Cognitive and Metacognitive Educational Systems: Papers from the AAAI Fall Symposium
Roberto Pirrone, Roger Azevedo, and Gautam Biswas, Cochairs
Computer-based learning environments are designed to support learning processes to facilitate acquisition, development, use, and transfer of knowledge and strategies required to solve complex tasks. These systems have to interact with different users, and support them with decisional processes that are sensitive to individual differences. A primary concern is self-regulation, which is important for developing independent learners. Traditional intelligent (that is, rational) systems have limitations in achieving all these goals. Systems in support of education have to be cognitive. A (meta)cognitive system is self-aware — it can adapt to the user, and may propose self-regulation strategies to help the user learn and deploy self-regulatory processes and facilitate dynamic adaptivity during learning. This sort of cognitive push-pull can be enabled via multimodal interaction, and through the possibility to define a system's "mental state." This symposium is aimed to stimulate the creation of a dedicated research community about the definition of what is a (meta)cognitive educational system. What aspects of cognition, metacognition, affect, and motivation have to be explored and integrated to achieve the goal of a new generation of metacognitive tools for enhancing learning with understanding and transfer in metacognitive educational systems?