TY - GEN
T1 - Eliminating the gap between the high and low students through meta-cognitive strategy instruction
AU - Chi, Min
AU - Vanlehn, Kurt
N1 - Copyright:
Copyright 2021 Elsevier B.V., All rights reserved.
PY - 2008
Y1 - 2008
N2 - One important goal of Intelligent Tutoring Systems (ITSs) is to bring students up to the same level of mastery. We showed that an ITS teaching a domain-independent problem-solving strategy indeed closed the gap between High and Low learners, not only in the domain where it was taught (probability) but also in a second domain where it was not taught (physics). The strategy includes two main components: one is solving problems via Backward-Chaining (BC) from goals to givens, named the BC-strategy, and the other is drawing students' attention on the characteristics of each individual domain principle, named the principle-emphasis skill. Evidence suggests that the Low learners transferred the principle-emphasis skill to physics while the High learners seemingly already had such skill and thus mainly transferred the other skill, the BC-strategy. Surprisingly, the former learned just as effectively as the latter in physics. We concluded that the effective element of the taught strategy seemed not to be the BC-Strategy, but the principle-emphasis skill.
AB - One important goal of Intelligent Tutoring Systems (ITSs) is to bring students up to the same level of mastery. We showed that an ITS teaching a domain-independent problem-solving strategy indeed closed the gap between High and Low learners, not only in the domain where it was taught (probability) but also in a second domain where it was not taught (physics). The strategy includes two main components: one is solving problems via Backward-Chaining (BC) from goals to givens, named the BC-strategy, and the other is drawing students' attention on the characteristics of each individual domain principle, named the principle-emphasis skill. Evidence suggests that the Low learners transferred the principle-emphasis skill to physics while the High learners seemingly already had such skill and thus mainly transferred the other skill, the BC-strategy. Surprisingly, the former learned just as effectively as the latter in physics. We concluded that the effective element of the taught strategy seemed not to be the BC-Strategy, but the principle-emphasis skill.
KW - Domain-independent Problem-Solving Strategies
KW - Intelligent Tutoring Systems
KW - Meta-cognitive skills
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U2 - 10.1007/978-3-540-69132-7_63
DO - 10.1007/978-3-540-69132-7_63
M3 - Conference contribution
AN - SCOPUS:70349863110
SN - 3540691308
SN - 9783540691303
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 603
EP - 613
BT - Intelligent Tutoring Systems - 9th International Conference, ITS 2008, Proceedings
PB - Springer Verlag
T2 - 9th International Conference on Intelligent Tutoring Systems, ITS 2008
Y2 - 23 June 2008 through 27 June 2008
ER -