A successful instructional method is to engage learners with exploratory problem-solving before providing explanations of the canonical solutions and foundational concepts. A key question is whether and what type of guidance will lead learners to explore more productively and how this guidance will affect subsequent learning and transfer. We…

Prior research shows that self-explanation promotes understanding by helping learners connect new knowledge with prior knowledge. However, despite ample evidence supporting the effectiveness of self-explanation, an instructional design challenge emerges in how best to scaffold self-explanation. In particular, it is an open challenge to design…

Many studies have shown that visual representations can enhance student understanding of STEM concepts. However, prior research suggests that visual representations alone are not necessarily effective across a broad range of students. To address this problem, we created a novel, scaffolded form of diagrammatic self-explanation in which students…

Collaborative learning has been shown to be beneficial for older students, but there has not been much research to show if these results transfer to elementary school students. In addition, collaborative and individual modes of instruction may be better for acquiring different types of knowledge. Collaborative Intelligent Tutoring Systems (ITS)…

Authoring tools for Intelligent Tutoring System (ITS) have been shown to decrease the amount of time that it takes to develop an ITS. However, most of these tools currently do not extend to collaborative ITSs. In this paper, we illustrate an extension to the Cognitive Tutor Authoring Tools (CTAT) to allow for development of collaborative ITSs that…

Collaborative and individual learning are both frequently used in classrooms to support learning. However, little research has investigated the benefits of combining individual and collaborative learning, as compared to learning only individually or only collaboratively. With our study, we address this research gap. We compared a combined…

While collaborative Intelligent Tutoring Systems (ITSs) have been designed for older students and have been shown to support sense-making behaviors, there has not been as much work on creating systems to support collaboration between elementary school students. We have developed and tested, with 84 students, individual and collaborative versions…

Our 1997 article in "IJAIED" reported on a study that showed that a new algebra curriculum with an embedded intelligent tutoring system (the Algebra Cognitive Tutor) dramatically enhanced high-school students' learning. The main motivation for the study was to demonstrate that intelligent tutors that have cognitive science research…

Collaborative and individual instruction may support different types of knowledge. Optimal instruction for a subject domain may therefore need to combine these two modes of instruction. There has not been much research, however, on combining individual and collaborative learning with Intelligent Tutoring Systems (ITSs). A first step is to expand…

The field of EDM has focused more on modeling student knowledge than on investigating what sequences of different activity types achieve good learning outcomes. In this paper we consider three activity types, targeting sense-making, induction and refinement, and fluency building. We investigate what mix of the three types might be most effective…

Prior research has shown that tutored problem solving with intelligent software tutors is an effective instructional method, and that worked examples are an effective complement to this kind of tutored problem solving. The work on the expertise reversal effect suggests that it is desirable to tailor the fading of worked examples to individual…

Recent studies have tested the addition of worked examples to tutored problem solving, a more effective instructional approach than the untutored problem solving used in prior worked example research. These studies involved Cognitive Tutors, software designed to support problem solving while minimizing extraneous cognitive load by providing…