Eliminating the gap between the high and low students through meta-cognitive strategy instruction

Min Chi, Kurt Vanlehn

Research output: Chapter in Book/Report/Conference proceedingConference contribution

8 Scopus citations

Abstract

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.

Original languageEnglish (US)
Title of host publicationIntelligent Tutoring Systems - 9th International Conference, ITS 2008, Proceedings
Pages603-613
Number of pages11
DOIs
StatePublished - Dec 1 2008
Externally publishedYes
Event9th International Conference on Intelligent Tutoring Systems, ITS 2008 - Montreal, QC, Canada
Duration: Jun 23 2008Jun 27 2008

Publication series

NameLecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
Volume5091 LNCS
ISSN (Print)0302-9743
ISSN (Electronic)1611-3349

Other

Other9th International Conference on Intelligent Tutoring Systems, ITS 2008
CountryCanada
CityMontreal, QC
Period6/23/086/27/08

Keywords

  • Domain-independent Problem-Solving Strategies
  • Intelligent Tutoring Systems
  • Meta-cognitive skills

ASJC Scopus subject areas

  • Theoretical Computer Science
  • Computer Science(all)

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    Chi, M., & Vanlehn, K. (2008). Eliminating the gap between the high and low students through meta-cognitive strategy instruction. In Intelligent Tutoring Systems - 9th International Conference, ITS 2008, Proceedings (pp. 603-613). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 5091 LNCS). https://doi.org/10.1007/978-3-540-69132-7-63