Date of Original Version

2008

Type

Conference Proceeding

Rights Management

All Rights Reserved

Abstract or Description

Students can use an educational system's help in unexpected ways. For example, they may bypass abstract hints in search of a concrete solution. This behavior has traditionally been labeled as a form of gaming or help abuse. We propose that some examples of this behavior are not abusive and that bottom-out hints can act as worked examples. We create a model for distinguishing good student use of bottom-out hints from bad student use of bottom-out hints by means of logged response times. We show that this model not only predicts learning, but captures behaviors related to self-explanation.

Comments

Best Paper Award.

Included in

Philosophy Commons

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