Proceedings of the Computer Supported Collaborative Learning (CSCL) Conference 2007, Vol 8, I'' (pp. 39-41). International Society of the Learning Sciences, Inc. ISSN 1819-0146 [[http://www.learnlab.org/uploads/mypslc/publications/cscl07-diziolrummelspadamclaren.pdf pdf]]		* Diziol, D., Rummel, N., Spada, H., & McLaren, B. M. (2007). Promoting Learning in Mathematics: Script Support for Collaborative Problem Solving with the Cognitive Tutor Algebra. In C. A. Chinn, G. Erkens & S. Puntambekar (Eds.), ''Mice, minds and sociecty. Proceedings of the Computer Supported Collaborative Learning (CSCL) Conference 2007, Vol 8, I'' (pp. 39-41). International Society of the Learning Sciences, Inc. ISSN 1819-0146 [[http://www.learnlab.org/uploads/mypslc/publications/cscl07-diziolrummelspadamclaren.pdf pdf]]
	* Rummel, N., Spada, H. & Diziol, D. (2007). Can collaborative extensions to the Algebra I Cognitive Tutor enhance robust learning? An in vivo experiment. Paper presented at the ''Annual Conference of the American Educational Research Association'' (AERA-07). Chicago, IL, USA, April 2007.		* Rummel, N., Spada, H. & Diziol, D. (2007). Can collaborative extensions to the Algebra I Cognitive Tutor enhance robust learning? An in vivo experiment. Paper presented at the ''Annual Conference of the American Educational Research Association'' (AERA-07). Chicago, IL, USA, April 2007.
	* Rummel, N., Diziol, D., Spada, H., McLaren, B., Walker, E. & Koedinger, K. (2006) Flexible support for collaborative learning in the context of the Algebra I Cognitive Tutor. Workshop paper presented at the ''Seventh International Conference of the Learning Sciences'' (ICLS 2006). Bloomington, IN, USA. [[http://learnlab.org/uploads/mypslc/publications/icls2006workshop_rummeletal.pdf pdf]]		* Rummel, N., Diziol, D., Spada, H., McLaren, B., Walker, E. & Koedinger, K. (2006) Flexible support for collaborative learning in the context of the Algebra I Cognitive Tutor. Workshop paper presented at the ''Seventh International Conference of the Learning Sciences'' (ICLS 2006). Bloomington, IN, USA. [[http://learnlab.org/uploads/mypslc/publications/icls2006workshop_rummeletal.pdf pdf]]

DejanaDiziol: /* Independent variables */

2008-10-14T13:21:28Z

Independent variables

← Older revision		Revision as of 13:21, 14 October 2008
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	[[Image:Enhanced CTA environment.jpg]]		[[Image:Enhanced CTA environment.jpg]]

	Figure 3. Adaptive script prompt: penultimate hint message (appeared when students clicked on "next hint" to reach the bottom-out hint).<br><br>		<br>Figure 3. Adaptive script prompt: penultimate hint message (appeared when students clicked on "next hint" to reach the bottom-out hint).<br><br>
	[[Image:Penultimate hint.jpg]]		[[Image:Penultimate hint.jpg]]

DejanaDiziol: /* Independent variables */

2008-10-14T13:20:55Z

Independent variables

← Older revision		Revision as of 13:20, 14 October 2008
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	Figure 3. Adaptive script prompt: penultimate hint message (appeared when students clicked on "next hint" to reach the bottom-out hint).<br><br>		Figure 3. Adaptive script prompt: penultimate hint message (appeared when students clicked on "next hint" to reach the bottom-out hint).<br><br>
	[[Image:~~Adaptive component~~.jpg]]		[[Image:Penultimate hint.jpg]]

	<br>In all conditions, the Cognitive Tutor supported students’ problem solving by flagging their errors and by providing on-demand hints.		<br>In all conditions, the Cognitive Tutor supported students’ problem solving by flagging their errors and by providing on-demand hints.

DejanaDiziol: /* Independent variables */

2008-10-14T13:16:42Z

Independent variables

← Older revision		Revision as of 13:16, 14 October 2008
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	[[Image:Enhanced CTA environment.jpg]]		[[Image:Enhanced CTA environment.jpg]]

	Figure 3. Adaptive script prompt: penultimate hint message (appeared when students clicked on "next hint" to reach the bottom-out hint).<br>		Figure 3. Adaptive script prompt: penultimate hint message (appeared when students clicked on "next hint" to reach the bottom-out hint).<br><br>
	[[Image:Adaptive component.jpg]]		[[Image:Adaptive component.jpg]]

	In all conditions, the Cognitive Tutor supported students’ problem solving by flagging their errors and by providing on-demand hints.		<br>In all conditions, the Cognitive Tutor supported students’ problem solving by flagging their errors and by providing on-demand hints.

	Communication between the collaborative partners in the collaborative conditions was face to face: they joined together at a single computer to solve the problems. In the scripted collaboration condition, the script structured the allocation of subtasks between the two students.		Communication between the collaborative partners in the collaborative conditions was face to face: they joined together at a single computer to solve the problems. In the scripted collaboration condition, the script structured the allocation of subtasks between the two students.

DejanaDiziol: /* Independent variables */

2008-10-14T13:15:51Z

Independent variables

← Older revision		Revision as of 13:15, 14 October 2008
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	**A [[metacognition\|metacognitive]] script component prompted students to engage in reflection of the group process to improve their collaboration over subsequent interactions. Following each collaborative phase, students rated their interaction on 8 [[collaboration skill]]s and set goals for the following collaboration. This phase was referred to as the "recapitulation phase"		**A [[metacognition\|metacognitive]] script component prompted students to engage in reflection of the group process to improve their collaboration over subsequent interactions. Following each collaborative phase, students rated their interaction on 8 [[collaboration skill]]s and set goals for the following collaboration. This phase was referred to as the "recapitulation phase"

			<br>
	Figure 1. Structure of the Collaborative Problem-Solving Script.<br>		Figure 1. Structure of the Collaborative Problem-Solving Script.<br>
	[[Image:CPS design.jpg]]		[[Image:CPS design.jpg]]
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	Figure 3. Adaptive script prompt: penultimate hint message (appeared when students clicked on "next hint" to reach the bottom-out hint).<br>		Figure 3. Adaptive script prompt: penultimate hint message (appeared when students clicked on "next hint" to reach the bottom-out hint).<br>
	[[Image:Adaptive ~~Component~~.jpg]]		[[Image:Adaptive component.jpg]]

	In all conditions, the Cognitive Tutor supported students’ problem solving by flagging their errors and by providing on-demand hints.		In all conditions, the Cognitive Tutor supported students’ problem solving by flagging their errors and by providing on-demand hints.