Аннотация
Intelligent tutoring systems are highly interactive learning environments
that have been shown to improve upon typical classroom instruction.
Cognitive Tutors are a type of intelligent tutor based on cognitive
psychology theory of problem solving and learning. Cognitive Tutors
provide a rich problem-solving environment with tutorial guidance
in the form of step-by-step feedback, specific messages in response
to common errors, and on-demand instructional hints. They also select
problems based on individual student performance. The learning benefits
of these forms of interactivity are supported, to varying extents,
by a growing number of results from experimental studies. As Cognitive
Tutors have matured and are being applied in new subject-matter areas,
they have been used as a research platform and, particularly, to
explore interactive methods to support metacognition. We review experiments
with Cognitive Tutors that have compared different forms of interactivity
and we reinterpret their results as partial answers to the general
question: How should learning environments balance information or
assistance giving and withholding to achieve optimal student learning?
How best to achieve this balance remains a fundamental open problem
in instructional science. We call this problem the “assistance dilemma�
and emphasize the need for further science to yield specific conditions
and parameters that indicate when and to what extent to use information
giving versus information withholding forms of interaction.
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