Although engineering models of user behavior have enjoyed a rich history in HCI, they have yet to have a widespread impact due to the complexities of the modeling process. In this paper we describe a development system in which designers generate predictive cognitive models of user behavior simply by demonstrating tasks on HTML mock-ups of new interfaces. Keystroke-Level Models are produced automatically using new rules for placing mental operators, then implemented in the ACT-R cognitive architecture. They interact with the mock-up through integrated perceptual and motor modules, generating behavior that is automatically quantified and easily examined. Using a query-entry user interface as an example [19], we demonstrate that this new system enables more rapid development of predictive models, with more accurate results, than previously published models of these tasks.

In this paper, we compare pioneer methods of educational data mining field with recommender systems techniques for predicting student performance. Additionally, we study the importance of including students' attempt time sequences of parameterized exercises. The approaches we use are Bayesian Knowledge Tracing (BKT), Performance Factor Analysis (PFA), Bayesian Probabilistic Tensor Factorization (BPTF), and Bayesian Probabilistic Matrix Factorization (BPMF). The last two approaches are from the recommender system's field. We approach the problem using question-level Knowledge Components (KCs) and test the methods using cross-validation. In this work, we focus on predicting students' performance in parameterized exercises. Our experiments shows that advanced recommender system techniques are as accurate as the pioneer methods in predicting student performance. Also, our studies show the importance of considering time sequence of students' attempts to achieve the desirable accuracy.

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Intelligent tutoring systems (ITSs) have consistently been shown to improve the educational outcomes of students when used alone or combined with traditional instruction. However, building an ITS is a time-consuming process which requires specialized knowledge of existing tools. Extant authoring methods, including the Cognitive Tutor Authoring Tools' (CTAT) example-tracing method and SimStudent's Authoring by Tutoring, use programming-by-demonstration to allow authors to build ITSs more quickly than they could by hand programming with model-tracing. Yet these methods still suffer from long authoring times or diffculty creating complete models. In this study, we demonstrate that Simulated Learners built with the Apprentice Learner (AL) Framework can be combined with a novel interaction design that emphasizes model transparency, input fexibility, and problem solving control to enable authors to achieve greater model completeness in less time than existing authoring methods.