Effects of Dissuading Unnecessary Help Requests While Providing Proactive Help

R. Charles Murray; Kurt Vanlehn

Effects of Dissuading Unnecessary Help Requests While Providing Proactive Help

R. Charles Murray, Kurt Vanlehn

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

Abstract

We tested effects of dissuading students from requesting help unless they really needed it. The manipulation occurred while the students solved problems on an ITS that provided proactive help. Compared to their counterparts, dissuaded students requested help much less often. Moreover, the less help students requested, the higher their posttest score. Among students with lower pretest scores, dissuaded students marginally gained more than their non-dissuaded counterparts. We discuss our results, a new type of help abuse, some ramifications of proactive help, and the generalizability of our results.

Original language	English (US)
Title of host publication	Artificial Intelligence in Education
Subtitle of host publication	Supporting Learning through Intelligent and Socially Informed Technology
Editors	Chee-Kit Looi, Gord McCalla, Bert Bredeweg, Joost Breuker
Publisher	IOS Press BV
Pages	887-889
Number of pages	3
ISBN (Electronic)	1586035304, 9781586035303
State	Published - 2005
Externally published	Yes
Event	12th International Conference on Artificial Intelligence in Education, AIED 2005 - Amsterdam, Netherlands Duration: Jul 18 2005 → Jul 22 2005

Publication series

Name	Frontiers in Artificial Intelligence and Applications
Volume	125
ISSN (Print)	0922-6389

Conference

Conference	12th International Conference on Artificial Intelligence in Education, AIED 2005
Country/Territory	Netherlands
City	Amsterdam
Period	7/18/05 → 7/22/05

ASJC Scopus subject areas

Artificial Intelligence

Cite this

Murray, R. C., & Vanlehn, K. (2005). Effects of Dissuading Unnecessary Help Requests While Providing Proactive Help. In C-K. Looi, G. McCalla, B. Bredeweg, & J. Breuker (Eds.), Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology (pp. 887-889). (Frontiers in Artificial Intelligence and Applications; Vol. 125). IOS Press BV.

Effects of Dissuading Unnecessary Help Requests While Providing Proactive Help. / Murray, R. Charles; Vanlehn, Kurt.
Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology. ed. / Chee-Kit Looi; Gord McCalla; Bert Bredeweg; Joost Breuker. IOS Press BV, 2005. p. 887-889 (Frontiers in Artificial Intelligence and Applications; Vol. 125).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

Murray, RC & Vanlehn, K 2005, Effects of Dissuading Unnecessary Help Requests While Providing Proactive Help. in C-K Looi, G McCalla, B Bredeweg & J Breuker (eds), Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology. Frontiers in Artificial Intelligence and Applications, vol. 125, IOS Press BV, pp. 887-889, 12th International Conference on Artificial Intelligence in Education, AIED 2005, Amsterdam, Netherlands, 7/18/05.

Murray, R. Charles ; Vanlehn, Kurt. / Effects of Dissuading Unnecessary Help Requests While Providing Proactive Help. Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology. editor / Chee-Kit Looi ; Gord McCalla ; Bert Bredeweg ; Joost Breuker. IOS Press BV, 2005. pp. 887-889 (Frontiers in Artificial Intelligence and Applications).

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Effects of Dissuading Unnecessary Help Requests While Providing Proactive Help

Abstract

Publication series

Conference

ASJC Scopus subject areas

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