Not a Team but Learning as One: The Impact of Consistent Attendance on Discourse Diversification in Math Group Modeling

Author:

Abdelshiheed Mark1ORCID,Jacobs Jennifer1ORCID,D'Mello Sidney1ORCID

Affiliation:

1. Institute of Cognitive Science, University of Colorado Boulder, USA

Funder

National Science Foundation

Learning Engineering Virtual Institute (LEVI)

Publisher

ACM

Reference69 articles.

1. How and When: The Impact of Metacognitive Knowledge Instruction and Motivation on Transfer Across Intelligent Tutoring Systems

2. Mark Abdelshiheed, John W. Hostetter, Tiffany Barnes, and Min Chi. 2023. Bridging Declarative, Procedural, and Conditional Metacognitive Knowledge Gap Using Deep Reinforcement Learning. In Proceedings of the 45th annual conference of the cognitive science society. 333–340.

3. Leveraging Deep Reinforcement Learning for Metacognitive Interventions Across Intelligent Tutoring Systems

4. Mark Abdelshiheed, Jennifer K. Jacobs, and Sidney K. D’Mello. 2024. Aligning Tutor Discourse Supporting Rigorous Thinking with Tutee Content Mastery for Predicting Math Achievement. In International Conference on Artificial Intelligence in Education. Springer, Cham, Switzerland.

5. Mark Abdelshiheed, Robert Moulder, John W. Hostetter, Tiffany Barnes, and Min Chi. 2024. Example, Nudge, or Practice? Assessing Metacognitive Knowledge Transfer of Factual and Procedural Learners. User Modeling and User-Adapted Interaction (2024).

Cited by 1 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

1. Future of Team Research: On Teamness and Dimensions of Variability in Teams;Proceedings of the Human Factors and Ergonomics Society Annual Meeting;2024-09-02

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