Book ChapterDOI
Opening the Door to Non-Programmers: Authoring Intelligent Tutor Behavior by Demonstration
Kenneth R. Koedinger,Vincent Aleven,Neil T. Heffernan,Bruce M. McLaren,Matthew Hockenberry +4 more
- pp 162-174
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TLDR
Pseudo Tutors as mentioned in this paper is a set of software tools that ease the process of cognitive task analysis and tutor development by allowing the author to demonstrate, instead of programming, the behav- ior of an intelligent tutor.Abstract:
Intelligent tutoring systems are quite difficult and time inten- sive to develop. In this paper, we describe a method and set of software tools that ease the process of cognitive task analysis and tutor development by allowing the author to demonstrate, instead of programming, the behav- ior of an intelligent tutor. We focus on the subset of our tools that allow authors to create "Pseudo Tutors" that exhibit the behavior of intelligent tu- tors without requiring AI programming. Authors build user interfaces by di- rect manipulation and then use a Behavior Recorder tool to demonstrate al- ternative correct and incorrect actions. The resulting behavior graph is an- notated with instructional messages and knowledge labels. We present some preliminary evidence of the effectiveness of this approach, both in terms of reduced development time and learning outcome. Pseudo Tutors have now been built for economics, analytic logic, mathematics, and language learn- ing. Our data supports an estimate of about 25:1 ratio of development time to instruction time for Pseudo Tutors, which compares favorably to the 200:1 estimate for Intelligent Tutors, though we acknowledge and discuss limitations of such estimates.read more
Citations
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Book
Building Intelligent Interactive Tutors: Student-centered Strategies for Revolutionizing E-learning
TL;DR: Building Intelligent Interactive Tutors discusses educational systems that assess a student's knowledge and are adaptive to a students' learning needs, and taps into 20 years of research on intelligent tutors to bring designers and developers a broad range of issues and methods that produce the best intelligent learning environments possible.
Journal ArticleDOI
The ASSISTments Ecosystem: Building a Platform that Brings Scientists and Teachers Together for Minimally Invasive Research on Human Learning and Teaching
TL;DR: Why ASSISTments has been successful and what lessons were learned are shared and goals for the future will be presented.
Journal ArticleDOI
Effectiveness of Intelligent Tutoring Systems A Meta-Analytic Review
James A. Kulik,J. D. Fletcher +1 more
TL;DR: The amount of improvement found in an evaluation depended to a great extent on whether improvement was measured on locally developed or standardized tests, suggesting that alignment of test and instructional objectives is a critical determinant of evaluation results.
Feedback Strategies for Interactive Learning Tasks
TL;DR: This chapter describes an interactive, two-feedback-loop model that explains core factors and effects of feedback in interactive instruction and presents theoretically and empirically based guidelines for the design and evaluation of feedback strategies.
Journal ArticleDOI
Addressing the assessment challenge with an online system that tutors as it assesses
TL;DR: The results show that the ASSISTment system can do a reliably better job predicting student end-of-year exam scores by leveraging the interaction data, and the model based on only the interaction information makes better predictions than the traditional assessment model that uses only information about correctness on the test items.
References
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Book
Human Problem Solving
TL;DR: The aim of the book is to advance the understanding of how humans think by putting forth a theory of human problem solving, along with a body of empirical evidence that permits assessment of the theory.
Book
Rules of the Mind
TL;DR: Production Systems and the ACT-R Theory and the Identical Elements Theory of Transfer.
Journal ArticleDOI
Cognitive Tutors: Lessons Learned
TL;DR: The 10-year history of tutor development based on the advanced computer tutoring (ACT) theory is reviewed, finding that a new system for developing and deploying tutors is being built to achieve the National Council of Teachers of Mathematics (NCTM) standards for high-school mathematics in an urban setting.
Journal ArticleDOI
Knowledge Tracing: Modeling the Acquisition of Procedural Knowledge
TL;DR: An effort to model students' changing knowledge state during skill acquisition and a series of studies is reviewed that examine the empirical validity of knowledge tracing and has led to modifications in the process.