Metacognitive Overload!: Positive and Negative Effects of Metacognitive Prompts in an Intelligent Tutoring System

Kathryn S. McCarthy; Aaron D. Likens; Amy M. Johnson; Tricia A. Guerrero; Danielle S. McNamara

International Journal of Artificial Intelligence in Education Vol. 28, No. 3 (2018) pp. 420–438

Research suggests that promoting metacognitive awareness can increase performance in, and learning from, intelligent tutoring systems (ITSs). The current work examines the effects of two metacognitive prompts within iSTART, a reading comprehension...