Help-seeking skill models built from ITS practice data were not transferable across Costa Rican, Philippine, and US contexts (reported by Ogan et al., 2014)¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Models of help-seeking skill based on student practice in an intelligent tutoring system compared across Costa Rica, the Philippines, and the United States were not transferable across contexts. → Amy Ogan & W. Lewis Johnson 2015

Evidence¶

Amy Ogan & W. Lewis Johnson 2015¶

Amy Ogan & W. Lewis Johnson. (2015). Preface for the Special Issue on Culturally Aware Educational Technologies. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-015-0036-1

q2 · i? · review · r2

The editorial reports, describing Ogan et al. (2014), that cross-context comparison of ITS help-seeking models found them "not transferrable across contexts"; the editors attribute the result to that paper, not to their own analysis.

"It compares models of help-seeking skill based on student practice in an intelligent tutoring system in three different contexts: Costa Rica, the Philippines, and a site in the country where the system was originally developed, the United States, and finds that the models are not transferrable across contexts."

Discussion¶

Related Claims¶

• Dimensional national-culture models (Hofstede; Hall) did not prove useful as a basis for modeling culture in educational technology design — related
• Computer sharing accounts for over 60% of Cognitive Tutor use in developing areas, and multi-input shared-device designs reduce cost-per-student — related
• Tutoring systems appear to be culturally dependent, per insights the paper attributes to Ogan and Johnson — a broader claim this one bears on
• Students' help-seeking error frequencies correlate strongly across different Cognitive Tutor units and cohorts (r = 0.89) — related
• Collaborative classroom practice in Costa Rica may explain why help-seeking models fail to transfer there — a narrower finding that bears on this claim
• Help abuse is negatively associated with learning in both the Philippines and United States datasets — related
• Help-seeking models transfer above chance across sites but perform poorly on the Costa Rican data — reports the opposite
• Pre-test knowledge differed significantly across the three countries, producing a country by test time interaction — related
• Each site's help-seeking model predicted learning in its own data, with widely differing fit (Costa Rica r=0.462, U.S. r=0.350, Philippines r=0.126) — related