Abstract
Interactive Strategy Training for Active Reading and Thinking (iSTART) is an intelligent tutoring system that supports reading comprehension through self-explanation (SE) training. This study tested how two metacognitive features, presented in a 2 x 2 design, affected students’ SE scores during training. The performance notification feature notified students when their average SE score dropped below an experimenter-set threshold. The self-rating feature asked participants to rate their own SE scores. Analyses of SE scores during training indicated that neither feature increased SE scores and, on the contrary, seemed to decrease SE performance after the first instance. These findings suggest that too many metacognitive prompts can be detrimental, particularly in a system that provides metacognitive strategy training.
Original language | English (US) |
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Pages | 404-405 |
Number of pages | 2 |
State | Published - 2017 |
Event | 10th International Conference on Educational Data Mining, EDM 2017 - Wuhan, China Duration: Jun 25 2017 → Jun 28 2017 |
Conference
Conference | 10th International Conference on Educational Data Mining, EDM 2017 |
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Country/Territory | China |
City | Wuhan |
Period | 6/25/17 → 6/28/17 |
Keywords
- Educational games
- Intelligent tutoring systems
- Metacognition
- System interaction logs
ASJC Scopus subject areas
- Computer Science Applications
- Information Systems