Students' help-seeking error frequencies correlate strongly across different Cognitive Tutor units and cohorts (r = 0.89)¶

Claim · All claims
Evidence · 1 study · review r2 · q2 · i3 large
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 The correlation between students' frequency of help-seeking errors in a geometry angles unit and a data-analysis scatterplot unit was 0.89. → Koedinger 2008

Evidence¶

Koedinger 2008¶

Koedinger, K., Aleven, V., Roll, I., & Baker, R. (2008). In vivo experiments on whether supporting metacognition in intelligent tutoring systems yields robust learning. https://learnlab.org/

q2 · i3 · review · r2

Correlational analysis of student-tutor log data across Cognitive Tutor units, indicating the help-seeking model captures behavior independent of specific content or student group (r = 0.89). The authors note related results were "not entirely stable across data sets".

"the correlation between students' frequency of different types of help-seeking errors in an angles unit (in geometry) and a scatterplot unit (in data analysis) was 0.89."

Discussion¶

Related Claims¶

• The Help Tutor improved students' in-tutor help-seeking behavior, but only for a subset of help-seeking action types
• Help Tutor metacognitive instruction produced no domain-level geometry learning gains and no lasting help-seeking procedural knowledge
• Exam scores correlate positively with correct submissions and negatively with incorrect submissions and solution access — related