Editing Cognitive tutor (section)

== Introduction ==

The name of '''Cognitive Tutor''' now usually refers to a particular type of intelligent tutoring system produced by [[Carnegie Learning]] for high school mathematics based on John Anderson's [[ACT-R|ACT-R theory]] of human cognition. However, cognitive tutors were originally developed to test ACT-R theory for research purposes since the early 1980s and they are developed also for other areas and subjects such as computer programming and science.<ref name="Anderson, J. R., Corbett, A. T., Koedinger, K. R., & Pelletier, R. (1995)"/> Cognitive Tutors can be implemented into classrooms as a part of [[blended learning]] that combines textbook and software activities.

The Cognitive Tutor programs utilize cognitive model and are based on model tracing and knowledge tracing. Model tracing means that the cognitive tutor checks every action performed by students such as entering a value or clicking a button, while knowledge tracing is used to calculate the required skills students learned by measuring them on a bar chart called Skillometer.<ref>{{cite web|last1=Blessing|first1=Stephen|title=The Cognitive Tutor™: Successful Application of Cognitive Science|url=http://www.carnegielearning.com/research-results/whitepapers-reports/whitepapers/cognitive-tutor-successful-application-of-cognitive-science|website=Carnegie Learning|access-date=17 July 2014}}</ref> Model tracing and knowledge tracing are essentially used to monitor students' learning progress, guide students to correct path to problem solving, and provide feedback.

[[Institute of Education Sciences|The Institute of Education Sciences]] published several reports regarding the effectiveness of Carnegie Cognitive Tutor. A 2013 report concluded that Carnegie Learning Curricula and Cognitive Tutor was found to have mixed effects on mathematics achievement for high school students.<ref name="US Dept of Ed, 2013">{{cite web |year=2013|title=High School Mathematics intervention report: Carnegie Learning Curricula and Cognitive Tutor |website=Education Resources Information Center |url=http://files.eric.ed.gov/fulltext/ED539061.pdf}}</ref> The report identified 27 studies that investigate the effectiveness of Cognitive Tutor , and the conclusion is based on 6 studies that meet What Works Clearinghouse standards. Among the 6 studies included, 5 of them show intermediate to significant positive effect, while 1 study shows statistically significant negative effect. Another report published by Institute of Education Sciences in 2009 found that Cognitive Tutor Algebra I to have potentially positive effects on math achievement based on only 1 study out of 14 studies that meets What Works Clearinghouse standards. It should be understood that What Works Clearinghouse standards call for relatively large numbers of participants, true random assignments to groups, and for a control group receiving either no treatment or a different treatment.  Such experimental conditions are difficult to meet in schools, and thus only a small percentage of studies in education meet the standards of this clearinghouse, even though they may still be of value.<ref>{{cite web|year=2009|title=What Works Clearinghouse: Cognitive Tutor Algebra I |website=Institute of Education Sciences |url=https://ies.ed.gov/ncee/wwc/pdf/intervention_reports/wwc_cogtutor_072809.pdf|access-date=2016-07-23|archive-url=https://web.archive.org/web/20160331224148/http://ies.ed.gov/ncee/wwc/pdf/intervention_reports/wwc_cogtutor_072809.pdf|archive-date=2016-03-31}}</ref>