Improving (Meta)Cognitive Tutoring by Detecting and Responding to Uncertainty

We hypothesize that enhancing computer tutors to respond to student uncertainty over and above correctness is one method for increasing both student learning and self-monitoring abilities. We explore this hypothesis using data from an experiment with a wizarded spoken tutorial dialogue system, where tutor responses to uncertain and/or incorrect student answers were manipulated. Our results suggest that monitoring and responding to student uncertainty has the potential to improve both cognitive and metacognitive student abilities.