Search results for author:"Bruce M. McLaren"
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A New Paradigm for Intelligent Tutoring Systems: Example-Tracing Tutors
Vincent Aleven; Bruce M. McLaren; Jonathan Sewall; Kenneth R. Koedinger
International Journal of Artificial Intelligence in Education Vol. 19, No. 2 (2009) pp. 105–154
The Cognitive Tutor Authoring Tools (CTAT) support creation of a novel type of tutors called example-tracing tutors. Unlike other types of ITSs (e.g., model-tracing tutors, constraint-based tutors), example-tracing tutors evaluate student behavior...
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Help Helps, but Only so Much: Research on Help Seeking with Intelligent Tutoring Systems
Vincent Aleven; Ido Roll; Bruce M. McLaren; Kenneth R. Koedinger
International Journal of Artificial Intelligence in Education Vol. 26, No. 1 (2016) pp. 205–223
Help seeking is an important process in self-regulated learning (SRL). It may influence learning with intelligent tutoring systems (ITSs), because many ITSs provide help, often at the student's request. The Help Tutor was a tutor agent that gave in...
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Improving students’ help-seeking skills using metacognitive feedback in an intelligent tutoring system
Ido Roll; Vincent Aleven; Bruce M. McLaren; Kenneth R. Koedinger
Learning and Instruction Vol. 21, No. 2 (April 2011) pp. 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...
Language: English
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Automated, Unobtrusive, Action-by-Action Assessment of Self-Regulation during Learning with an Intelligent Tutoring System
Vincent Aleven; Ido Roll; Bruce M. McLaren; Kenneth R. Koedinger
Educational Psychologist Vol. 45, No. 4 (2010) pp. 224–233
Assessment of students' self-regulated learning (SRL) requires a method for evaluating whether observed actions are appropriate acts of self-regulation in theEv specific learning context in which they occur. We review research that has resulted in...
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Accounting for Beneficial Effects of Worked Examples in Tutored Problem Solving
Ron J. C. M. Salden; Kenneth R. Koedinger; Alexander Renkl; Vincent Aleven; Bruce M. McLaren
Educational Psychology Review Vol. 22, No. 4 (December 2010) pp. 379–392
Recent studies have tested the addition of worked examples to tutored problem solving, a more effective instructional approach than the untutored problem solving used in prior worked example research. These studies involved Cognitive Tutors,...
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Example-Tracing Tutors: Intelligent Tutor Development for Non-Programmers
Vincent Aleven; Bruce M. McLaren; Jonathan Sewall; Martin van Velsen; Octav Popescu; Sandra Demi; Michael Ringenberg; Kenneth R. Koedinger
International Journal of Artificial Intelligence in Education Vol. 26, No. 1 (2016) pp. 224–269
In 2009, we reported on a new Intelligent Tutoring Systems (ITS) technology, example-tracing tutors, that can be built without programming using the Cognitive Tutor Authoring Tools (CTAT). Creating example-tracing tutors was shown to be 4-8 times as ...