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

11 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
PublisherSpringer Verlag
Pages603-613
Number of pages11
ISBN (Print)3540691308, 9783540691303
DOIs
StatePublished - 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
Country/TerritoryCanada
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
  • General Computer Science

Fingerprint

Dive into the research topics of 'Eliminating the gap between the high and low students through meta-cognitive strategy instruction'. Together they form a unique fingerprint.

Cite this