A Using the Cognitive Tutor Authoring Tool to Investigate the Link between the Approach to Learning and Metacognition Implemented in the Training of Prospective Primary School Teachers

By Psycharis S. Psycharis and Evi Botsari.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

In this work we use the Cognitive Tutor Authoring Tool (CTAT) in order to investigate the added value, if any, of CTAT to approach to learning and metacognition. CTAT is an Intelligent tutoring system Cognitive tutor- based on cognitive psychology theory of problem solving and learning. Intelligent tutoring systems have been shown to lead to impressive improvement in student learning in a range of domains, using a variety of different approaches
Using specific software applications (5 created by the authors and 5 by students) we attempted to use the tools provided by CTAT during the training period lasted for 20 hours. It is well known that metacognition is closely related to the construct named «approach to learning» and approach to learning refers to the qualitatively different ways in which students go about their learning, and provides an explanation for learning outcomes of differing quality.
Our results indicate that interactive software applications created by CTAT improve the metacognitive skills ,the learning outcome and approach to learning mainly due to the interactive instruction that adapts to individual students’ needs and, most typically, support student’s practice in reasoning during complex problem solving.

Keywords: Cognitive Tutors Metagognition, Didactics, Approach to Learning, Physics

The International Journal of Learning, Volume 16, Issue 11, pp.475-486. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.467MB).

Prof. Psycharis S. Psycharis

Associate Professor, School of Pedagogical and Technological Education(ASPAITE), ASPETE, ATHENS, Attica, Greece

Sarantos Psycharis holds a PhD in Computational Physics and an MSc in Information Technology. His research interests include physics, ICT in Education and Didactics, e-learning, artificial intelligence, educational software, and pedagogy.

Evi Botsari

Professor, Department of Education, School of Pedagogical and Technological Education(ASPAITE), Athens, Greece

Evi Botsari holds a PhD in Educational Psychology. Her main interests include the investigation between schooling and psychology, the investigation of psychological structures in relation with ICT, teachers training, etc.


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