The DOI matches its Crossref record; 11 of the 14 references it cites were found in a registry or an index.
Limitations of Student Control: Do Students Know when They Need Help?
Overview
Integrity signals
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Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“While hints are generally effective, some students tend to immediately request bottom-out hints, resulting in less learning (Mathews et al., 2008; Aleven and Koedinger, 2000).”
From Assessing the Impact and Underlying Pathways of Sequenced AI feedback on Student Learning (2026) · cites this paper as Aleven and Koedinger, 2000
In the citing paper
“According to the standard hints design principle in ITS (VanLehn, 2006), the hint sequence consists of three levels of increasing specificity: 1) Pointing Hint: Directs the student's attention to a specific error or location without revealing the solution (Hume et al., 1996). 2) Teaching Hint: Provides the domain principle or rule required to solve the step (Hume et al., 1996). 3) Bottom-Out Hint:”
From Assessing the Impact and Underlying Pathways of Sequenced AI feedback on Student Learning (2026) · cites this paper as Aleven and Koedinger, 2000
Citations
Cites
Cognitive Tutors: Lessons Learned
Anderson, J. R., Corbett, A. T., Koedinger, K. R., & Pelletier, R. (1995) · Journal of the Learning Sciences · doi:10.1207/s15327809jls0402_2 · Cited by 1,982
Self-citationSelf‐Explanations: How Students Study and Use Examples in Learning to Solve Problems
Chi, M. T. H., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989) · Cognitive Science · doi:10.1207/s15516709cog1302_1 · Cited by 1,714
An investigation of computer coaching for informal learning activities
Burton, R. R., & Brown, J. S. (1979) · International Journal of Man-Machine Studies · doi:10.1016/s0020-7373(79)80003-6 · Cited by 509
Skill Acquisition and the LISP Tutor
Anderson, J. R., Conrad, F. G., & Corbett, A. T. (1989) · Cognitive Science · doi:10.1207/s15516709cog1304_1 · Cited by 388
A model of the self-explanation effect.
VanLehn, K., Jones, R. M., & Chi, M. T. H. (1992) · Journal of the Learning Sciences · doi:10.1207/s15327809jls0201_1 · Cited by 305
Help seeking, learning and contingent tutoring
Wood, H., & Wood, D. (1999) · Computers & Education · doi:10.1016/s0360-1315(99)00030-5 · Cited by 275
Effective Feedback Content for Tutoring Complex Skills
McKendree, J. (1990) · Human-Computer Interaction · doi:10.1207/s15327051hci0504_2 · Cited by 152
Tutoring Answer Explanation Fosters Learning with Understanding
Aleven, V., Koedinger, K. R., & Cross, K. (1999) · Cited by 63
Self-citationAutomated advice-giving strategies for scientific inquiry
Paolucci, M., Suthers, D. D., & Weiner, A. W. (1996) · Lecture notes in computer science · doi:10.1007/3-540-61327-7_135 · Cited by 59
Student strategies for learning programming from a computational environment
Recker, M. M., & Pirolli, P. L. T. (1992) · Lecture notes in computer science · doi:10.1007/3-540-55606-0_46 · Cited by 33
Individual Differences in Patterns of Spontaneous Online Tool Use
Shute, V. J., & Gluck, K. A. (1996) · Journal of the Learning Sciences · doi:10.1207/s15327809jls0504_2 · Cited by 24
Research works printed but not linked: 2
- Conati, C., and K. VanLehn, 1999. Teaching Meta-Cognitive Skills: Implementation and Evaluation of a Tutoring System to Guide Self-Explanation While Learning from Examples. In Artificial Intelligence in Education, Proceedings of AIED-99, edited by S. P. Lajoie and M. Vivet, 297–304. Amsterdam: IOS Press.
- Ritter, S., 1997. Communication, Cooperation and Competition among Multiple Tutor Agents. In Artificial Intelligence in Education, Proceedings of AI-ED 97 World Conference, edited by B. du Boulay and R. Mizoguchi, 31–38. Amsterdam: IOS Press.
Cited by
Sorted by citations
Shute, V. J. (2008) · Review of Educational Research · doi:10.3102/0034654307313795 · Cited by 4,631
Aleven, V. A. W. M. M., & Koedinger, K. R. (2002) · Cognitive Science · doi:10.1207/s15516709cog2602_1 · Cited by 895
Self-citationThe Behavior of Tutoring Systems
VanLehn, K. A. (2006) · International Journal of Artificial Intelligence in Education · doi:10.3233/irg-2006-16(3)02 · Cited by 836
Puntambekar, S., & Hubscher, R. (2005) · Educational Psychologist · doi:10.1207/s15326985ep4001_1 · Cited by 787
Exploring the Assistance Dilemma in Experiments with Cognitive Tutors
Koedinger, K. R., & Aleven, V. (2007) · Educational Psychology Review · doi:10.1007/s10648-007-9049-0 · Cited by 632
Self-citation
Metadata
- Authors
- Aleven, V., & Koedinger, K. R.
- Affiliations
- Carnegie Mellon University (US)
- Venue
- Lecture Notes in Computer Science
- Publisher
- Springer Berlin Heidelberg
- Published
- 2000
- Pages
- 292-303
- ISSN
- 0302-9743 (ISSN-L)
- OpenAlex
- W2139891935
- Semantic Scholar
- 097fcee1a910a91549bd22fecd14b684e24776e5
- Cited by
- 236
- References
- 14
- Citations by year
- 2026: 4 · 2025: 5 · 2024: 15 · 2023: 12 · 2022: 12 · 2021: 8 · 2020: 8 · 2019: 8 · 2018: 11 · 2017: 12 · 2016: 12 · 2015: 9 · 2014: 10 · 2013: 15 · 2012: 10
- FWCI
- 3.31
- Type
- conference paper
- Language
- en
- Open access
- closed
- Locations
- Lecture notes in computer science (publishedVersion)
- Topics
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Keywords
- intelligent tutoring systems, learner control, metacognition, help-seeking strategies, cognitive tutors, production rules, metacognitive feedback
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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