Abstract
The Learner Model of an Intelligent Tutoring System (ITS) may be made visible (opened) to its users. An Open Learner Model (OLM) may also become a learning resource in its own right, independently of an ITS. OLMs offer potential for learner reflection and support to metacognitive skills such as self-assessment, in addition to improving learner model accuracy. This paper describes an evaluation of an inspectable and a negotiated OLM (one that can be jointly maintained through student-system discussion) in terms of facilitating self-assessment accuracy and modification of model contents. Both inspectable and negotiated models offered significant support to users in increasing the accuracy of self-assessments, and reducing the number and magnitude of discrepancies between system and user beliefs about the user's knowledge. Negotiation of the model demonstrated further significant improvements.
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