Kenneth R Koedinger

Biographic Data

ID5707176
NAMEKenneth R Koedinger
GIVEN NAMESKenneth R
FAMILY NAMEKoedinger
SIGNATUREKOEDINGER K R
AFFILIATIONSCarnegie Mellon University
ORCID0000-0002-5850-4768
VERIFIEDYes
TOTAL WORKS10
TOTAL CITATIONS5
AUTHOR COUNT10
EDITOR COUNT0
FIRST PUBLICATION YEAR1995
LATEST PUBLICATION YEAR2026
H-INDEX1

  • Learning-Aware Reliability Estimation for Tutor Skill Assessment Using Large Language Models

    Open AccessConrad Borchers, Danielle R Thomas et al.ARTICLEJournal of Learning Analytics2026

    Assessment is foundational to learning analytics, especially in evaluating instructional interventions and guiding improvement in online learning environments. With the growing use of large language models (LLMs) to score open-ended responses, questions arise about the reliability of these model-generated scores, particularly in short pre-post formats where learners are expected to improve. This study introduces a novel method for estimating test…

  • Let's talk evidence – The case for combining inquiry-based and direct instruction

    Open AccessTon De Jong, Ard W Lazonder et al.ARTICLEEducational Research Review2023

    Many studies investigating inquiry learning in science domains have appeared over the years. Throughout this period, inquiry learning has been regularly criticized by scholars who favor direct instruction over inquiry learning. In this vein, Zhang, Kirschner, Cobern, and Sweller (2022) recently asserted that direct instruction is overall superior to inquiry-based instruction and reproached policy makers for ignoring this fact. In the current arti…

  • Supporting skill integration in an intelligent tutoring system for code tracing

    Open AccessYun Huang, Peter Brusilovsky et al.ARTICLEJournal of Computer Assisted…2023

  • Ethics of AI in Education: Towards a Community-Wide Framework

    Open AccessWilliam Holmes, Kaśka Porayska‐Pomsta et al.ARTICLEInternational Journal of…2022

    While Artificial Intelligence in Education (AIED) research has at its core the desire to support student learning, experience from other AI domains suggest that such ethical intentions are not by themselves sufficient. There is also the need to consider explicitly issues such as fairness, accountability, transparency, bias, autonomy, agency, and inclusion. At a more general level, there is also a need to differentiate between doing ethical things…

  • Intelligent science exhibits: Transforming hands-on exhibits into mixed-reality learning experiences

    Open AccessNesra Yannier, Kevin Crowley et al.ARTICLEJournal of the Learning Sciences2022

    Background Museum exhibits encourage exploration with physical materials typically with minimal signage or guidance. Ideally children get interactive support as they explore, but it is not always feasible to have knowledgeable staff regularly present. Technology-based interactive support can provide guidance to help learners achieve scientific understanding for how and why things work and engineering skills for designing and constructing useful a…

  • Varied practice testing is associated with better learning outcomes in self-regulated online learning

    Open AccessPaulo F Carvalho, Elizabeth A Mclaughlin et al.ARTICLEJournal of Educational Psychology2022

  • The Knowledge‐Learning‐Instruction Framework: Bridging the Science‐Practice Chasm to Enhance Robust Student Learning

    Open AccessKenneth R Koedinger, Albert T Corbett et al.ARTICLECognitive Science2012

    Despite the accumulation of substantial cognitive science research relevant to education, there remains confusion and controversy in the application of research to educational practice. In support of a more systematic approach, we describe the Knowledge‐Learning‐Instruction (KLI) framework. KLI promotes the emergence of instructional principles of high potential for generality, while explicitly identifying constraints of and opportunities for det…

  • Are diagrams always helpful tools? Developmental and individual differences in the effect of presentation format on student problem solving

    Open AccessJulie L Booth, Kenneth R KoedingerARTICLEBritish Journal of Educational…2012References: 51

    Background. High school and college students demonstrate a verbal, or textual, advantage whereby beginning algebra problems in story format are easier to solve than matched equations ( Koedinger & Nathan, 2004 ). Adding diagrams to the stories may further facilitate solution ( Hembree, 1992 ; Koedinger & Terao, 2002 ). However, diagrams may not be universally beneficial ( Ainsworth, 2006 ; Larkin & Simon, 1987 ). Aims. To identify developmental a…

  • Iterating between lessons on concepts and procedures can improve mathematics knowledge

    Open AccessBethany Rittle‐johnson, Kenneth Koedinger et al.ARTICLEBritish Journal of Educational…2009Cited by: 5References: 27

    Background Knowledge of concepts and procedures seems to develop in an iterative fashion, with increases in one type of knowledge leading to increases in the other type of knowledge. This suggests that iterating between lessons on concepts and procedures may improve learning.Aims The purpose of the current study was to evaluate the instructional benefits of an iterative lesson sequence compared to a concepts-before-procedures sequence for student…

  • Cognitive Tutors: Lessons Learned

    John R Anderson, Albert T Corbett et al.ARTICLEJournal of the Learning Sciences1995

    This article reviews the 10-year history of tutor development based on the advanced computer tutoring theory (J. R. Anderson, 1983, 1993). We developed production system models in ACT of how students solved problems in LISP, geometry, and algebra. Computer tutors were developed around these cognitive models. Construction of these tutors was guided by a set of eight principles loosely based on the ACT theory. Early evaluations of these tutors usua…