Affiliations: Intelligent Computer Tutoring Group, Department of
Computer Science and Software Engineering, University of Canterbury, Private
Bag 4800, Christchurch, New Zealand. E-mails: [email protected],
[email protected]; http://www.cosc.canterbury.ac.nz/tanja.mitrovic,
http://www.cosc.canterbury.ac.nz/brent.martin
Abstract: This paper discusses the simple open student models used in two of
our constraint-based tutors, SQL-Tutor and KERMIT, and their effects on
self-assessment. The systems present a high-level abstraction of the detailed
information contained in the student model, in terms of skill meters
representing the student's progress on domain concepts. SQL-Tutor
presents the open student model when the student requires it, or when selecting
new problems. KERMIT, on the other hand, continuously displays a high-level
summary of the student's progress, while more detailed information
is available on request. Our results show that even simple open student models
can have important positive effects on learning and students'
meta-cognitive skills. Students appreciated having access to their models, and
they felt this feature contributed to their understanding of the domain.
Performance of less able students becomes significantly better than that of
their peers of similar abilities without access to their models. We have also
seen that open student models can help students learn to select better
problems.
Keywords: Open student models, constraint-based tutors, meta-cognitive skills