Adaptive training of the metacognitive skill of knowledge monitoring in intelligent tutoring systems

Abstract

This paper investigates the effects of training the metacognitive skill of knowledge monitoring when metacognitive instruction is adapted to the characteristics of students in intelligent tutoring systems. An animated pedagogical agent that trains knowledge monitoring was developed and integrated into a step based tutoring system that helps students in solving algebraic equations. The training provided by the agent encourages learners to reflect on their knowledge and has its content and frequency of intervention adapted to the characteristics of the student. Related work has not adapted the metacognitive instruction to the characteristics of the student, nor has it aimed at investigating the effects of knowledge monitoring training specifically. Results of a classroom study suggest that students who received metacognitive training improved their knowledge monitoring skill and performed better on tests.