According to Self-Regulated Learning theories, self-assessment by students can facilitate in-depth reflection and help direct effective self-regulated learning. Yet, not much work has investigated the relation between students’ self-assessment and learning outcomes in Intelligent Tutoring Systems (ITSs). This paper investigates this relation with classrooms using the Geometry Cognitive Tutor. W...

This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date...

The system presented here shows how Soar, an architecture for general problem solving and learning, can acquire general search-control knowledge from outside guidance. The guidance can be either direct advice about what the system should do, or a problem that illustrates a relevant idea. The system makes use of the guidance by first formulating an appropriate goal for itself. In the process of ...

Previous research in cognitive science has shown that analogical comparison and self-explanation are two powerful learning activities that can improve conceptual learning in laboratory settings. The current work examines whether these results generalize to students learning physics in a classroom setting. Students were randomly assigned to one of three worked example learning conditions (readin...

Experiment 1 demonstrates that problem solving knowledge can be applied while a move is in progress in certain Tower of London (ToL) problems. A two-stage move process is often delayed in the second stage when participants have been misled by similarity to a previous problem. We suggest this is indicative of misgivings about the chosen move caused by on-going analysis of the move that is being ...