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Ido Roll Vincent AlevenBruce M. McLaren Kenneth R. Koedinger 《Learning and Instruction》2011,21(2):267-280
The present research investigated whether immediate metacognitive feedback on students’ help-seeking errors can help students acquire better help-seeking skills. The Help Tutor, an intelligent tutor agent for help seeking, was integrated into a commercial tutoring system for geometry, the Geometry Cognitive Tutor. Study 1, with 58 students, found that the real-time assessment of students’ help-seeking behavior correlated with other independent measures of help seeking, and that the Help Tutor improved students’ help-seeking behavior while learning Geometry with the Geometry Cognitive Tutor. Study 2, with 67 students, evaluated more elaborated support that included, in addition to the Help Tutor, also help-seeking instruction and support for self-assessment. The study replicated the effect found in Study 1. It was also found that the improved help-seeking skills transferred to learning new domain-level content during the month following the intervention, while the help-seeking support was no longer in effect. Implications for metacognitive tutoring are discussed. 相似文献
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Organizations need better ways to promote and control the process of discovering and handling problems and opportunities. This article proposes a methodology and an information system for supporting this process through the integration of issue management and performance evaluation. Results from a test implementation are discussed. 相似文献
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