Feedback on help seeking produced a lasting improvement in how deliberately students used on-demand help, even after feedback was removed¶

Claim · All claims
Evidence · 1 study (2 entries) · review r3 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Classroom studies of the Help Tutor found that feedback on help seeking led students to spend more time per hint level and request fewer hint levels, months after feedback ended. → Aleven 2016 q3 i? Despite improved help-seeking behavior, the Help Tutor did not improve students' domain-level learning outcomes. → Aleven 2016 (2)

Evidence¶

Aleven 2016¶

Aleven, V., Roll, I., McLaren, B. M., & Koedinger, K. R. (2016). Help Helps, But Only So Much: Research on Help Seeking with Intelligent Tutoring Systems. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-015-0089-1

q3 · i? · review · r3

Classroom studies integrating the Help Tutor with the Geometry Cognitive Tutor measured help-seeking behavior during and after the intervention via tutor log data and post-test measures, finding students "spent more time per hint level and when they asked for help, requested fewer hint levels".

"We found that this feedback led to a lasting improvement in help-seeking behavior, even months after the Help Tutor was turned off. Specifically, students who had received feedback on help seeking used the hints more deliberately: They spent more time per hint level and when they asked for help, requested fewer hint levels."

Aleven 2016 (2)¶

Aleven, V., Roll, I., McLaren, B. M., & Koedinger, K. R. (2016). Help Helps, But Only So Much: Research on Help Seeking with Intelligent Tutoring Systems. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-015-0089-1

q3 · i? · review · r3

In the same classroom studies, domain-level learning was assessed with a pre/post-test of geometry skill while the intervention was in effect; the article reports no statistically significant improvement, and equivalence was not tested.

"However, we did not find improved domain-level learning due to feedback on help seeking."

Discussion¶

Related Claims¶

• Students frequently used on-demand help ineffectively, and raw help frequency correlated negatively with learning gains — related
• Help Tutor metacognitive instruction produced no domain-level geometry learning gains and no lasting help-seeking procedural knowledge — reports the opposite