Cognitive Tutors as Research Platforms: Extending an Established Tutoring System for Collaborative and Metacognitive Experimentation
journal contributionposted on 01.01.2006 by Erin Walker, Kenneth Koedinger, Bruce McLaren, Nikol Rummel
Any type of content formally published in an academic journal, usually following a peer-review process.
Cognitive tutors have been shown to increase student learning in long-term classroom studies but would become even more effective if they provided collaborative support and metacognitive tutoring. Reconceptualizing an established tutoring system as a research platform to test different collaborative and metacognitive interventions would lead to gains in learning research. In this paper, we define a component-based architecture for such a platform, drawing from previous theoretical frameworks for tutoring systems. We then describe two practical implementation challenges not typically addressed by these frameworks. We detail our efforts to extend a cognitive tutor and evaluate our progress in terms of flexibility, control, and practicality.