Rapid Authoring of Intelligent Tutors for Real-World and Experimental Use

Aleven, Vincent; Sewall, Jonathan; McLaren, Bruce M.; Koedinger, Ken

doi:10.1109/icalt.2006.1652575

Cited by 36 publications

(23 citation statements)

References 5 publications

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“…We addressed this challenge by manipulating the framing of multiple aspects of the tutoring contexts at once and to the strongest extent possible. We also continually maintained the framing throughout the entire study, which was aided by the one-on-one tutoring format (Aleven et al 2006). We then measured how often the tutor manipulated each aspect of framing in the two protocols, and tracked students' responses to the tutor's framing moves, both in the moment and on a post-tutoring survey.…”

Section: A Tutoring Experiments To Investigate the Effects Of Framing mentioning

confidence: 99%

The influence of framing on transfer: initial evidence from a tutoring experiment

2010

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This paper investigates the idea that the framing of learning and transfer contexts can influence students' propensity to transfer what they have learned. We predicted that transfer would be promoted by framing contexts in an expansive manner in which students are positioned as having the opportunity to contribute to larger conversations that extend across time, places, people, and topics. A one-on-one tutoring experiment was conducted to test this hypothesis by manipulating framing as either expansive or its opposite (bounded) within a complex instructional learning ecology. We investigated the degree to which high school biology students transferred knowledge from a learning session about the cardiovascular system to a transfer-of-learning session about the respiratory system depending on framing condition. Consistent with the framing hypothesis, students in the expansive condition were generally more likely to transfer facts, a conceptual principle, and a learning strategy from one system to another.Keywords Transfer-of-learning Á Human tutoring Á Framing Á Social interactions and learning Á Self-explaining Transfer-of-learning, or the application of something that has been learned in one context to another context, is one of the most important educational phenomena. Without it, what students learn in school and elsewhere would have little effect on the rest of their lives. Transfer is also one of the most longstanding and difficult research topics in education and psychology (Barnett and Ceci

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Section: A Tutoring Experiments To Investigate the Effects Of Framing mentioning

confidence: 99%

The influence of framing on transfer: initial evidence from a tutoring experiment

2010

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“…In effect, ITS authoring tools reflected the implementation of AI methodologies (see Zarandi, Khademian, & Minaei-Bidgoli, 2012), and psychological models such as ACT-R cognition model (see Blessing et al, 2009;Aleven et al, 2006a;Aleven et al, 2006b) and constraint-based model (see Mitrovic, Martin, & Suraweera, 2009). The discipline of Human Computer Interaction (HCI) and existing commercial authoring tools played significant influencing role in the design of ITS authoring tools.…”

Section: Trends In Its Authoring Tools' Designmentioning

confidence: 99%

“…ACT-R, SOAR, etc.) (Aleven, Sewall, McLaren, & Koedinger, 2006a;Aleven, McLaren, Sewall, & Koedinger, 2006b;Blessing, Gilbert, Ourada, & Ritter, 2009) and human computer interaction standards (Murray, 1998(Murray, , 2003b. Only few cases lay claim to the investigation of educational theories in ITS (Nkambou, Frasson, & Gauthier, 2003;Hayashi, Bourdeau, & Mizoguchi, 2009).…”

Section: Introductionmentioning

confidence: 99%

A Metamodel for Designing an Intelligent Tutoring Systems Authoring Tool

Adenowo¹,

Patel²

2014

CIS

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Previous intelligent tutoring systems (ITS) and ITS authoring studies predominantly simulated and evaluated artificial intelligence (AI) techniques and cognitive architectures/notions in educational domains. Current research focuses on software design that is priori driven by educational theories; it concerns the conception of Augmented Conversation and Cognitive Apprenticeship Metamodel (ACCAM). The pedagogy driven metamodel-ACCAM-forms the basis for a formal (theory based) approach to designing ITS authoring tools for numerical aspect of numerical disciplines. This research, therefore, showcases the convergence of two theoretical perspectives-the Conversation Theory (CT) and Cognitive Apprenticeship (CA)-which were never considered together before now. The novel conceptual platform-the ACCAM-flows and benefited from the synergistic effect of the stated theories through the introduction of the concept of 'augmented conversation' within the resulting integrated framework. Thus, current work draws on the pedagogical import of the mentioned educational theories, elicits new meanings, and lays the foundation as well as opens future evaluation of a pedagogical engineering methodology that flows therefrom.

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“…Today, many computer-savvy users are familiar with timeline-based multimedia editing tools such as Microsoft MovieMaker or Adobe Flash. Apart from the previous works (Aleven et al 2006;Mohamad Eid et al 2008), our Haptic Editor was designed in a WISIWIG manner. Basically, such a tool consists of two core parts; the horizontal part stands for time and the vertical part stands for elements.…”

Section: Haptic Editormentioning

confidence: 99%