Adelaide Research & Scholarship
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https://hdl.handle.net/2440/109413
| Type: | Conference paper |
| Title: | How should SE be supported - during problem solving or separately? |
| Author: | Weerasinghe, A. Najar, A. Mitrovic, A. |
| Citation: | CEUR Workshop Proceedings, 2013 / Walker, E., Looi, C. (ed./s), vol.1009, pp.13-18 |
| Publisher: | Volume editors |
| Issue Date: | 2013 |
| ISSN: | 1613-0073 |
| Conference Name: | 16th International Conference on Artificial Intelligence in Education (AIED) (9 Jul 2013 - 13 Jul 2013 : Memphis, TN) |
| Editor: | Walker, E. Looi, C. |
| Statement of Responsibility: | Amali Weerasinghe, Amir Shareghi Najar, Antonija Mitrovic |
| Abstract: | Self-explanation (SE) has proven to be an effective meta-cognitive strategy. However, some performance-oriented students tend to not take advantage of the SE opportunities provided as they are seen as extra work that does not directly contribute to problem solving. We focus on approaches that can be used to motivate such students to take advantage of SE support. As a first step, we analysed SE support provided in some systems and discuss their limitations. We also outline a study that compares the two approaches: separating SE support from problem solving versus interleaving the two. |
| Description: | Part 10: Workshop on Self-Regulated Learning in Educational Technologies: Supporting, modeling, evaluating, and fostering metacognition with computer-based learning environments (SRL@ET) |
| Rights: | Copyright © 2013 for the individual papers by the papers' authors. Copying permitted only for private and academic purposes. This volume is published and copyrighted by its editors. |
| Published version: | http://ceur-ws.org/Vol-1009/ |
| Appears in Collections: | Aurora harvest 8 Computer Science publications |
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