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• Help Lite (Aleven, Roll)
  ..., Baker, R.S., & Koedinger, K.R. (2006) The Help Tutor: Does Metacognitive Feedback Improves Students' Help-Seeking Actions, Skills and Learning? in proceeding
  6 KB (897 words) - 00:11, 16 December 2010
• Impasse
  ...an't explain it. When working with a tutoring system that gives immediate feedback after each step, as the [[cognitive tutor]]s and [[Andes]] do, students can
  2 KB (255 words) - 22:23, 15 February 2007
• In vivo comparison of Cognitive Tutor Algebra using handwriting vs typing input
  * Type of feedback: step-targeted vs answer-targeted ...ider varying levels of feedback. Current Cognitive Tutor Algebra provides feedback at every step, but with handwriting input, we cannot have complete confiden
  9 KB (1,231 words) - 14:34, 7 September 2011
• In vivo experiment
  ...ventional instruction students got no feedback from the mastery tests. On immediate post-testing, for lower mental process (like a [[normal post-test]], table ...aders. E1 and E2 used 3-on-1 tutoring; E3 used 1-on-1 tutoring. Measured immediate learning post-test, time on task, and affect measures. For gains (table 3,
  10 KB (1,403 words) - 12:43, 8 September 2011
• Instructional Principles and Hypotheses
  ** [[Tutoring feedback]] **[[Feedback Timing]] in matrix, but not in glossary.
  12 KB (1,655 words) - 12:47, 8 September 2011
• Integrated Learning of Chinese
  *Production with automated feedback, production only, vs. no production
  7 KB (985 words) - 00:07, 29 September 2008
• Intelligent Writing Tutor
  ...itself. These tasks will be a measure of normal learning (near transfer, immediate testing). ...nse, the encoding context is cluttered with features due to the errors and feedback messages. During testing, those features will be absent. Thus, students m
  22 KB (3,221 words) - 02:32, 8 October 2008
• Interaction plateau
  ...ill in, where each blank in the form is a step, and then provide immediate feedback and hints on each blank in order to insure that the student derives a corre ...problem solving, such as doing problems with either no feedback at all or feedback on answer only.
  16 KB (2,351 words) - 03:42, 12 December 2007
• Interactive Communication
  * [[Tutoring feedback]]
  9 KB (1,298 words) - 12:48, 8 September 2011
• Learning Epistemologies
  ...s chapter presents findings on the effects of different type of praise and feedback on academic performance. The volume contains chapters on different psychol
  7 KB (1,023 words) - 19:35, 5 June 2009
• Learning French gender cues with prototypes
  ...struction. Because all cues were presented with explicit study trials and feedback prompts (e.g., <i>-age</i> -> F ), it could be that stimulus manipulations
  12 KB (1,804 words) - 22:30, 4 October 2008
• Learning a tonal language: Chinese
  Tone; pitch contour; visual feedback ...feedback based on tone analyzer of student’s pronunciation; 2) no visual feedback.
  6 KB (820 words) - 01:00, 14 May 2009
• Long-term retention
  ...ne notes, those students given cut-and-paste did just as well on a normal, immediate post-test as those with just a type-in editor, but did worse at a retention ...es worse normal post-test performance from delayed as opposed to immediate feedback in motor learning tasks. Their theoretical explanation involves the "guida
  4 KB (637 words) - 13:38, 31 May 2007
• Macro-level framework
  ...s a higher assistance value for the feedback-timing dimension than delayed feedback. This ordering allows testing the PSLC’s [[Assistance Hypothesis]]: ...or knowledge and instructional assistance) affect two dependent variables (immediate and robust learning). Such an experiment provides a test of a specific app
  4 KB (597 words) - 02:27, 13 April 2007
• Mapping Visual and Verbal Information: Integrated Hints in Geometry (Aleven & Butcher)
  ...ction with a table that is separate from the diagram. Accepted answers and feedback are displayed in the table, and not in the diagram. ...s representation</b> supports student interaction with the diagram itself. Feedback is provided near the relevant diagram feature and accepted answers are disp
  13 KB (1,687 words) - 20:19, 15 December 2010
• Mayer and McLaren - Social Intelligence And Computer Tutors
  ...s using a friendly human voice, providing the student with hints and error feedback. ...in the Chemistry LearnLab, using a cognitive tutor that provides hints and feedback in direct style or in polite style (McLaren, Lim, Yaron, & Koedinger, 2007)
  9 KB (1,397 words) - 22:28, 20 November 2009
• McLaren et al - Conceptual Learning in Chemistry
  ...of this study revealed a tendency for the dyads that received the adaptive feedback to improve [[Collaboration_skill|collaborative skills]] and be more motivat Our qualitative data analysis suggests that adaptive feedback can improve [[Collaboration_skill|collaborative skills]] and might have pos
  33 KB (4,408 words) - 08:34, 21 October 2008
• McLaren et al - Studying the Learning Effect of Personalization and Worked Examples in the Solving of Stoich Problems
  ...olving practice; it also supplies students with context-specific hints and feedback on their progress. ...recent two studies (Stoich Studies 3 and 4) we have modified the hints and feedback of the stoichiometry tutor to instead test the politeness principle, define
  24 KB (3,509 words) - 20:20, 15 December 2010
• Metacognition and Motivation
  ...gnitive abilities (e.g., help seeking, self-explanation, interpreting peer feedback, and interpreting textual descriptions of domain principles), and a broader ...metacognitive abilities: help seeking, self-explanation, interpreting peer feedback, and interpreting textual descriptions of domain principles. An important g
  8 KB (1,110 words) - 15:43, 21 July 2011
• Micro level
  ...ctly selecting a supplementary angle pair from set of angle pairs, getting feedback from a tutor, and then correctly selecting the supplementary pair.
  5 KB (671 words) - 19:27, 3 January 2008

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