Abstract
BioWorld is a computer-based learning environment that supports medical students in their clinical reasoning about virtual cases. We model the regulatory processes sudents use in the context of BioWorld in an effort to see when they ask for tutorial guidance and how guidance can be improved. BioWorld provides assistance using an artificial physician to deliver hints when students request a consult. We analyzed the concurrent think aloud protocols and log-file trace data collected from 30 students who solved 3 cases with BioWorld. Our findings highlight the antecedents and functions of regulatory activities involved in help-seeking. We discuss the implications for tailoring the content of the hints provided by the consult tool to the specific needs of different students.
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Lajoie, S.P. et al. (2013). Modelling Domain-Specific Self-regulatory Activities in Clinical Reasoning. In: Lane, H.C., Yacef, K., Mostow, J., Pavlik, P. (eds) Artificial Intelligence in Education. AIED 2013. Lecture Notes in Computer Science(), vol 7926. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-39112-5_76
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DOI: https://doi.org/10.1007/978-3-642-39112-5_76
Publisher Name: Springer, Berlin, Heidelberg
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