Knowledge Tracing for Adaptive Learning in a Metacognitive Tutor

Autor/inn/en	Carlon, May Kristine Jonson; Cross, Jeffrey S.
Titel	Knowledge Tracing for Adaptive Learning in a Metacognitive Tutor
Quelle	In: Open Education Studies, 4 (2022) 1, S.206-224 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1515/edu-2022-0013
Schlagwörter	Intelligent Tutoring Systems; Metacognition; Cognitive Processes; Difficulty Level; Markov Processes; Artificial Intelligence; Bayesian Statistics + Suchen Sie Ihr Suchwort? Intelligentes Tutorsystem; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Markowscher Prozess; Künstliche Intelligenz
Abstract	Adaptive learning is provided in intelligent tutoring systems (ITS) to enable learners with varying abilities to meet their expected learning outcomes. Despite the personalized learning afforded by ITSes using adaptive learning, learners are still susceptible to shallow learning. Introducing metacognitive tutoring to teach learners how to be aware of their knowledge can enable deeper learning. However, metacognitive tutoring on top of cognitive tutoring can lead to unsustainable cognitive loads. Using metacognitive inputs for knowledge tracing was explored for managing cognitive loads. Hidden Markov models (HMM) and artificial neural networks were used to train models on a synthetic dataset created from predetermined learner personas. The models created with metacognitive inputs were compared with the models created without said inputs. The models using metacognitive inputs performed better than the standard models while still following learning intuitions. This indicates that combining knowledge tracing and metacognitive tutoring is a viable option for improving learning outcomes. This is an important finding since online learning, which demands metacognitive skills, is becoming popular for various topics, including those that are challenging even with immediate teacher assistance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01