The Effect of Student Model on Learning

Maries, Adrian; Kumar, Amruth N.

doi:10.1109/icalt.2008.212

Cited by 10 publications

(6 citation statements)

References 7 publications

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“…The inspectable s tudent model is a holistic presentation of the system’s assessment of student skill across the entire domain. The use of inspectable student models, such as skill-o-meters10,44,45, has been well-established as a cognitive scaffold. But there is no conclusive data related to its use as a metacognitive scaffold.…”

Section: Discussionmentioning

confidence: 99%

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Factors affecting feeling-of-knowing in a medical intelligent tutoring system: the role of immediate feedback as a metacognitive scaffold

Saadawi

Azevedo

Castine

et al. 2010

Adv in Health Sci Educ

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Objective-Previous studies in our laboratory have shown the benefits of immediate feedback on cognitive performance for pathology residents using an Intelligent Tutoring System in Pathology. In this study, we examined the effect of immediate feedback on metacognitive performance, and investigated whether other metacognitive scaffolds will support metacognitive gains when immediate feedback is faded.Methods-Twenty-three (23) participants were randomized into intervention and control groups. For both groups, periods working with the ITS under varying conditions were alternated with independent computer-based assessments. On day 1, a within-subjects design was used to evaluate the effect of immediate feedback on cognitive and metacognitive performance. On day 2, a betweensubjects design was used to compare the use of other metacognitive scaffolds (intervention group) against no metacognitive scaffolds (control group) on cognitive and metacognitive performance, as immediate feedback was faded. Measurements included learning gains (a measure of cognitive performance), as well as several measures of metacognitive performance, including GoodmanKruskal Gamma correlation (G), Bias, and Discrimination. For the intervention group, we also computed metacognitive measures during tutoring sessions.Results-Results showed that immediate feedback in an intelligent tutoring system had a statistically significant positive effect on learning gains, G and discrimination. Removal of immediate feedback was associated with decreasing metacognitive performance, and this decline was not prevented when students used a version of the tutoring system that provided other metacognitive scaffolds. Results obtained directly from the ITS suggest that other metacognitive scaffolds do have a positive effect on G and Discrimination, as immediate feedback is faded. Conclusions-Immediate feedback had a positive effect on both metacognitive and cognitive gains in a medical tutoring system. Other metacognitive scaffolds were not sufficient to replace immediate feedback in this study. However, results obtained directly from the tutoring system are not consistent with results obtained from assessments. In order to facilitate transfer to real-world tasks, further research will be needed to determine the optimum methods for supporting metacognition as immediate feedback is faded. NIH Public Access

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Section: Discussionmentioning

confidence: 99%

“…This makes it possible to individualize instruction without necessarily anticipating specific interactions. Despite the enormous potential for medical education, there have been few ITS developed in Medicine 5–10, only a small number of which have been evaluated 11–13.…”

Section: Introductionmentioning

confidence: 99%

Factors affecting feeling-of-knowing in a medical intelligent tutoring system: the role of immediate feedback as a metacognitive scaffold

Saadawi

Azevedo

Castine

et al. 2010

Adv in Health Sci Educ

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“…ITSs support “leaning-by-doing,” and provide individualized support, point out errors, and organize content to cater to the needs of the individual when the teacher has limited time to spend (Corbett, Koedinger, & Hadley, 2002; Koedinger & Aleven, 2007; VanLehn, 2006, 2011). Although there is a great potential for the use of medical ITS, few of these systems have been fully developed (e.g., Azevedo & Lajoie, 1998; Clancey, 1987; Crowley & Medvedeva, 2006; Lajoie & Azevedo, 2006; Lajoie, 2009; Maries & Kumar, 2008; Obradovich et al, 2000; Rogers, 1995; Sharples et al, 2000; Smith et al, 1998), a smaller number of which have been empirically evaluated (Crowley et al, 2007; El Saadawi et al, 2008; Woo et al, 2006). …”

Section: Introductionmentioning

confidence: 99%

Metacognitive scaffolds improve self-judgments of accuracy in a medical intelligent tutoring system

et al. 2013

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In this study, we examined the effect of two metacognitive scaffolds on the accuracy of confidence judgments made while diagnosing dermatopathology slides in SlideTutor. Thirty-one (N = 31) first- to fourth-year pathology and dermatology residents were randomly assigned to one of the two scaffolding conditions. The cases used in this study were selected from the domain of Nodular and Diffuse Dermatitides. Both groups worked with a version of SlideTutor that provided immediate feedback on their actions for two hours before proceeding to solve cases in either the Considering Alternatives or Playback condition. No immediate feedback was provided on actions performed by participants in the scaffolding mode. Measurements included learning gains (pre-test and post-test), as well as metacognitive performance, including Goodman-Kruskal Gamma correlation, bias, and discrimination. Results showed that participants in both conditions improved significantly in terms of their diagnostic scores from pre-test to post-test. More importantly, participants in the Considering Alternatives condition outperformed those in the Playback condition in the accuracy of their confidence judgments and the discrimination of the correctness of their assertions while solving cases. The results suggested that presenting participants with their diagnostic decision paths and highlighting correct and incorrect paths helps them to become more metacognitively accurate in their confidence judgments.

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“…To illustrate, Figure 1 gives excerpts from: a simple skillometer-type visualization (from ; similar simple bullets visualization (from Brusilovsky & Yudelson, 2008); treemap (from Brusilovsky et al, 2013); and two structured views showing concept nodes and links in a concept map (from ; and a hierarchical network visualization (from Bull, Johnson, Masci, & Biel, 2016). While some studies have found that simple indicators like skillometers are preferred by students (Duan, Mitrovic, & Churcher, 2010), other studies support more complex representations such as concept maps (Maries & Kumar, 2008), for example, as tools to represent and refine assessment claims on learners knowledge (Zapata-Rivera et al, 2007). Given the di↵erences between relative benefits and limitations of the various visualizations, consideration needs to be given as to whether simple or complex visualizations are more suitable for a specific case.…”

Section: Related Workmentioning

confidence: 99%

Navigation support in complex open learner models: assessing visual design alternatives

Guerra

Schunn

Bull³

et al. 2018

New Review of Hypermedia and Multimedia

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Open Learner Models are used in modern e-learning to show system users the content of their learner models. This approach is known to prompt reflection, facilitate planning and navigation. Open Learner Models may show di↵erent levels of detail of the underlying learner model, and may structure the information di↵erently. However, a trade-o↵ exists between useful information and the complexity of the information. This paper investigates whether o↵ering richer information is assessed positively by learners and results in more e↵ective support for learning tasks. An interview pre-study revealed which information within the complex learner model is of interest. A controlled user study examined six alternative visualization prototypes of varying complexity and resulted in the implementation of one of the designs. A second controlled study involved students interacting with variations of the visualization while searching for suitable learning material, and revealed the value of the design alternative and its variations. The work contributes to developing complex open learner models by stressing the need to balance complexity and support. It also suggests that the expressiveness of open learner models can be improved with visual elements that strategically summarize the complex information being displayed in detail.

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The Effect of Student Model on Learning

Cited by 10 publications

References 7 publications

Factors affecting feeling-of-knowing in a medical intelligent tutoring system: the role of immediate feedback as a metacognitive scaffold

Factors affecting feeling-of-knowing in a medical intelligent tutoring system: the role of immediate feedback as a metacognitive scaffold

Metacognitive scaffolds improve self-judgments of accuracy in a medical intelligent tutoring system

Navigation support in complex open learner models: assessing visual design alternatives

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