Designing Representations and Support for Metacognition in the Generalized Intelligent Framework for Tutoring

An important component of metacognition relates to the understanding and use of strategies. Thus, measuring and supporting students’ strategy understanding in complex open-ended learning environments is an important challenge. However, measuring students’ strategy use and understanding is a difficult undertaking. In this paper, we present our design for representing and supporting students in their understanding of strategies while working in complex, open-ended learning environments using the Generalized Intelligent Framework for Tutoring (GIFT). Our approach utilizes a wealth of previous research and relies on three primary instructional interventions: contextualized conversational assessments and feedback; reviewing knowledge and strategies; and teaching through analogies. We believe that incorporating these approaches into GIFT will allow for powerful instruction of complex tasks and