quincy brownkallen tsikalas research questions & hypotheses theoretical assumptions: good, bad...
TRANSCRIPT
Quincy Brown Kallen Tsikalas
• Research Questions & Hypotheses• Theoretical Assumptions: Good, Bad & Ugly• Using CTAT to test hypotheses• The Interface• Beneath the Interface: Models & Behavior Graphs
• Lessons Learned• Extensions to the CTAT Interface Tools• Future work
An Experiment Using CTAT to Explore the Role of
Self-Regulation in the Robust Learning of Middle School Math
Research Questions & Hypotheses
1. Effect of providing a self-regulatory goal. What is the effect of giving students an explicit self-regulatory goal [to be “error detectives”] on their robust learning and the accuracy of their self-efficacy ratings?
2. Effect of providing self-regulatory feedback and practice opportunities. What is the effect of providing students with feedback on and practice with a self-regulatory skill [error detection and correction] on their robust learning and the accuracy of their self-efficacy ratings?
3. Predictive power of accurate self-efficacy ratings. To what extent does the accuracy of students’ self-efficacy ratings effect their learning curve and help-seeking behavior?
Outcome Variables
- Accuracy of self-efficacy ratings
- Learning curves from CTAT data
- Pre-, post-, and delayed post-test scores
How sure are you that you can solve this problem?
Likert scale (1-10)
Theoretical Assumptions
Interventions that target students’ self-regulatory processes can lead to improved cycles of learning and improved academic and non-academic outcomes.
Examples of self-regulatory interventions are training and/or feedback on motivational beliefs, goal-setting, monitoring, self-judgments, etc.
Providing feedback on self-regulatory skills effects students’
Ability to create internal feedback and self-assess Attributions about success or failure Proficiency at help-seeking Willingness to invest effort in dealing with feedback
information
Cognitive load theory may suggest that attending to errors introduces extraneous load which may diminish robust learning.
Using CTAT to Test Hypotheses
2x2 factorial design Control condition = Cognitive Tutor
with no self-regulation enhancements’
Opportunities for assisted practice of cognitive skills
Multiple versions of Cognitive Tutor
Self-Regulatory Goal
+ -
- Control:CogTutor w/ no SR
enhancements
Err
or
IDFe
ed
back
The Interface
Two Versions
Example-Tracing Tutor Executed in Flash Steps on separate screens Dynamic feedback: Students have opportunity to
interact with feedback screens
Full Cognitive Tutor Executive in Flash Interface represents deep mathematical structure
The CTAT Example-Tracing Interface
Executed in Flash Steps on separate screens (Flash frames) Dynamic feedback: Students have opportunity to
interact with error feedback on screens (through Flash movies)
The CTAT Cognitive Tutor Interface Executed in Flash Streamlined format representing deep structure of
mathematics
Lessons Learned
How to use the CTAT tools Importance of think-alouds for building
example-tracing and production rules To create correct branching structure To optimize the number of rules – not more
than needed
Potential threats to the efficacy of our intervention: Ken’s talk on design principles
Ideas about new types of learning outcomes (learning curves, help requests that lead to greater learning)
Extensions to CTAT Interface Tools
Multiple screens for one tutor Navigation between screens that
communicates with CTAT Via ActionScript Intratutor communication
Separate functions (e.g., visible and invisible Flash movies) for displaying feedback
Adjustments to Flash Widgets Widgets just to log student actions/ideas
rather than to tutor Debugging of Flash tutorials
Future Work
Extension to mobile devices
Use of student characteristics (e.g., self-efficacy ratings) to guide specific tutoring actions
Use of student characteristics (e.g., accuracy of self-efficacy ratings) to predict learning curves
Special Thanks to…
Everyone who helped us figure out what’s going on!
John and Brett for assistance with Flash widgets and communication between Example-Tracing functions and Flash interface
Jonathan and Vincent for assistance with full cognitive tutor development and production
Noboru for assistance with SimStudent
The PLSC Summer School students and staff for their good humor and great ideas!