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Four dimensions for classifying regulative loop systems: knowledge type, recipient, change process, granularity

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Beyond the main classification, the article augments it with four independent dimensions, summarized in Table 1: "Type of knowledge: Cognitive, meta-cognitive, collaborative skill, motivations; Recipient: Student, teacher, activity structure (interventions only); Type of change process: Reminding, persuasion, teaching, remediation; Granularity: Step, task, module." Knowledge type distinguishes cognitive knowledge, meta-cognitive knowledge addressed by meta-tutors, collaboration skill, and motivations. Recipient covers whether information goes to the student directly, to a teacher, or restructures the activity.

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  • Four dimensions for classifying regulative loop systems: knowledge type, recipient, change process, granularity: Beyond the main classification, the article augments it with four independent dimensions, summarized in Table 1: "Type of knowledge: Cognitive, meta-cognitive, collaborative skill, motivations; Recipient: Student, teacher, activity structure (interventions only); Type of change process: Reminding, persuasion, teaching, remediation; Granularity: Step, task, module." Knowledge type distinguishes cognitive knowledge, meta-cognitive knowledge addressed by meta-tutors, collaboration skill, and motivations. Recipient covers whether information goes to the student directly, to a teacher, or restructures the activity. (VanLehn (2015))

Claims

Key Sources

  • VanLehn, K. (2015). Regulative Loops, Step Loops and Task Loops. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-015-0056-x
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type research-method
id four-dimensions-for-classifying-regulative-loop-systems-knowledge-type-recipient-change-pr
title Four dimensions for classifying regulative loop systems: knowledge type, recipient, change process, granularity
description Beyond the main classification, the article augments it with four independent dimensions, summarized in Table 1: "Type of knowledge: Cognitive, meta-cognitive, collaborative skill, motivations; Recipient: Student, teacher, activity structure (interventions only); Type of change process: Reminding, p
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generated by process:settle-candidates on 2026-10-28
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