TY - GEN
T1 - Collaboration in cognitive tutor use in Latin America
T2 - 30th ACM Conference on Human Factors in Computing Systems, CHI 2012
AU - Ogan, Amy
AU - Walker, Erin
AU - Baker, Ryan S J D
AU - Rebolledo-Mendez, Genaro
AU - Castro, Maynor Jimenez
AU - Laurentino, Tania
AU - De Carvalho, Adriana
PY - 2012
Y1 - 2012
N2 - Technology has the promise to transform educational practices worldwide. In particular, cognitive tutoring systems are an example of educational technology that has been extremely effective at improving mathematics learning over traditional classroom instruction. However, studies on the effectiveness of tutor software have been conducted mainly in the United States, Canada, and Western Europe, and little is known about how these systems might be used in other contexts with differing classroom practices and values. To understand this question, we studied the usage of mathematics tutoring software for middle school at sites in three Latin American countries: Brazil, Mexico, and Costa Rica. While cognitive tutors were designed for individual use, we found that students in these classrooms worked collaboratively, engaging in interdependently paced work and conducting work away from their own computer. In this paper we present design recommendations for how cognitive tutors might be incorporated into different classroom practices, and better adapted for student needs in these environments.
AB - Technology has the promise to transform educational practices worldwide. In particular, cognitive tutoring systems are an example of educational technology that has been extremely effective at improving mathematics learning over traditional classroom instruction. However, studies on the effectiveness of tutor software have been conducted mainly in the United States, Canada, and Western Europe, and little is known about how these systems might be used in other contexts with differing classroom practices and values. To understand this question, we studied the usage of mathematics tutoring software for middle school at sites in three Latin American countries: Brazil, Mexico, and Costa Rica. While cognitive tutors were designed for individual use, we found that students in these classrooms worked collaboratively, engaging in interdependently paced work and conducting work away from their own computer. In this paper we present design recommendations for how cognitive tutors might be incorporated into different classroom practices, and better adapted for student needs in these environments.
KW - Cognitive tutors
KW - Collaborative learning
KW - Cultural adaptation
UR - http://www.scopus.com/inward/record.url?scp=84862073187&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84862073187&partnerID=8YFLogxK
U2 - 10.1145/2207676.2208597
DO - 10.1145/2207676.2208597
M3 - Conference contribution
AN - SCOPUS:84862073187
SN - 9781450310154
T3 - Conference on Human Factors in Computing Systems - Proceedings
SP - 1381
EP - 1390
BT - Conference Proceedings - The 30th ACM Conference on Human Factors in Computing Systems, CHI 2012
Y2 - 5 May 2012 through 10 May 2012
ER -