Abstract
Help seeking behavior in an intelligent tutoring system was analyzed to identify help
seeking strategies, and it was investigated whether the use of these strategies could be
predicted by achievement goal scores. Five strategies were identified, three of which were
predicted by achievement goal scores. These strategies were labeled Little Help, Click
through Help, Direct Solution, Step By Step, and Quick Solution. The Click Through Help
strategy was predicted by mastery avoidance goals, the Direct Solution strategy was
negatively predicted by mastery avoidance goals and positively predicted by performance
avoidance goals, and the Quick Solution strategy was negatively predicted by performance
approach goals.
seeking strategies, and it was investigated whether the use of these strategies could be
predicted by achievement goal scores. Five strategies were identified, three of which were
predicted by achievement goal scores. These strategies were labeled Little Help, Click
through Help, Direct Solution, Step By Step, and Quick Solution. The Click Through Help
strategy was predicted by mastery avoidance goals, the Direct Solution strategy was
negatively predicted by mastery avoidance goals and positively predicted by performance
avoidance goals, and the Quick Solution strategy was negatively predicted by performance
approach goals.
| Original language | English |
|---|---|
| Pages (from-to) | 196-208 |
| Number of pages | 13 |
| Journal | Computers and Education |
| Volume | 72 |
| Early online date | 14 Nov 2013 |
| DOIs | |
| Publication status | Published - Mar 2014 |
Keywords
- Intelligent tutoring systems; Interactive learning environments; Learning strategies