1. CT & TuTalk: CT Percent Tutor + Metacognitive TuTalk Prompts Dr. Baba Kofi Weusijana e-mail: babaw@u.washington.edubabaw@u.washington.edu Yvette Aqui e-mail: yvette.aqui@unlv.eduyvette.aqui@unlv.edu PSLC Summer School Project 2007 Copyright Dr. B. K. Weusijana & Yvette Aqui, 2007

2. Learning Environment Context  Primary school aged students learning at home, in library, or after-school lab  Learning Objectives Learning fractions, percentages, and ratios Translating word problem into an equation

3. ITS Roles  CT Model Tracing  Facilitates problem steps  Detect a suboptimal & two buggy paths  TuTalk Metacognitive prompts  Encourages self-monitoring & goal settings  Facilitates analogous solution strategies

4. Demo – CTAT: Start State

5. Demo – CTAT Middle of Optimal Path

6. Demo – CTAT Completed Optimal Path

7. Demo – CTAT Suboptimal Path

8. Demo – CTAT Incorrect Path 1: Percent Conversion Incorrect 1

9. Demo – CTAT Incorrect Path 1: Percent Conversion Incorrect 2

10. Demo – CTAT Incorrect Path 1: % Conversion Unpredicted Incorrect

11. Demo – TuTalk Script 1, Example 1

12. Demo – TuTalk Script 2, Example 1

13. Demo – TuTalk Script 2, Example 2

14. Tutor Development Challenges  CTAT Installation & configuration scripting needed  TuTalk GUI usability improvements  Novice terminology & metaphors  Widget feedback  Direct access to common features  Indirect access to advanced features & administrative functions

15. Future Research Questions & Work  CT Expand to ratio & fraction problems Production rule development SimStudent pilot testing  TuTalk Fine-grained studies of robust learning of reflection through different metacognitive dialogues  What strategies are domain dependent? How much can scripts and goals be reused?