Cognitive Principles in Tutor & Cognitive Tutor Principles - PowerPoint PPT Presentation

Lots of Lists of Principles 1 Cognitive Principles in Tutor & • Cognitive Tutor Principles e-Learning Design – Koedinger, K. R. & Corbett, A. T. (2006). Cognitive Tutors: Technology bringing learning science to the classroom. Handbook of the Learning Sciences. – Anderson, J. R., Corbett, A. T., Koedinger, K. R., & Pelletier, R. (1995). Cognitive Ken Koedinger tutors: Lessons learned. The Journal of the Learning Sciences , 4 (2), 167-207. • Multimedia & eLearning Principles Human-Computer Interaction & – Mayer, R. E. (2001). Multimedia Learning . Cambridge University Press. Psychology – Clark, R. C., & Mayer, R. E. (2003). e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning . San Carnegie Mellon University Francisco: Jossey-Bass. • How People Learn Principles – Donovan, M. S., Bransford, J. D., & Pellegrino, J.W. (1999). How people learn: Bridging research and practice . Washington, D.C.: National Academy Press. CMU Director of the Pittsburgh Science • Progressive Abstraction or “Bridging” Principles of Learning Center – Koedinger, K. R. (2002). Toward evidence for instructional design principles: Examples from Cognitive Tutor Math 6. Invited paper in Proceedings of PME-NA. • Other lists on the web … – See learnlab.org/research/wiki 1 2 Principles on web: See learnlab.org/research/wiki Overview • Cognitive Tutor Principles • Multimedia Principles – Theoretical & Experimental evidence • Building on prior knowledge – Need empirical methods to apply • Summary 4

1. Represent student Cognitive Tutor Principles competence as a production set 1. Represent student competence as a • Accurate model of target skill to: production set – Inform design of 2. Provide instruction in the problem-solving context • Curriculum scope & sequence, interface, error feedback & hints, problem selection & promotion 3. Communicate the goal structure underlying – Interpret student actions in tutor the problem solving 4. Promote an abstract understanding of the problem-solving knowledge • Knowledge decomposition! 5. Minimize working memory load – Identify the components of learning 6. Provide immediate feedback on errors 5 6 Feedback Studies in LISP Tutor 6. Provide immediate feedback (Corbett & Anderson, 1991) on errors 1500 Immediate Feedback Immediate Feedback • Productions are learned from the examples that are the Error Flagging Error Flagging Demand Feedback Demand Feedback 1250 product of problem solving No Feedback No Feedback Time to Complete Programming 1000 • Benefits: Problems in LISP – Cuts down time students spend in error states Tutor – Eases interpretation of student problem solving steps 750 Immediate Feedback Vs Student-Controlled • Evidence: LISP Tutor 500 Feedback • Smart delayed feedback can be helpful 250 – Excel Tutor 0 0 1 2 3 4 5 6 Tutor Lesson Tutor Lesson 7 8

Tutoring Self-Correction of Intelligent Novice Condition Learns More Errors Coding Concepts 100% 100% 85% 76% • Recast delayed vs. immediate feedback debate as 73% 80% 80% 67% contrasting “ model of desired performance ” 60% 60% 40% 40% • Expert Model 20% 20% – Goal: students should not make errors 0% 0% • Intelligent Novice Model Expert Tutor Intelligent Novice Tutor Expert Tutor Intelligent Novice Tutor – Goal: students can make some errors, but recognize them F = 4.23, p < .05 Retention Transfer & take action to self-correct 100% 100% 81% 73% 74% 80% 80% • Both provide immediate feedback 60% 60% 60% – Relative to different models of desired performance 40% 40% Mathan, S. & Koedinger, K. R. (2003). Recasting the feedback debate: Benefits of tutoring 20% 20% error detection and correction skills. In Hoppe, Verdejo, & Kay (Eds.), Proceedings of 0% 0% Artificial Intelligence in Education (pp. 13-18). Amsterdam, IOS Press. [Best Student Paper.] Expert Tutor Intelligent Novice Tutor Expert Tutor Intelligent Novice Tutor 9 10 Learning Curves: Difference Overview Between Conditions Emerges Early • Number of attempts at a step by opportunities to apply a production rule • Cognitive Tutor Principles • Multimedia Principles – Theoretical & Experimental evidence • Instructional Bridging Principles – Need empirical methods to apply • PSLC Principles 11 12

Media Element Principles of Cognitive Processing of E-Learning Instructional Materials 1. Multimedia • Instructional material is: – Processed by our eyes or ears 2. Contiguity – Stored in corresponding working memory (WM) 3. Coherence • Must be integrated to develop an understanding • Stored in long term memory 4. Modality 5. Redundancy Narration Auditory WM Build Referential Long Term 6. Personalization Connections Memory OnScreen Text Animation Visual WM 13 14 Multimedia Principle Coherence Principle Which is better for student learning? Which is better for student learning? A. Learning from words and pictures A. When extraneous, entertaining material is included B. Learning from words alone B. When extraneous, entertaining material is excluded Example: Description of how lightning works with or Example: Including a picture of an airplane being without a graphic struck by lightning A. Words & pictures B. Excluded Why? Why? Students can mentally build both a verbal & Extraneous material competes for cognitive pictorial model & then make connections resources in working memory and diverts between them attention from the important material 15 16

Working Memory Explanation of Modality Modality Principle • When visual information is being explained, better to present words as Which is better for student learning? audio narration than onscreen text A. Spoken narration & animation Working Memory Sensory Memory B. On-screen text & animation Ears Example: Verbal description of lightning process is Printed Phonetic Processing Words presented either in audio or text A. Spoken narration & animation Pictures Eyes Visual Processing Why? Presenting text & animation at the same time Sensory Memory Working Memory can overload visual working memory & leaves Ears Spoken Words Phonetic Processing auditory working memory unused. Pictures Eyes Visual Processing 17 18 Summary of Media Element Scientific Evidence (mostly Principles of E-Learning lab) that Principles Work 1. Multimedia: Present both words & pictures Summary of Research Results from the Six Media Elements Principles. (From Mayer, 2001) 2. Contiguity: Present words within picture near Principle Percent Effect Size Number of relevant objects Gain Tests 3. Coherence: Exclude extraneous material Multimedia 89 1.50 9 of 9 4. Modality: Use spoken narration rather than Contiguity 68 1.20 5 of 5 written text along with pictures Coherence 82 1.17 10 of 11 5. Redundancy: Do not include text & spoken Modality 80 1.17 4 of 4 narration along with pictures Redundancy 79 1.24 2 of 2 6. Personalization: Use a conversational rather than a formal style of instruction Personalization 67 1.24 5 of 5 19 20

Applying principles depends Overview on a quality domain analysis • Example: See Davenport pages on PSLC wiki • Cognitive Tutor Principles • Three studies indicate dependency • Multimedia Principles – Applied multimedia principle in College Chemistry course -- added diagrams to existing text – Theoretical & Experimental evidence • No impact on learning! • Building on prior knowledge – Did cognitive task analysis of domain & redesigned course materials – Need empirical methods to apply • Big impact on learning! • Summary – Reapplied multimedia principle with new materials -- added diagrams to modified text • New principle worked: Big impact on learning 21 22 How People Learn Principles But: How People Learn book What prior knowledge do 1. Build on prior knowledge students have? 2. Connect facts & procedures with How can instruction best concepts build on this knowledge? 3. Support meta-cognition Bransford, Brown, & Cocking (1999). How people learn: Brain, mind, experience and school . D.C.: National Academy Press. 23 24