Abstract
Knowledge monitoring is a component of metacognition which can help students regulate their own learning. In adaptive learning software, the system’s model of the student can be presented as an open learner model (OLM) which is intended to enable monitoring processes. We explore how presenting alignment, between students’ self-assessed confidence and the system’s model of the student, supports knowledge monitoring. When students can see their confidence and their performance (either combined within one skill meter or expanded as two separate skill meters), their knowledge monitoring and performance improves, particularly for low-achieving students. These results indicate the importance of communicating the alignment between the system’s evaluation of student performance and student confidence in the correctness of their answers as a means to support metacognitive skills.
Original language | English |
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Pages (from-to) | 159-194 |
Number of pages | 36 |
Journal | User Modelling and User Adapted Interaction |
Volume | 30 |
Issue number | 1 |
Early online date | 22 Jan 2020 |
DOIs | |
Publication status | Published - 1 Mar 2020 |
Keywords
- Confidence judgment
- Intelligent tutoring systems
- Knowledge monitoring
- Learning dashboards
- Open learner model
- Self-regulated learning
ASJC Scopus subject areas
- Education
- Human-Computer Interaction
- Computer Science Applications